Students

ECHX8290 – Professional Experience 3

2023 – Session 2, Online-flexible

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff Unit Convenor
Nicole Jamison
nicole.jamison@mq.edu.au
Contact via iLearn Dialogue
29WW 362
By appointment via iLearn Dialogue
Credit points Credit points
20
Prerequisites Prerequisites
ECHX825 or ECEX825 or ECHX8250
Corequisites Corequisites
Co-badged status Co-badged status
Unit description Unit description

This unit enables students to refine their roles as early childhood teachers. During the internship, students will have opportunities to strengthen their autonomy and independence as a teacher of young children as they explore their role within the centre and its local community. With increasing confidence, students will be able to justify their decision making as a teacher responding to the challenges of daily work in an early childhood centre. The internship contains a 30 day placement to be completed as three days a week over ten weeks. Students may complete the internship requirements in their own workplace where appropriate. All enrolment queries should be directed to Open Universities Australia (OUA).

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: Undertake candid self-assessment of progress towards both the unit learning outcomes and the Professional Teaching Standards
  • ULO2: Identify the importance of socially just practices associated with educational settings for children, families, and community
  • ULO3: Critically evaluate and utilise relevant theoretical and research literature to support teaching decisions
  • ULO4: Synthesise knowledge and skills development throughput the program in a teaching performance assessment
  • ULO5: Implement the requirements of the relevant statutory processes in relation to early childhood curriculum
  • ULO6: Communicate effectively as ethical, reflective and informed teachers when working with colleagues, children, families and other education and community stakeholders.

General Assessment Information

  • Students should be aware of and apply the University policy on academic honesty (see: https://policies.mq.edu.au/document/view.php?id=3) 

  • Unless a Special Consideration (see: https://students.mq.edu.au/study/assessment-exams/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.  

  • Please format assessments using 12-point font and 1.5 spacing. 

  • All assessments are submitted electronically. Turnitin plagiarism detection software is used to check all written assessments. 

  • Students can use Turnitin’s Originality Report as a learning tool to improve their academic writing if this option is made available in the unit. 

  • Students should carefully check that they submit the correct file for an assessment as no re-submissions will be accepted after the due date and time, including instances where students upload an incorrect file in error. 

  • Word limits are strictly applied. Work above the word limit will not be marked.  

  • All assessments are marked using a clear marking scheme or a rubric. 

  • Marking of all assessments is moderated by the Unit Convenor. 

  • Applications for extensions must be made via AskMQ (https://ask.mq.edu.au/).  

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

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. For Professional Experience units the PE Report is marked as satisfactory or unsatisfactory and the Teaching Performance Assessment (in final PE units) is marked as not meets, meets or exceeds. 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. 

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 your course progression. 

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
Professional Experience Evaluation Report (Supervising Teacher Report) 0% No 23:55 22/10/2023
Teaching Performance Assessment 100% Yes 23:55 22/10/2023

Professional Experience Evaluation Report (Supervising Teacher Report)

Assessment Type 1: Field work task
Indicative Time on Task 2: 1 hours
Due: 23:55 22/10/2023
Weighting: 0%

 

The Teacher Education Student attends Professional Experience and this report is submitted by the supervising teacher as an assessment of the student when on placement.

 
On successful completion you will be able to:
  • Undertake candid self-assessment of progress towards both the unit learning outcomes and the Professional Teaching Standards
  • Identify the importance of socially just practices associated with educational settings for children, families, and community
  • Critically evaluate and utilise relevant theoretical and research literature to support teaching decisions
  • Synthesise knowledge and skills development throughput the program in a teaching performance assessment
  • Implement the requirements of the relevant statutory processes in relation to early childhood curriculum
  • Communicate effectively as ethical, reflective and informed teachers when working with colleagues, children, families and other education and community stakeholders.

Teaching Performance Assessment

Assessment Type 1: Teacher performance assessment
Indicative Time on Task 2: 24 hours
Due: 23:55 22/10/2023
Weighting: 100%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)

 

Teacher Education Students (TES) will complete the MQ Teaching Performance Assessment (MQTPA) in the final Professional Experience unit of their course. The TES should refer to the Professional Experience Requirements for this unit as this will support the evidence collected during placement.

 
On successful completion you will be able to:
  • Undertake candid self-assessment of progress towards both the unit learning outcomes and the Professional Teaching Standards
  • Identify the importance of socially just practices associated with educational settings for children, families, and community
  • Critically evaluate and utilise relevant theoretical and research literature to support teaching decisions
  • Synthesise knowledge and skills development throughput the program in a teaching performance assessment
  • Implement the requirements of the relevant statutory processes in relation to early childhood curriculum
  • Communicate effectively as ethical, reflective and informed teachers when working with colleagues, children, families and other education and community stakeholders.

