Students

EDST1518 – Practice of Teaching: Infant and Toddler Curriculum and Pedagogy

2025 – Session 2, In person-scheduled-weekday, North Ryde

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff Convener and lecturer
Sheila Degotardi
sheila.degotardi@mq.edu.au
25B WW 614
by appointment via dialogue
Tutor
Belinda Davis
belinda.davis@mq.edu.au
Contact via via ilearn dialogue
25B WW 613
by appointment via dialogue
Tutor
Komal Ingreji
komal.ingreji@mq.edu.au
Contact via via iLearn dialogue
25B WW level 6
by appointment via dialogue
Tutor
Suzie Stipanovic
suzana.stipanovic@mq.edu.au
Contact via via iLearn dialogue
25B WW level 6
by appointment via dialogue
Credit points Credit points
20
Prerequisites Prerequisites
ECHE1130 or ECH113 and admission to (BEd(EC) or BEd(EC and Prim) or BTeach(ECE))
Corequisites Corequisites
Co-badged status Co-badged status
Unit description Unit description

This unit will introduce students to the fundamentals of early childhood pedagogies and professional practice. With a focus on intentional teaching with children birth to two, the students will engage with principles of respectful, responsive and relationship-based pedagogies. Students will integrate these principles with their understanding of play-based learning and early child development to examine how best to support the learning and wellbeing of very young children. Students will develop an understanding of the planning cycle, ethical and reflective practice and the Early Years Learning Framework V2.0. Students will demonstrate these foundational theoretical and professional understandings and skills during professional practice with children aged birth to two (birth to 35 months).

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: Understand different approaches and practices to health and wellbeing with infants and toddlers in the Australian context.
  • ULO2: Situate their developing professional identity within the historical, social, and policy context of high-quality infant-toddler professional practice.
  • ULO3: Articulate and demonstrate an understanding of respectful, responsive and relationship-based pedagogies for very young children.
  • ULO4: Develop an understanding of the early childhood curriculum and how intentional, play-based teaching practices are used to promote the learning and wellbeing of very young children.
  • ULO5: Document and interpret observations of young children’s learning and wellbeing with reference to early learning and development and relevant current government frameworks.
  • ULO6: Demonstrate the capacity to work professionally, ethically, and draw on a reflective approach to early childhood practice and self-development.

General Assessment Information

Full instructions for each assignment, including the assessment criteria can be found in the assignment guide attached to the EDST1518 iLearn site.

ASSIGNMENT PRESENTATION AND SUBMISSION 

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

  • All assessments must be submitted electronically.

  • Turnitin plagiarism detection software is used to check all written assessments. It is the responsibility of all students to ensure that their submitted work is in a format compatible with Turnitin software for plagiarism checking.

  • Submissions must meet the required file type and formatting specifications outlined in the assessment guidelines. Failure to submit work in an acceptable format may result in delays in processing your submission and potential penalties for non-compliance with assessment requirements. If you are unsure about the file format or have technical difficulties, it is your responsibility to seek assistance before the submission deadline.

  • Students should be careful to 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. 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 contact the unit convenor.

  • 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.

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

Use of Artificial Intelligence (AI)

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

Unauthorised use of generative artificial intelligence occurs when a student uses material produced by a generative artificial intelligence in an academic exercise, without authorisation and submits it as their own work. Unauthorised use of generative artificial intelligence may include using generative artificial intelligence to:

  • produce or retrieve information and then using that information in an academic exercise;
  • paraphrase text;
  • increase or enhance the quality of an academic exercise, beyond the purposes permitted within the academic exercise;
  • produce an answer for a task or quiz; and/or produce non-text-based work and then using that non-text-based work in an academic exercise.

Any student suspected of using unauthorised AI in an assignment will be referred to the Faculty of Arts Discipline Committee. Penalties can include reduced marks for an assessment, being awarded '0' for a task, failing an entire unit, being excluded from a course of study. Please see each assessment task description/rubric for expectations about AI.

Special Consideration / Late Penalties

Applications for extensions must be made via Service Connect.

Late Submission policy

Unless a Special Consideration request has been submitted and approved, a 5% penalty (of the total possible mark) will be applied each day an 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. 

Important to note: ·

  • Late submission of time sensitive tasks (such as tests/exams, performance assessments/presentations, scheduled practical assessments/labs) will be addressed by the unit convenor in a Special consideration application.
  • Students should not request an informal arrangement from their tutor, lecturer or Unit Convenor (or equivalent).
  • Where an application for Special Consideration is approved and the outcome is an extension to the due date of a task, submissions that are received after the new due date will be subject to late penalties that are calculated from the new due date. This only applies where the outcome is an extension to the due date – see the Special Consideration Policy for a schedule of all possible outcomes.

