Students

EDST1000 – Exploring Australian Education: Social and Historical Contexts

2022 – Session 2, In person-scheduled-infrequent, North Ryde

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff Convenor
Anastasia Zarkos
anastasia.zarkos@mq.edu.au
Tutor
Minami Uchida
minami.uchida@mq.edu.au
Tutor
Scott Smith
scott.smith@mq.edu.au
Fay Hadley
fay.hadley@mq.edu.au
Credit points Credit points
10
Prerequisites Prerequisites
Corequisites Corequisites
Co-badged status Co-badged status
Unit description Unit description
As a foundational unit, this unit invites students to explore the practice of education in Australia today through the lens of what and how children and young people are learning and experiencing in contemporary early childhood, primary and secondary school settings. Concepts and perspectives drawn from sociology and history, and also from philosophy, cultural studies, politics and economics, will support your reflections on your own schooling, your direct observations on contemporary practices in education, and in discerning the implications they hold for your future development as a teacher. The concept of "the curriculum" and its many dimensions are explored as an important unifying theme throughout the unit as we investigate how teachers and school leaders seek to be responsive to students, colleagues, parents and communities in the context of the society schools serve. A wide range of contemporary issues are considered relating to families, gender, equity, indigeneity, media, technology and community. Key moments in the history of Australian education are also identified.

Important Academic Dates

Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates

Learning Outcomes

On successful completion of this unit, you will be able to:

  • ULO1: Develop insights into the ways in which contemporary educational practice has been shaped, and continues to be shaped, by socio-cultural and historical factors.
  • ULO2: Describe the structures and concepts that underpin contemporary policy and practice in Australian educational institutions.
  • ULO3: Apply initial academic research skills through searching relevant databases and other non-academic sources to read for purpose and investigate contemporary issues in Australian educational practice.
  • ULO4: Work collaboratively and ethically with others.

General Assessment Information

Assessment Presentation and Submission Guidelines

Please follow these guidelines when you submit each assignment:

  • Allow a left and right-hand margin of at least 2cm in all assignments.
  • Please type all assignments using 12-point font and 1.5 spacing.
  • All assessments must be submitted through Turnitin in .doc or .pdf format
  • It is the responsibility of the student to ensure that all assessments are successfully submitted through Turnitin.
  • Faculty assignment cover sheets are NOT required.

 

Draft Submissions & Turnitin Originality Reports

  • Students may use Turnitin’s Originality Report as a learning tool to improve their academic writing if this option is made available in the unit.
  • Students are strongly encouraged to upload a draft copy of each assessment to Turnitin at least one week prior to the due date to obtain an Originality Report.
  • The Originality Report provides students with a similarity index that may indicate if plagiarism has occurred. Students will be able to make amendments to their drafts prior to their final submission on the due date.
  • Generally, one Originality Report is generated every 24 hours up to the due date.

Please note:

  • Students should regularly save a copy of all assignments before submission.
  • Students are responsible for checking that the correct file has been uploaded, that their submission has been successful, and that it has been submitted by the due date and time.

 

Assignment extensions and late penalties

  • Applications for extensions must be made via AskMQ according to the Special Consideration policy. Extensions can only be granted if they meet the Special Considerations policy and are submitted via https://ask.mq.edu.au/. This will ensure consistency in the consideration of such requests is maintained.
  • Students should keep an electronic file of all assessments. Claims regarding "lost" assessments cannot be made if the file cannot be produced. It is also advisable to keep an electronic file of all drafts and the final submission on a USB untouched/unopened after submission. This can be used to demonstrate easily that the assessment has not been amended after the submission date.

 

  • Late Assessment Submission Penalty 

  • Unless a Special Consideration request has been submitted and approved, a 5% penalty (of the total possible mark) will be applied each day a written assessment is not submitted, up until the 7th day (including weekends). After the 7th day, a mark of ‘0’ (zero) will be awarded even if the assessment is submitted. Submission time for all written assessments is set at 11.55pm. A 1-hour grace period is provided to students who experience a technical issue.   

     

    This late penalty will apply to non-timed sensitive assessment (incl essays, reports, posters, portfolios, journals, recordings, etc.). Late submission of time sensitive tasks (such as tests/exams, performance assessments/presentations, scheduled practical assessments/labs, etc.) will only be addressed by the unit convenor in a Special Consideration application. Special Consideration outcome may result in a new question or topic.

    University policy on grading

    Criteria for awarding grades for assessment tasks

    Assignments will be awarded grades ranging from HD to F according to guidelines set out in the University's Grading Policy. The following descriptive criteria are included for your information.

     

    Descriptive Criteria for awarding grades in the unit

    In order to meet the unit outcomes and successfully pass this unit, students must make a genuine attempt at all assessment tasks. Where any submitted assessment task is considered to be unsatisfactory in this regard, the highest possible final grade that can be awarded for the unit will be 45.