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

There is an expectation that you complete scholarly reading in this unit. It is an integral part of your study of unit ECHX8290.

Prescribed Text

There is no prescribed textbook for this unit. This is a capstone unit and students are expected to read widely and build on previous readings.

It is expected that students have mastered APA referencing and get guidance by relevant resources, such as: https://libguides.mq.edu.au/referencing/APA7thEdition

Readings to get you started ... Ideally you should be reading in areas that assist your thinking and reflection from your internship.

Andrews, R. & Van Bergen, P. (2020). Characteristics of educators’ talk about decontextualised events. Australasian Journal of Early Childhood, 45(4), p.362-376. 

Andrews, R., Van Bergen, P., & Wyver, S. (2020). Use of mental state language during educator-child and mother-child conversations about the past and future. Early Education and Development, 31(6), 838-853. doi.org/10.1080/10409289.2019.1689772

Andrews, R., Van Bergen, P., & Wyver, S. (2019). Reminiscing and future talk conversations between young children, their early childhood educators and mothers. Early Childhood Research Quarterly, 49, 254-268. https://doi.org/10.1016/j.ecresq.2019.07.005

Australian Children's Education & Care Quality Authority. (2011). Guide to the national quality standard.  Retrieved from https://www.acecqa.gov.au/nqf/about/guide

Arthur, L., Beecher, B., Dockett, S., Farmer, S., & Death, E. (2021). Programming and planning in early childhood settings. (8th ed.). Victoria: Thomson.

Bombro, A. L., Jablon, J., & Stetson, C. (2011). Powerful interactions: How to connect with children to extend their learning. Washington D.C.: NAEYC.

Burman, L. (2009). Are you listening? Fostering conversations that help young children learn. St Paul, Minnesota: Redleaf Press.

Curtis, D., & Carter, M. (2008). Learning together with young children: A curriculum framework for reflective teachers. Minnesota: Redleaf Press.

Department of Education, Employment & Workplace Relations (DEEWR). (2009). Belonging, being and becoming: The early years learning framework for Australia. Canberra: Commonwealth of Australia.

Department of Education, Employment & Workplace Relations (2010). Educators belonging, being and becoming: Educators’ guide to the early years learning framework for Australia. Canberra: Commonwealth of Australia.

Department of Education, Employment & Workplace Relations (2010). The early years learning framework in action: Educators’ stories and models for practice. Canberra: Commonwealth of Australia.

Danby, S., Fleer, M., Davidson, C., & Hatzigianni, M. (2018). Digital Childhoods. Technology in children's everyday lives. Singapore: Springer publications.

Degotardi, S. & Han, F., 2020, Quality of educator-infant conversational interactions among infants experiencing varying quantity of linguistic output. European Early Childhood Education Research Journal, 28(5), p. 743-757 

Fellowes, J., & Oakley. G. (2019) Language, Literacy and Early Childhood Education. (3rd ed.). Australia/New Zealand: Oxford University Press.

Fenech, M., Wong, S., Boyd, W., Gibson, M., Watt, H., & Richardson, P. (2021). Attracting, retaining and sustaining early childhood teachers: an ecological conceptualisation of workforce issues and future research directions. Australian Educational Researcher. https://doi.org/10.1007/s13384-020-00424-6

Fleet, A., Honig, T., Robertson, J., Semann, A., & Shepherd, W. (2011). What's pedagogy anyway? Using pedagogical documentation to engage with the early years learning framework.   Retrieved from http://www.cscentral.org.au/Resources/what-is-pedagogy-anyway-.pdf

Giamminuti, S. (2013). "Dancing with Reggio Emilia: Metaphors for quality." Mt Victoria, NSW: Pademelon Press.

Hadley, F. & Rouse, E., 2021, Oxford bibliographies: education. Hynds, A. (ed.). New York: Oxford University Press, 13 p.

Hadley, F., & Rouse, L. (2019). Parent partnerships—does compliance influence your practice? The Spoke:  http://thespoke.earlychildhoodaustralia.org.au/parent-partnerships-compliance-influence-practice/

James, A., & Prout, A. (Eds.). (2015). Constructing and reconstructing childhood: Contemporary issues in the sociological study of childhood. Routledge.