Marking

All assessments are graded using a rubric, with feedback comments provided by the marker.

Marking of all assessments is moderated by the Unit Convenor.

University Policy on Grading

Assignments will be awarded grades ranging from HD to F according to guidelines set out in the University's Grading System and University Assessment Policy.

Note: To attain a pass or higher grade in Professional Experience a student must obtain a satisfactory in both the Professional Experience component and a pass or higher grade in the academic component. For Professional Experience units the Professional Experience Evaluation Report is marked as Satisfactory or Unsatisfactory.

Results

Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed because 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 Service Connect.

Withdrawing from this unit

If you are considering withdrawing from this unit, please seek academic advice via Service Connect 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.

Assessment Tasks

Name Weighting Hurdle Due
Professional Portfolio 1: Foundations of intentional teaching with infants and toddlers. 50% No 23:55 on 15 /09/2025
Professional portfolio 2: Professional experience documentation and critical reflection 50% No 23:55 on 12/11/2025
Professional Experience Evaluation Report 0% Yes Submitted by Supervising Teacher

Professional Portfolio 1: Foundations of intentional teaching with infants and toddlers.

Assessment Type 1: Portfolio
Indicative Time on Task 2: 50 hours
Due: 23:55 on 15 /09/2025
Weighting: 50%

 

Students submit selected reflections and tasks from a professional portfolio that they will commence in Week 1.

 
On successful completion you will be able to:
  • Understand different approaches and practices to health and wellbeing with infants and toddlers in the Australian context.
  • Situate their developing professional identity within the historical, social, and policy context of high-quality infant-toddler professional practice.
  • Articulate and demonstrate an understanding of respectful, responsive and relationship-based pedagogies for very young children.
  • Develop an understanding of the early childhood curriculum and how intentional, play-based teaching practices are used to promote the learning and wellbeing of very young children.

Professional portfolio 2: Professional experience documentation and critical reflection

Assessment Type 1: Portfolio
Indicative Time on Task 2: 65 hours
Due: 23:55 on 12/11/2025
Weighting: 50%

 

Students submit and critically reflect on selected documentation from the professional experience portfolio.

 
On successful completion you will be able to:
  • Understand different approaches and practices to health and wellbeing with infants and toddlers in the Australian context.
  • Situate their developing professional identity within the historical, social, and policy context of high-quality infant-toddler professional practice.
  • Articulate and demonstrate an understanding of respectful, responsive and relationship-based pedagogies for very young children.
  • Develop an understanding of the early childhood curriculum and how intentional, play-based teaching practices are used to promote the learning and wellbeing of very young children.
  • Document and interpret observations of young children’s learning and wellbeing with reference to early learning and development and relevant current government frameworks.

Professional Experience Evaluation Report

Assessment Type 1: Report
Indicative Time on Task 2: 0 hours
Due: Submitted by Supervising Teacher
Weighting: 0%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)

 

The student is on Professional Experience placement. This report is submitted by the supervising teacher as an assessment of the student's placement success. It is marked as satisfactory or unsatisfactory.

 
On successful completion you will be able to:
  • Understand different approaches and practices to health and wellbeing with infants and toddlers in the Australian context.
  • Situate their developing professional identity within the historical, social, and policy context of high-quality infant-toddler professional practice.
  • Develop an understanding of the early childhood curriculum and how intentional, play-based teaching practices are used to promote the learning and wellbeing of very young children.
  • Document and interpret observations of young children’s learning and wellbeing with reference to early learning and development and relevant current government frameworks.
  • Demonstrate the capacity to work professionally, ethically, and draw on a reflective approach to early childhood practice and self-development.

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

TUTORIAL CLASSES AND LECTURES

Content delivery commences in week 1 of the session. Content is delivered as follows:

  • Short lectures (approximately 20 minutes) are delivered online through ECHO360. In general, there are two short lectures per week. Students are required to watch these prior to the relevant weekly tutorial or study time.
  • Tutorial worksheets are available for each week, and are available in the relevant week sections on ilearn. These will support weekly learning so students must download and read them before their weekly tutorial / study time.
  • Weekly textbook and related readings are specified on iLearn and students are required to complete these before their tutorial / study time. 

