Unit convenor and teaching staff |
Unit convenor and teaching staff
Tutor and Marker
Dr Bronwen Wade-Leeuwen
Contact via i-Learn
Carolyn Palmer
Laurinda Lomas
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Credit points |
Credit points
10
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Prerequisites |
Prerequisites
40cp at 1000 level or above including ECHE1130 or ECH113
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
This unit explores the integration of science, technology, engineering, arts and mathematics (STEAM) in the early years of education (birth-eight). Students will gain understanding of the underlying pedagogies when engaging with STEAM, will learn to expand curriculum opportunities in formal and informal contexts (e.g. Maker spaces; Museums) and also differentiate their teaching strategies depending on the age and other important characteristics of their children/students. Contemporary methods of assessment, evaluation and documentation appropriate for young children will also be explored. Students will have the opportunity to design and implement their own educational resource with a focus on STEAM. |
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Assessment Presentation and Submission Guidelines
Please follow these guidelines when you submit each assignment:
Draft Submissions & Turnitin Originality Reports
Please note:
Assignment extensions and late penalties
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.
Assessment Presentation and Submission Guidelines Please follow these guidelines when you submit each assignment:
Draft Submissions & Turnitin Originality Reports
Please note:
Assignment extensions and late penalties
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.
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.
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Name | Weighting | Hurdle | Due |
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Development of STEAM learning plans | 50% | No | 9/9/2022 |
STEAM resource and learning experience development | 50% | No | 31/10/2022 |
Assessment Type 1: Learning plan
Indicative Time on Task 2: 30 hours
Due: 9/9/2022
Weighting: 50%
The purpose of this assignment is to develop your knowledge and skills in observing, assessing and planning STEAM learning experiences for young children (birth-five years) in the early years. (1800 words)
Assessment Type 1: Project
Indicative Time on Task 2: 30 hours
Due: 31/10/2022
Weighting: 50%
The purpose of this assignment is to develop your knowledge and skills in designing and planning a STEAM educational project for young children in the early years. (1800 words).
1 If you need help with your assignment, please contact:
2 Indicative time-on-task is an estimate of the time required for completion of the assessment task and is subject to individual variation
Required and recommended texts MacDonald, A., & Rafferty, J. (2015). Investigating mathematics, science and technology in early childhood. Oxford University Press. Campbell, C., Jobling, W., & Howitt, C. (2021). Science in early childhood (4th edition). Cambridge University Press. Fleer, M. (2019). Technologies for Children (2nd edition). Cambridge University Press.
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. Weekly access to iLearn is compulsory for all students. Important assessment information will be posted here, as will other relevant unit notices and materials, including a reading template and guide to lecture note taking to assist your studies. Various activities and materials for discussion and critical reflection are included and external students especially are encouraged to use this web component. Electronic links and suggested references will be included in the Resources section. Please check the iLearn unit regularly. Weekly lectures are available on the web through the ECHO360 lecture component. PowerPoint slides are available in iLearn in advance of the weekly lecture and/or are available in the Active Learning Tool. 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:
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 Students are required to participate in small group activities, whole class discussion, to read the weekly material in advance, and to complete brief tasks either as individuals or in pairs. The weekly program for the course with the accompanying readings/ preparation is available on the unit iLearn site. |
This unit will commence in Week 3.
Date |
Offering |
Topic |
Friday 12th August |
Weekly F2F and online tutorials |
Introduction to STEAM |
Friday 19th August |
Weekly F2F and online tutorials |
Early childhood mathematics |
Saturday 20th August |
OCD 1 |
Covering weeks 1-5 as per iLearn |
Friday 26th August |
Weekly F2F and online tutorials |
Early childhood science |
Friday 2nd September |
Weekly F2F and online tutorials |
Technology in the early years |
Friday 9th September |
Weekly F2F and online tutorials |
Art education in the early years |
Friday 9th September |
Assessment 1 due |
See iLearn for details |
Mon 12th September to Friday 23rd September |
Mid-semester break NO CLASSES |
Catch up with any missed lectures and readings. |
Friday 30th September |
Weekly F2F and online tutorials |
Engineering in the early years |
Friday 7th October |
Weekly F2F and online tutorials |
Play-based approach to STEAM |
Saturday 8th October |
OCD 2 |
Covering weeks 6-10 as per iLearn |
Friday 14th October |
Weekly F2F and online tutorials |
Project approach to STEAM |
Friday 21st October |
Weekly F2F and online tutorials |
Makerspace in STEAM |
Friday 28th October |
Weekly F2F and online tutorials |
Planning and assessment for STEAM |
Monday 31st October |
Assessment 2 due |
See iLearn for details |
Zoom links for the online tutorials will be posted on iLearn.
OCD for students enrolled in the infrequent attendance only.
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.
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 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
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
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 (OCD) 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
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:
External Students
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
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.
Macquarie University offers a range of Student Support Services including:
Got a question? Ask us via AskMQ, or contact Service Connect.
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.
28/6/22 Updated staffing and unit schedule
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 the 5Rs framework in the following important ways:
Resilience: Understanding and identifying personal attitudes towards STEAM education. Challenging pre-existing STEM education. Building conceptual and procedural understandings to bolster confidence.
Reflexive: Strong understanding of theory to underpin pedagogy. Understanding broader implications of technology and how this influences teaching and learning decisions.
Responsive: Building passion, interest and enthusiasm for STEAM and developing strategies for supporting that response/ disposition/ experience for young children and families. Recognising how children’s interest in STEAM areas is an important as an impetus for curriculum planning/ implementation.
Ready to learn: Reinforcing the teacher’s role as co-learner – learning alongside children on integrated STEAM content. Understanding technology as tool for teaching and learning.
Research engaged: Drawing on research publications and research to understand teaching and learning relating to STEAM.
Unit information based on version 2022.03 of the Handbook