     

    Students will be awarded grades ranging from HD to F according to guidelines set out in the policy: https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/assessment-in-effect-from-session-2-2016

The following generic grade descriptors provide university-wide standards for awarding final grades. 

Grade

Descriptor

HD

(High Distinction)

Provides consistent evidence of deep and critical understanding in relation to the learning outcomes. There is substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem-solving approaches; critical evaluation of problems, their solutions and their implications; creativity in application as appropriate to the discipline.

D

(Distinction)

Provides evidence of integration and evaluation of critical ideas, principles and theories, distinctive insight and ability in applying relevant skills and concepts in relation to learning outcomes. There is demonstration of frequent originality in defining and analysing issues or problems and providing solutions; and the use of means of communication appropriate to the discipline and the audience.

Cr

(Credit)

Provides evidence of learning that goes beyond replication of content knowledge or skills relevant to the learning outcomes. There is demonstration of substantial understanding of fundamental concepts in the field of study and the ability to apply these concepts in a variety of contexts; convincing argumentation with appropriate coherent justification; communication of ideas fluently and clearly in terms of the conventions of the discipline.

P

(Pass).

Provides sufficient evidence of the achievement of learning outcomes. There is demonstration of understanding and application of fundamental concepts of the field of study; routine argumentation with acceptable justification; communication of information and ideas adequately in terms of the conventions of the discipline. The learning attainment is considered satisfactory or adequate or competent or capable in relation to the specified outcomes

F

(Fail)

Does not provide evidence of attainment of learning outcomes. 
There is missing or partial or superficial or faulty understanding and application of the fundamental concepts in the field of study; missing, undeveloped, inappropriate or confusing argumentation; incomplete, confusing or lacking communication of ideas in ways that give little attention to the conventions of the discipline.

Note: If you fail a unit with a professional experience component, the fail grade will be on your transcript irrespective of the timing of the placement.

 

Withdrawing from this unit

If you are considering withdrawing from this unit, please seek academic advice via https://ask.mq.edu.au before doing so as this unit may be a co-requisite or prerequisite for units in the following sessions and may impact on your progression through the degree.

Results

Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au

 

 

Assessment Tasks

Name Weighting Hurdle Due
The Making of ‘YOU' 40% No 5/09/2022
Engagement: Lead & Follow 60% No Weeks 3 - 12

The Making of ‘YOU'

Assessment Type 1: Essay
Indicative Time on Task 2: 20 hours
Due: 5/09/2022
Weighting: 40%

 

Students analyse their own schooling experience (or one advertised by a generic school website) from a sociological perspective, including school motto, rules, rewards and punishments, uniforms, subject choices, values or lessons etc. They consider the types of students and ways of being that were encouraged and discouraged and the effects this may have on different types of students’ inclusion and engagement. Students analyse how their social and development characteristics impacted and were impacted by school teaching and learning approaches. They use readings from the first five modules to reflect on the strategies’ effectiveness (1500 words).

 
On successful completion you will be able to:
  • Develop insights into the ways in which contemporary educational practice has been shaped, and continues to be shaped, by socio-cultural and historical factors.
  • Describe the structures and concepts that underpin contemporary policy and practice in Australian educational institutions.
  • Apply initial academic research skills through searching relevant databases and other non-academic sources to read for purpose and investigate contemporary issues in Australian educational practice.

Engagement: Lead & Follow

Assessment Type 1: Presentation
Indicative Time on Task 2: 40 hours
Due: Weeks 3 - 12
Weighting: 60%

 

There are two components (1a and 1b) in the first assessment task designed to both encourage and assess the quality of ongoing student engagement: tutorial leadership (30%/ 30 marks) and ongoing participation in tutorial discussions (30%/ 30 marks). Both components are assessed by the tutor in either face-to-face class time utilising a purpose-designed rubric with scope for student peer assessment providing further input. 1a) Students, in groups of no more than three, will plan and facilitate an interactive class discussion to address one or more of the key questions posed for the week's module and elaborated on in the previous week’s lectures. 1b) An individual grade will also be awarded for contributions to face-to-face or online tutorial group discussions throughout the semester that demonstrate an ongoing engagement with key issues raised and readings.

 
On successful completion you will be able to:
  • Develop insights into the ways in which contemporary educational practice has been shaped, and continues to be shaped, by socio-cultural and historical factors.
  • Describe the structures and concepts that underpin contemporary policy and practice in Australian educational institutions.
  • Apply initial academic research skills through searching relevant databases and other non-academic sources to read for purpose and investigate contemporary issues in Australian educational practice.
  • Work collaboratively and ethically with others.