Jones, C., Johnstone, M., Hadley, F. & Waniganayake, M., Dec 2020, In: Australasian Journal of Early Childhood. 45, 4, p. 322-335 14 p.

Little, H., & Stapleton, M. (2021). Exploring toddlers' rituals of 'belonging' through risky play in the outdoor environment. Contemporary Issues in Early Childhood. https://doi.org/10.1177/1463949120987656

MacNaughton, G. Rolfe, S., & Siraj-Blatchford, I. (Eds.) (2010). Doing early childhood research: International perspectives on theory and practice. UK: McGraw-Hill Education.

MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice. (3rd ed.). Sydney: Pearson Education.

McDevitt, T. M., Ormrod, J. E., Cupit, G., Chandler, M., & Aloa, V. (2013). Child Development and Education. Frenchs Forest, NSW: Pearson.

Millikan, J., & S. Giamminuti.(2014). Documentation and the Early Years Learning Framework. Australia: Pademelon Press.

NSW Department of Education and Communities. (2012). Great Teaching: Inspired Learning Discussion Paper. NSW Government.

O’Brien, M., Wade-Leeuwen, B., Hadley, F., Andrews, R., Kelly, N. & Kickbusch, S. (2018). Chapter 8: Learning to Be. In A. Ambrosetti, R. Capeness, J. Kriewaldt, D. Rorrison (Eds). Educating Teachers: Innovative Perspectives in Professional Experience.  Singapore: Springer.

Patterson, C., & Fleet, A. (2011). Planning in the context of the EYLF: Powerful, practical and pedagogically sound. Research in Practice Series, 19(2), Canberra: ECA.

Powell, S.J. & Somerville, M. (2021). Preschool zombies: Embodied, socio-(re)enacted, productive spatial literacies. Discourse: Studies in the Cultural Politics of Education. https://www.tandfonline.com/eprint/NG6WFEWHEAFQKPWXPKPE/full?target=10.1080/01596306.2021.1941778 

Sims, M., & Hutchins, T. (2011). Program planning for infants and toddlers: In search of relationships. Sydney: Pademelon press.

Sims, M., Waniganayake, M. & Hadley, F. (2019). What makes good even better? Excellent EC leadership. International Journal of Educational Management. 33 (4), p.573-586. DOI: 10.1108/IJEM-01-2018-0032  

Wiltz, N. W., Watson-Thompson, O., Cawley, H. S. & Skelley, H. A. (2008). Developing and presenting a professional portfolio in early childhood education. Student Enrichment Series.

Useful journals for this unit

Australasian Journal of Early Childhood (AJEC)

Australian Journal of Research in Early Childhood Education

Childcare Information Exchange

Child Development (Top Journal in the field)

Contemporary Issues in Early Childhood (online www.triangle.co.uk/ciec)

Early Childhood Research and Practice (online http://ecrp.uiuc.edu/index.html)

Early Childhood Research Quarterly (Top Journal in the field)

European Early Childhood Education Research Journal

Early Years

International Journal of Early Childhood

International Journal of Early Years Education

International journal of teacher

Journal of Teacher Education (all levels – Top Journal)

Journal of Early Childhood Research

Young Children

Key Australian website references

Association for Childhood Education International: http://www.acei.org

Australian Education and Care Quality Authority (ACECQA): http://acecqa.gov.au/

Australian Community Children’s Services (ACCS) (Previously NACBCS): http://www.ausccs.org.au

Australian Institute of Family Studies:  https://aifs.gov.au/  

Australian Institute of Health and Welfare: www.aihw.gov.au

Australian Association for Research in Education (AARE): https://www.aare.edu.au/

Early Childhood Australia: http://www.earlychildhoodaustralia.org.au/ 

MyChild: http://www.mychild.gov.au/

European Early Childhood Research Blog: https://www.eecera.org/blog/

National Association for the Education of Young Childhood (American) (NAEYC) http://www.naeyc.org

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 to assist your studies. 

Various activities and materials for discussion and critical reflection are included and students enrolled in INFQ mode are especially 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. You must listen to all lectures if you do not attend these ‘live’. 

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.  

Assistance is available from IT Helpdesk  

Ph: 9850 4357 or 1800 67 4357  

Email: help.mq.edu.au. 

On Campus: Ground floor at 18 Wally’s Walk 

Other useful information about how the teaching is structured. Suggested wording below. Please amend for your unit. 

