• 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 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.

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 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 https://ask.mq.edu.au

Required and recommended texts

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

OR

• Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2018). Programming and planning in early childhood settings (7th ed.). Cengage.
  • NB: This is a limited eBook through Macquarie University library. The publisher has placed restrictions on this eBook. There is a 3-user access and there is no printing/downloading/copy allowed. Students will only be able to view on the screen. We highly recommed that students purchase a copy of the textbook if they have not already purchased this textbook for a previous unit.
• Little, H., Elliott, S., & Wyver, S. (2017). Outdoor learning environments: Spaces for exploration, discovery and risk-taking in the early years. Routledge.
• Porter, L. (2016). Young children's behaviour: Guidance approaches for early childhood education (4th ed.). Allen & Unwin.
• It is recommended that you download and save a copy of the new Belonging, Being & Becoming: The Early Years Learning Framework for Australia (V2.0 2022)

NB: You should have most of these texts already from other units

• A reading list is provided on iLearn and reading links for each week are available via Leganto

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. You must listen to all lectures if you do not attend these ‘live’.
• PowerPoint slides in pdf format 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

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 12 weeks comprising of 8 weeks of tutorials framed around a specfic topic and 4 weeks of Professional Experience. The weekly topic overview for the unit is available on the following pages and a more detailed schedule with the accompanying readings and/or preparation can be found on the unit iLearn site.
• Each tutorial week comprises of a one-hour lecture (pre-recorded), required reading(s) and a two-hour weekly tutorial for internal students or a two-day session for external students.
  • External students will complete the tutorial tasks at the scheduled infrequent on-campus sessions on:
    • Saturday 25th March 9:00am-4:00pm
    • Saturday 29th April 9:00am-4:00pm
• In the tutorial students will discuss issues and questions arising from the lectures and prescribed readings. You are required to participate in small group and whole class activities and discussion, to read the weekly material and watch the lecture in advance (ensure you set aside enough time to complete these tasks and take notes), and to complete brief tasks either as individuals or pairs. You are expected to base your arguments/discussions on evidence from published research and other relevant material.
• In the Professional Experience weeks students will attend the centre on the same shift as their Supervising Teacher (for a total of 20 days) and complete relevant documentation to contribute to their Professional Experience E-Folio.
• There will be a supporting iLearn site for the unit providing additional readings, links and materials.

EDST3020 Unit Schedule - Session 1 2023

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:

Resilient

Teachers need to manage uncertain and complex issues and unexpected events when they arise in their career. We know teaching is challenging and demanding, however, it has been observed that teachers who thrive are able to draw on their personal resources and the social and structural supports around them.

This unit provides opportunities for students to consolidate knowledge on guiding children's behaviour and honing strategies for guiding children's behaviour, including transitions, as well as developing a range of strategies to support chidlren's learning in the outdoors. During tutorials and whilst on placement, students will discuss and practice these skills. During class and on placement students will build on their skills such as problem-solving, critical analysis, self-awareness, task management, literacy and communication skills.

Reflexive

Teaching is about understanding multiple and changing ecologies of learning: individual students’ needs, the affordances of classroom spaces, student and teacher relationships, curriculum, research evidence, school culture, parental expectations, community demographics and needs, expectations of the profession, and government policy. Teachers must recognise and mediate these elements in their career, along with their own motivations and priorities, to make effective and impactful decisions that ensure quality student outcomes every day.

This unit engages students in examining theories of diverse learners and developing strategies for differentiating planning for diverse needs. Students will become more familiar with the Early Years Learning Framework and the accountability requirements as a teacher in terms of the NQF and NQS. This unit also examines the outdoors as a learning space and develops strategies for embedding sustainability in the prior to school setting. Students will plan, observe, document and analyse chidlren's learning and provide implications for future learning. During placement, students will engage deeply in critical reflective practice.

Responsive

Teaching is a relational profession: great teachers make deep connections with students, parents and communities. Most of us remember a great teacher we had at school: not because of the content they taught, but because they were inspiring; because of the connection they made with us, their interest in us as an individual, their care for our wellbeing and success.

This unit encourages students to collaborate with their peers during tutorials. During placement, students will develop connections with children, families and educators.

Ready to learn

When teachers graduate from university they are not at the end of their learning journey, but at the beginning. Ongoing pursuit of learning is a mark of a quality teaching profession. There are always new challenges to deal with and new ideas to try. However, in practice, learning needs are not a one size fits all affair. Teachers need to identify their own learning needs for their context and they can pursue that learning to achieve great outcomes for all students.

This unit challenges students in tutorials and assessments to step outside their comfort zone and embrace new learning and develop their confidence and skills in understanding and planning for diverse learners, implementing and reflecting on behaviour guidance strategies; and observing, planning, implementing and reflecting on lessons.

Research Engaged

Effective teachers base their practice on evidence. This evidence can come from their own research in the classroom and from the latest academic research in specialised areas of learning, teaching, motivation, cognition, curriculum, technologies and spaces to name a few. Understanding data is important so that it can be analysed and woven back into practice.

This unit requires students to engage with relevant, recent, and quality research literature through their assessment tasks, lectures, and prescribed readings. As a practical unit, students will apply evidence to their teaching whilst on placements and in their assessments.