1 If you need help with your assignment, please contact:

  • the academic teaching staff in your unit for guidance in understanding or completing this type of assessment
  • the Writing Centre for academic skills support.

2 Indicative time-on-task is an estimate of the time required for completion of the assessment task and is subject to individual variation

Delivery and Resources

Required and recommended texts

Tait, Gordon. (2019 or other version fine). Making Sense of Mass Education. Cambridge: Cambridge University Press.

Jones, Tiffany. (2020 or other version fine). A Student-centred Sociology of Australian Education. Cham: Springer.

Where possible recommended readings mentioned in lecture videos are supplied via the Leganto link on the iLearn site, and referenced in the tutorial slides.

 

Information about the unit iLearn site 

This unit has a full web presence through iLearn. 

Students will need regular access to a computer and the Internet to complete this unit.

Regular access to iLearn is recommended for all Infrequent Mode students. Important assessment information will be posted here, as will other relevant unit notices and materials, including reminders to help students progress.

Various activities and materials for discussion and critical reflection are included and students especially are encouraged to use this web component towards developing their assessments and helping their peers to do so. Electronic links and suggested references will be included via the Leganto link. Please check the iLearn unit regularly.

A welcome video and several core lecture videos are available on the web through the ECHO360 lecture component. You must listen to all lectures.

PowerPoint slides are available in iLearn for the core lectures.

 

Access and technical assistance

Information for students about access to the online component of this unit is available at https://ilearn.mq.edu.au/login/index.php. You will need to enter your student username and password.

Please do NOT contact the Unit Convenor regarding iLearn technical help.

No extensions will be given for any technical issues. Allow enough time for your submissions.

Assistance is available from IT Helpdesk ph: 1800 67 4357 or log a request at help.mq.edu.au. OneHelp is the online IT support service for both students and staff.

 

This unit requires students to use several ICT and software skills:

  • Internet access: The iLearn site contains materials for this unit; it is also required for the online submission of all Assessment Tasks, and for the use of Turnitin submission for ALL tasks. 
  • Word processing, visual representations, and document formatting: You are required to use an appropriate form of software to present your assignments.
  • Uploading of assessment tasks to iLearn.

 

Structure

The unit structure can be found in the university timetable https://timetables.mq.edu.au/

In the tutorial students will discuss issues and questions arising from the lectures and prescribed readings. They are expected to base their arguments/discussions on evidence from published research and other relevant material. There will be a supporting website for the unit providing additional readings, links and materials. Lectures will also be available through Echo in iLearn from the following website link: http://ilearn.mq.edu.au

The unit comprises weekly video lectures of approx. 2hrs each and related textbook and other textual readings (via the iLearn). In tutorial classes,(on-campus sessions) and tutorial discussion board students can discuss issues and questions arising from the lectures and prescribed readings. They are expected to base their arguments/discussions on evidence from published research and other relevant material. There will be a supporting website for the unit providing additional readings, links and materials. Lectures will also be available through Echo in iLearn from the following website link: http://ilearn.mq.edu.au

Students are required to participate in small group activities, whole class discussion, to read the weekly material in advance, and to complete tasks either as individuals or in groups. The weekly program for the course with the accompanying readings/ preparation is available on the on the unit iLearn site. 

 

Students are required to participate in the assessment work as directed, to view the lectures and read the lecture material as the unit progresses, and to contribute to a collegial and respectful online environment. The recommended weekly program for the course is available on the iLearn site and regular reminders about the work progress will be emailed.

 

On-campus sessions

The on-campus sessions for this year are provisionally scheduled on:

Day 1: Saturday of Week 3 (the third week) of Semester 2, 9am-3pm.

Day 2: Saturday of Week 5 (the fifth week) of Semester 2, 9am-3pm.

Further confirmation of specific details and any updates about times and locations will be posted on iLearn as an Announcement during first half of the semester.

Policies and Procedures

Macquarie University policies and procedures are accessible from Policy Central (https://policies.mq.edu.au). Students should be aware of the following policies in particular with regard to Learning and Teaching:

Students seeking more policy resources can visit Student Policies (https://students.mq.edu.au/support/study/policies). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.

To find other policies relating to Teaching and Learning, visit Policy Central (https://policies.mq.edu.au) and use the search tool.

Student Code of Conduct

Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/admin/other-resources/student-conduct

Results

Results published on platform other than eStudent, (eg. iLearn, Coursera etc.) or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au or if you are a Global MBA student contact globalmba.support@mq.edu.au

Academic Integrity

At Macquarie, we believe academic integrity – honesty, respect, trust, responsibility, fairness and courage – is at the core of learning, teaching and research. We recognise that meeting the expectations required to complete your assessments can be challenging. So, we offer you a range of resources and services to help you reach your potential, including free online writing and maths support, academic skills development and wellbeing consultations.