Structure of Learning and Teaching Activities

The unit structure can be found in the university timetable https://timetables.mq.edu.au/2023/ 

The unit runs for 3 tutorials and a final Viva Voce Practical (TPA) for OUA students through Zoom. For some topics, students will find discussion and/or study tasks. OUA students are expected to contribute to these online discussions and tasks to demonstrate their engagement and progress in the unit. Please see the detailed schedule in iLearn.

The tutorial sessions are scheduled on:

  • Friday, July 27 from 4.00pm-5.00pm
  • Friday, August 25 from 4.00pm-5.00pm
  • Friday, September 29 from 4.00pm-5.00pm

The Viva Voce Practicals (TPA) are scheduled on:

  • Friday, October 20 from 8.00am-9.30am; 10.00am-11.30am; 11.30-am-1.00pm or 2.00pm-3.30pm. Please consult your timetable for your specific time.

Attendance at all tutorial sessions is expected so please do not schedule your placement experience or other commitments on these days.

You are required to have completed all readings and complete any tasks for the topics prior to each online workshop. In the tutorial students will discuss issues and questions arising from the activities and prescribed readings. You are expected to base your arguments/discussions on evidence from published research and other relevant material.

There will be a supporting iLearn site for the unit providing additional readings, links and materials.  

The weekly program for the course with the accompanying readings/ preparation is available on the following pages or on the unit iLearn site. 

Unit Schedule

ECHE8290 Unit Schedule - Session 2 2023

Week Topic

Week 1

(w/c 23rd Jul)

Friday, July 27 Tutorial 1: 4.00pm-5.00pm (through Zoom)

Week 2

(w/c 30th Jul)

 Self-organisation

Week 3

(w/c 6th Aug)

 Internship commences Week 1 (3 days)

Week 4

(w/c 13th Aug)

 Internship continues Week 2 (3 days)

Week 5

(w/c 20th Aug)

Internship continues Week 3 (3 days)

Friday, August 25 Tutorial 2: 4.00pm-5.00pm (through Zoom)

Week 6

(w/c 27th Aug)

Internship continues Week 4 (3 days)

Week 7

(w/c 3rd Sept)

Internship continues Week 5 (3 days)

MQ Recess

(w/c 10th Sept)

 Internship continues Week 6 (3 days)

MQ Recess

(w/c 17th Sept)

 Internship continues Week 7 (3 days)

Week 8

(w/c 24th Sept)

Internship continues Week 8 (3 days)

Friday, September 29 Tutorial 3: 4.00pm-5.00pm (through Zoom)

Week 9

(w/c 1st Oct)

 Internship continues Week 9 (3 days)

Week 10

(w/c 8th Oct)

 Internship continues Week 10 (3 days)

Week 11

(w/c 15th Oct)

Friday, October 20 Viva Voce Practicals 3 (through Zoom):

  • 8.00am-9.30am
  • 10.00am-11.30am
  • 11.30am-1.00pm or
  • 2.00pm-3.30pm

Week 12

(w/c 22nd Oct)

Assessment 1: P.Ex. Evaluation Report (Supervising Teacher Report) due to WIL office 23:55 Sunday 22/10/2023 (0%)

Assessment 2: Teaching Performance Assessment (TPA) due 23:55 Sunday 22/10/2023 (100%)

Week 13

(w/c 29th Oct)

 

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.

Attendance for postgraduate units

Attendance at all synchronous activities, completion of non-synchronous formative/diagnostic class tasks and involvement in professional forums is expected.

Unit Expectations

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

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

Online Zoom Sessions

The tutorial sessions are scheduled on:

  • Friday, July 27 from 4.00pm-5.00pm
  • Friday, August 25 from 4.00pm-5.00pm
  • Friday, September 29 from 4.00pm-5.00pm

The Viva Voce Practicals (TPA) are scheduled on:

  • Friday, October 20 from 8.00am-9.30am; 10.00am-11.30am; 11.30-am-1.00pm or 2.00pm-3.30pm. Please consult your timetable for your specific time.

These are essential to student engagement and learning and attendance on is expected. Failure to attend or to have an approved Special Consideration may result in a Fail grade for the unit.   

Prior to the 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.

Fail Rule  

General Coursework Rule 17 stipulates that where a student is enrolled in a practical, clinical or Professional course with fitness to practice requirements:  

  • if a student fails one practical, clinical or professional activity they may be permanently excluded from that course; or 

  • if a student fails an essential unit twice or fails the equivalent of 20 credit points they may be permanently excluded from further enrolment in that course.    

Students completing a double degree will be able to continue with their other degree program provided they meet the academic progression requirements of the Academic Progression Policy. 

