• 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 (PEx) units the PE Report is marked as satisfactory or unsatisfactory.

Teaching Performance Assessment (in final PE units) is marked as not meets, meets or exceeds.

Descriptive criteria for awarding grades in the unit

To meet the unit outcomes and successfully pass this unit, students should attempt all assessment tasks.

• 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 https://ask.mq.edu.au

• 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.
• 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.
• PowerPoint slides for lectures and tutorials are available in iLearn in advance.
• In the tutorial, students will discuss issues and questions arising from the lectures and prescribed readings. Students are expected to base their arguments and 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.
• The weekly program for the course with the accompanying readings is available on the unit iLearn site.

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
• Log a request: help.mq.edu.au.
• On Campus: Ground floor at 18 Wally’s Walk 

Assessment 1 - 28 March 2024 (23:55)

Assessment 2 - 6 June 2024 (23:55)

20-day Placement: 4 weeks block -  6 - 31 May 2024

The 5Rs Framework (Resiliance, Reflexive, Responsive, Ready to Learn, Research Engaged) 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. 

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.