Unit convenor and teaching staff |
Unit convenor and teaching staff
Rauno Parrila
Fay Hadley
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Credit points |
Credit points
10
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Prerequisites |
Prerequisites
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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 is the foundation level unit in learning and development for all students in early childhood, primary, and secondary teaching programs. There are three areas of focus. First, the unit introduces learning, development, and systems theories to describe the cognitive, language and socio-emotional growth of infants, children and adolescents. Second, the unit introduces students to research on effective learning and study strategies. Third, the unit focuses on developing research skills. Students will develop an understanding of the theoretical concepts and research approaches used in learning and development research and will use these to describe developing learners and the contexts they interact with. |
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:
Quiz Assessments
Assignment extensions
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 11.59pm. 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.
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.
Requesting a re-assessment of an assignment
If you have evidence that your task has been incorrectly assessed against the grade descriptors you can request a re-mark. To request a re-mark you need to contact the unit convenor within 7 days of the date of return of the assignment and provide a detailed assessment of your script against the task criteria. Evidence from your assignment must be provided to support your judgements.
Note: Please do not request a re-mark for a Failed assessment as they are all double-marked as a part of the moderation process. The outcome of a re-mark may be a higher/lower or unchanged grade. Grades are standards referenced and effort is NOT a criterion.
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 and Descriptor
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.
Name | Weighting | Hurdle | Due |
---|---|---|---|
ASSET Survey participation | 5% | No | 31.8.2022 |
Early Childhood Care Centre visit and observation | 0% | Yes | Week 3, 5 or 7 |
Primary school visit and observation | 0% | Yes | Week 3, 5 or 7 |
High school visit and observation | 0% | Yes | Week 3, 5 or 7 |
Learning Activity Quizzes | 25% | No | Variable |
Portfolio of learning products | 30% | No | Part 1: 21.8.2022; Part 2: 2.10.2022 |
Final take home exam | 40% | No | 11.11.2022 |
Assessment Type 1: Participatory task
Indicative Time on Task 2: 3 hours
Due: 31.8.2022
Weighting: 5%
Participate in five anonymous surveys examining features of the learner and approaches to learning (i.e. the “ASSET Survey”).
Assessment Type 1: Case study/analysis
Indicative Time on Task 2: 3 hours
Due: Week 3, 5 or 7
Weighting: 0%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)
Students will complete a supervised visit to an Early Childhood Care Centre and complete an observation task specific to learning of infant and toddlers.
Assessment Type 1: Case study/analysis
Indicative Time on Task 2: 3 hours
Due: Week 3, 5 or 7
Weighting: 0%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)
Students will complete a supervised visit to a primary school and complete an observation task specific to learning of primary school children.
Assessment Type 1: Case study/analysis
Indicative Time on Task 2: 3 hours
Due: Week 3, 5 or 7
Weighting: 0%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)
Students will complete a supervised visit to a high school and complete an observation task specific to learning of adolescents.
Assessment Type 1: Quiz/Test
Indicative Time on Task 2: 10 hours
Due: Variable
Weighting: 25%
Students will complete a quiz after each learning activity assessing their understanding and recall of the content.
Assessment Type 1: Portfolio
Indicative Time on Task 2: 20 hours
Due: Part 1: 21.8.2022; Part 2: 2.10.2022
Weighting: 30%
Students will complete two small assessment tasks with the following foci: (1) Compare two definitions of learning; and (2) Choose one description of schooling experiences by an Indigenous Australian or by a member of a minority group and prepare an essay or presentation on it. The first component is an individual written submission. The second component has multiple response formats (individual or small group presentation, individual or small group written submission).
Assessment Type 1: Essay
Indicative Time on Task 2: 20 hours
Due: 11.11.2022
Weighting: 40%
Students will prepare an essay or presentation that assesses (1) their knowledge and application of learning and development concepts, and (2) their ability to apply unit learnings to critically analyse information on the cognitive, language and social development of the learner. Vignettes depicting features of learning, development and environments, including those experienced by Aboriginal and Torres Strait Islander students, will be handed to the students and need to be incorporated into the responses. Format: audio/video presentation (10 minutes) or an essay (max 1500 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
Weinstein, Y. & Sumeracki, M. (2019). Understanding how we learn: A visual guide. London: Routledge.
eBook ISBN 9780203710463
DOI: doi.org/10.4324/9780203710463
You will need to get a copy of the textbook immediately as it is needed for Week 1 and Week 2 activities.
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:
Lecture schedule
Week 1 (July 25): Learning and Development as Concepts
Week 2 (August 1): Perception, Attention and Memory
Week 3 (August 8): School visit and observation (1)
Week 4 (August 15): Effective Study Strategies
Week 5 (August 22): School visit and observation (2)
Week 6 (August 29): Making sense of learning: Learning theories
Week 7 (Sep 5): School visit and observation (3)
-- RECESS 12.9 to 25.9 --
Week 8 (Sep 26): Language Development
Week 9 (Oct 3): Language Differences
Week 10 (Oct 10): Social development: Understanding yourself and others
Week 11 (Oct 17): Social development: Teacher-student and peer relationships
Week 12 (Oct 24): Learning and developmental disorders
Week 13 (Oct 31): Review
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.
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.
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
All Internal tutorials begin in Week 1 of Session.
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
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
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 start learning how to use the 5Rs framework in some of the activities included:
Resilience: You will complete a quiz after each learning activity assessing your understanding and recall of the content. After completing the quiz, you will get your mark and two opportunities to improve it if you are not satisfied with the initial mark. This allows students to set their own goals and push themselves forward.
Reflexive: In this unit, we want you to develop your ability to reflect on your own learning and the learning of others. As you learn about effective study and learning strategies, you are expected to reflect on your own strategies and experiment with some of the evidence-based strategies covered. You will also complete three supervised visits to schools or early learning centres and observation tasks specific to engagement and learning of children. These tasks will allow you to reflect on differences between children and how teacher behaviours can affect the student responses.
Responsive: Many of the tutorial activities will require you to consider different responses to presented situations. In your final exam, you will be given vignettes depicting features of learning, development and environments and you are expected to analyse what is happening in those vignettes in light of what you have learned about learning and cognitive, language and social development during the unit.
Ready to learn: A big part of this unit focuses on learning, including your own learning. We want you to understand what learning is and how it can be enhanced. We will also offer information on how to express your learning, hoping to equip all of the students with the understandings and skills they need to succeed and find assistance when needed.
Research engaged: In this unit, you will mostly engage with research summaries as we go through what research tells us about effective learning and child development. We will also teach you what we consider as scholarly resources, how to find research articles, and how to assess the quality of the journals where they are published.
Unit information based on version 2022.04 of the Handbook