School of Education Procedures

In addition, the following policies and procedures of the School of Education are applicable in this unit.

 

Fitness to Practice 

Academic Senate has approved the development of a Fitness to Practice (FTP) procedure to provide further clarity to students enrolled in practical, clinical and professional programs who have not met the requirements of the General Coursework Rules. It establishes how the University will manage the progression of students enrolled in practical, clinical or professional (PCP) programs or units listed on Schedule 3 of the Academic Progression Policy, with embedded placements and/or registration, accreditation or other mandated requirements.   

The Procedure is governed by General Coursework Rules, and the Academic Progression Policy and is supported by the Inherent Requirements Framework. It provides the process to identify, notify, intervene, support, monitor and exclude when required, those students who are not meeting the FTP requirements of their program.   

FTP is the demonstration of professional competence, acceptable professional behaviour, freedom from impairment and compliance with program specific requirements needed for a student to practice properly and safely throughout their practical, clinical or professional program.   

Students must ensure they meet Inherent Requirements before enrolling in their program; that they have the physical, cognitive, communication and behavioural capacity to complete the program. Students with a disability or chronic health condition may have reasonable adjustments made. Students must also demonstrate that they are fit to practice and demonstrate the capabilities and professional behaviours required of that profession.   

 

Attendance for undergraduate units

See the university timetable for information about when classes begin in this unit. https://timetables.mq.edu.au/

Activities completed during weekly tutorials (internal) or on campus days (external) are essential for building the core knowledge and/or skills required to demonstrate the learning outcomes of this unit [and to meet the AITSL Graduate Teacher Standards and/or ACECQA requirements]. Attendance at all tutorials or on campus days is expected and the roll will be taken.

Students are required to attend the tutorial in which they are enrolled. Any changes to tutorial enrolments must be completed officially through e-student. Please do not contact the unit convenor requesting a change.

 

Unit Expectations

  • Students are expected to read weekly readings before completing tasks and attending tutorials
  • Students are expected to listen/attend weekly lectures before completing tasks and attending tutorials

Note: It is not the responsibility of unit staff to contact students who have failed to submit assignments.  If you have any missing items of assessment, it is your responsibility to make contact with the unit convenor.

 

Electronic Communication

It is the student’s responsibility to check all electronic communication on a regular weekly basis.  Communication may occur via:

  • Official MQ Student Email Address
  • The Dialogue function on iLearn
  • Other iLearn communication functions

 

External Students

  • Information about the dates if the on-campus sessions can be found in the university timetable. https://timetables.mq.edu.au/
  • The on-campus sessions are essential to student engagement and learning and attendance on all days is expected. Failure to attend or to have an approved Special Consideration may result in a Fail grade for the unit. Please see attendance requirements in this unit guide. 
  • Prior to the on-campus sessions, you should have read the prescribed readings and listened to the lectures. Summarise the main points and make a note of the key terms and definitions. Prepare any discussion questions of your own that you wish to share.
  • Please make effective use of the online component of the unit and access iLearn regularly. Keep up to date with listening to the lectures on a weekly basis.

 

On-campus sessions

The dates for the on-campus sessions can be found in the university timetable https://timetables.mq.edu.au/

Further specific details and any updates about times and locations will be posted on iLearn as an Announcement during first half of the semester.

Student Support

Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/

The Writing Centre

The Writing Centre provides resources to develop your English language proficiency, academic writing, and communication skills.

The Library provides online and face to face support to help you find and use relevant information resources. 

Student Services and Support

Macquarie University offers a range of Student Support Services including:

Student Enquiries

Got a question? Ask us via AskMQ, or contact Service Connect.

IT Help

For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/. 

When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.

5Rs Framework

The 5Rs Framework, developed by the School of Education at Macquarie University, is embedded throughout your teacher education course. Your use of the 5Rs Framework will help you develop the capabilities that will make your teaching career sustainable and fulfilling. In this unit, you will learn using four components of the 5Rs framework in the following important ways:

  • Resilient: EDST1000 links students to information about how their pedagogical approaches can impact the wellbeing and resilience of their future students.
  • Reflexive: EDST1000 has a formative quiz in which students reflect on their beliefs about education, and later an essay in which they expand upon how these were constructed via schooling experiences. Lecture/ tutorial Q&A encourage reflection on a regular basis.
  • Responsive: EDST1000 requires student engagement in weekly activities in their tutorial engagement assessment (1b). Pro-active participation and responsiveness to the weekly stimuli is required and marked.
  • Research engaged: EDST1000 engages students with sociology of education research in the lectures through discussion of statistics and visual data for example, and through their reporting on research findings in Tasks 1 (tutorial leadership & participation), and 2 (essay)

Unit information based on version 2022.03 of the Handbook