Students completing a single Education degree (such as the BTeach/MTeach) are advised to seek academic advice. 

Passing a Professional Experience Unit 

To pass a Professional Experience unit, students must achieve a satisfactory result for their professional experience placement AND achieve a satisfactory result overall for their academic assessment tasks (where applicable) in the unit. 

Professional Experience Unit Placement Expectations 

  • Students must be able to present evidence of completion of several tasks prior to session census date (or as otherwise advised) in order to receive a placement for Professional Experience. Please check your email from the Work Integrated Learning (WIL) Office. Requirements are outlined here as well: https://education.nsw.gov.au/teaching-and-learning/professional-learning/pl-resources/pre-service-teacher-resources/induction-for-pre-service-teachers/mandatory-pre-requisites-for-pre-service-teachers-participating-   

  • Students must have submitted all written assessment tasks and/or associated unit component requirements prior to the commencement of the block. 

  • Students who are completing a unit offered by another department are expected to inform and negotiate with that unit convenor about their professional experience block dates and to discuss how that unit's requirements can be met. For some situations, it may mean that you are enrolled externally for that unit so that your attendance for tutorials for that unit is not impacted.  

  • Feedback from Tertiary Supervisors and/or Supervising Teachers is of a general nature. It is incumbent on the student to check the requirements of any assessments or bookwork prior to submission. 

  • If a Student is identified being in need of additional support for Professional Practice and/or Bookwork, the School of Education’s ‘Additional Support’ procedure will be activated and they will not be able to withdraw themselves from this Unit. 

  • Students may not be able to commence their placement until all alleged academic honesty breaches have been investigated and concluded.  

  • The timing of placements can vary. For placements early in the Session, Fail grades may be approved by the University prior to the end of Session for students who do not meet the placement expectations of the Unit. 

Fitness to practice requirements 

  • Macquarie University operates under a ‘Fitness to Practice’ model as specified in the University's Academic Progression Policy.  For this Unit, this means that, when undertaking a placement, a student is declaring that they are able to demonstrate 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 or unit. It is the responsibility of the student to determine whether they are fit to undertake a placement. Therefore, if a student is feeling unfit to undertake a placement, they should not do so. For more information https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/academic-progression 

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 the 5Rs framework in the following important ways: 

  • Resilience practiced inside and outside of the classroom.

In order to be more resilient to the stresses of the teaching environment, teachers need to be aware of, and maintain, their holistic health and sense of coherence. They need the confidence and clarity of mind to manage uncertain and complex issues and unexpected events whenever they arise in their career.

Teaching is demanding for everyone; however, it has been observed that the teachers who thrive on challenges are those who are able to draw on their personal resources and the social and structural supports around them.

  • Reflexive in their teaching practice.

Teaching is about understanding multiple and changing ecologies of learning. This encompasses individual students’ needs, the affordances of classroom spaces, student and teacher relationships, curriculums, school culture, parental expectations, community demographics and needs and expectations of the profession, and the effects of government policy.

Teachers must recognise and mediate all these elements, along with their own motivations and priorities. A reflexive approach to teaching assists in making effective and impactful decisions that ensure quality student outcomes on a daily basis.

  • Responsive to students, colleagues, parents and professional communities.

Teaching is a relational profession. The best teachers make deep connections with their students, parents and communities. Most of us remember a great teacher, not because of what they taught, but because they were inspiring. They engaged us through the personal connections they made with us, and their recognisable care for our wellbeing and success.

  • Ready to learn.

When teachers graduate from university, they are far from the end of their learning journey, but rather just at the beginning.

The ongoing pursuit of learning is a mark of a quality teacher. There are always new methods and ideas to try. But in practice, learning needs are not a one-size-fits-all affair. Teachers need to identify their individual learning needs within the context of their career. Then, they can pursue that learning to the benefit of both themselves and their students.

  • Research engaged throughout their career.

Effective teaching practice is based on evidence. This evidence can come from their own research in the classroom and the latest academic research in learning, teaching, motivation, cognition, curriculum, technologies and spaces, to name a few. A critical understanding of data is essential, allowing it to be analysed and woven back into practice.

Data can be big or small – both types are equally important. Big data includes large-scale standardised testing, which is great for identifying unfolding trends in the teaching sector. Small data includes things like classroom assessment, which gives us details about how and why students are succeeding or failing in specific areas.

The 5Rs framework can help teachers stay focused on what’s important. It can give teachers the confidence to keep at their career, strive for personal improvement and maximise their positive impact on students.

Unit information based on version 2023.02 of the Handbook