• 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 allassessment 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 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 ask.mq.edu.au.

Delivery

Learning in this unit comprises 10 modules. The module sequence for each attendance mode will be posted on iLearn.

Professional reading, dialogue and reflection are important components of this unit. Students will complete the weekly readings/viewings as indicated and participate in online professional dialogue, independent tasks and syndicate/group tasks throughout the session. Details of these will be provided in the unit schedule and iLearn. The forums, syndicate tasks and independent learning will be facilitated and supported  via a range of online methods and the knowledge and tasks will feed into the synchronous workshops.

Tutorials

Tutorial and seminar details and locations/meeting links can be found in the MQ timetable.https://timetables.mq.edu.au/2023/

During tutorials and seminars students will participate in small group activities, whole class discussion and complete tasks as individuals, in pairs or small groups. Authentic case studies and school-based scenarios will be employed as well as videos of various aspects of teaching and learning. There will be opportunities for practising the preventative and intervention strategies that teachers employ when developing positive learning environments. Independent scholarly research will be conducted into key topics and there will be opportunities to interrogate contested dimensions of various issues in teaching. Workshop details are outlined on iLearn.

Required textbooks

Churchill, R. (2018). Teaching: Making a Difference, 5th Edition. Melbourne: Wiley.

E-book: ISBN: 978-0-730-39178-4

Print: ISBN: 978-0-730-39177-7

De Nobile, J., Lyons, G., & Arthur-Kelly, M. (2017). Positive Learning Environments: Creating and Maintaining Productive Classrooms. 2nd Edition South Melbourne: Cengage. (see iLearn for discount code)

E-book: ISBN: 9780170293693

Print: ISBN: 9780170439138

It is recommended to purchase the textbooks however you will have access to full-text digital versions of all readings including required textbooks. Digital versions of the textbook are available from the MQ library but at times of high demand you may not be able to access the library held digital versions.

Weekly and recommended readings/videos are available via Leganto which is accessed from the iLearn site.

Structure 

The unit comprises weekly online lectures, synchronous tutorials, a seminar and independent learning. In the tutorial, students will engage in active learning, discuss issues and questions arising from the lectures and prescribed readings.  Discussions will draw on evidence from published research and other relevant material. Students are required to participate in small group activities and 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. 

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

Unit iLearn site     

This unit has a full web presence through iLearn.   

Students will need regular access to a computer during classes and access to the internet to complete this unit.  

Frequent (a minimum of twice weekly) access to iLearn is compulsory for all students. Important assessment information will be posted there, as will other relevant unit notices and materials, discussion forums, teaching resources, and support for workshop tasks.

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.  

Lectures  

All lectures are available online through ECHO360. You must listen to all lectures. 

Support resources 

Macquarie University has a range of services for students. If you are struggling with any aspect of academic life or career trajectory and skills, we have great supports within the university. Please refer to the comprehensive list of support services here.  

Access and technical assistance  

Information for students about access to the online component of this unit is available at ilearn.mq.edu.au/login/MQ/. 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

The schedule for each attendance mode is posted on iLearn.

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:

Reflexive:

As part of this unit, you will reflect on your future work as a teacher and the various factors that shape teaching and learning in schools.

Responsive:

The Viva Voce Assessment allows you to demonstrate your capacity to respond to the situational factors of a specific school setting and foster a positive learning environment.

Ready to learn:

Tutorial activities and readings will help you to ask questions about your own teaching philosophies and those of others in order to shape engaging learning experiences for all students.

Research engaged:

The unit readings will give you the opportunity to engage with and evaluate research relevant to your teaching and to plan research-informed strategies for improving educational outcomes. You will use this research to support your perspectives and explore your future teaching.