Tutorial Expectations: 

  • Attendance at all tutorials is expected and the roll will be taken. Make up tasks may be given if attendance is missed to ensure all content is covered to meet accreditation requirements. 
  • Face-to-face Weekday Students: 4-hour on-campus tutorials, which occur during the weekly timetabled times, commence in week 1 and continue to week 10.  Tutorials are structured to include whole and small group discussions and tasks, as well as independent work. Effective preparation (see above) is required, and attendance is expected.  
  • Infrequent Students: are expected to work independently through most tutorial tasks (as specified in the tutorial worksheets). Some content will be completed during the two full day scheduled on-campus session (see below for dates). Attendance at these sessions is expected.

Structure

The unit comprises a weekly online lecture and a 4-hour tutorial (weekday students) or self-study tasks (infrequent students). In the tutorial tasks, you will explore issues and questions arising from the the prescribed readings and the lectures. You are expected to base your responses, arguments and discussions on evidence from your text book and other relevant material. The ilearn site will provide links to required and additional readings, as well as other required and useful resources and videos. Lectures will also be available through Echo in iLearn. During your on-campus tutorials, you are required to participate in small group activities, whole class discussion, to read the weekly material in advance, and to complete brief tasks either as individuals, in pairs or in small groups. The weekly program for the course with the accompanying readings/ preparation is available on the following pages or on the unit iLearn site.

REQUIRED TEXT AND READINGS

There are two required texts:

*  Degotardi, S., Salamon, A., & Stratigos, T. (2025). Intentional Practice with Infants and Toddlers: Pedagogies for Learning, Development and Wellbeing. Cambridge University Press

This is a compulsory text which you will need to be able to work through the tutorial tasks and complete your portfolio assignments. EDST1518 receive a 45% discount by using the code in iLearn.

*  Australian Government Department of Education (2022). Being, Belonging, Becoming: The Early Years Learning Framework for Australia (v2). Australian Government Department of Education for the Ministerial Council

UNIT WEBSITE AND STAFF CONTACT

This unit has a full web presence through iLearn. You will need regular access to a computer and a reliable internet connection to complete this unit.

Weekly lectures are available on the web through the ECHO360 lecture component.

Various activities and materials for discussion and critical reflection are included and all students are expected to use this web component. Information about the required textbook and other electronic links are be included in the Unit Learning Resources section.  

Bi-Weekly access to iLearn is compulsory for all students. In addition to links to the online lectures and readings, important assessment information and announcments will be posted here, as will other relevant unit notices and materials that will assist your studies.

Access and technical assistance

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.

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: via email onehelp@mq.edu.au or Ph: 9850 4357 or 1800 67 4357. On Campus: Ground floor at 18 Wally’s Walk.

 

Unit Schedule

The weekly content and required readings for EDST1518 are listed in the table below.

Please note that each 4-hour tutorial is split into two workshops. Workshop (a) will explore the theory behind early childhood curriculum and pedagogy, and workshop (b) will build naturally on the content of the first to explore the implications of that theory for professional practice. Time is provided in both workshops for students to work on their portfolio tasks.  Attendance at workshop (a) and (b) is expected.

Week starting

Topic/s 

Readings

1: 28 July

(a & b) Introduction to the unit and Contemporary approaches early childhood education

Textbook: Introduction (stop reading at ‘The Educator in Focus’), and Chapter 1 (stop reading at ‘Relationships’)

EYLF sections – Vision

2: 4 Aug

(a) Foundations of effective teaching and learning

(b) The critically reflective teacher

Textbook: Introduction (from ‘Educator in Focus to end), then Chapter 1 (from Relationships to end). 

EYLF sections: Early childhood pedagogy and Critically reflective practice.

Early Childhood Australia Code of Ethics (attached to ilearn)

3: 11 Aug

(a) The ‘care-full’ early childhood curriculum

(b) Promoting health and wellbeing (i).

Textbook: Chapter 3

EYLF sections: Principles and Practices

NQF: Quality Area 2 – read the Standards and Elements https://www.acecqa.gov.au/nqf/national-quality-standard/quality-area-2-childrens-health-and-safety

4: 18 Aug

(a) Fundamentals of quality infant-toddler professional practice

(b) Promoting health and wellbeing (ii).

Textbook: Chapters 2 and 5

Sample QA2 policy – see week 4 Ilearn for this resource

5: 25 Aug

(a) Building emotional wellbeing

(b) The fundamentals of observing

Textbook:  Chapter 6

EYLF sections: Assessment and Evaluation and The Planning Cycle (pp.25-28).

EYLF Outcome 3

6: 1 Sept

(a) Understanding and fostering language development and learning 

(b) Interpreting your observations

Textbook: Chapters 7, and 11 (start to Planning and implementing engaging and meaningful learning experiences)

EYLF Outcomes 1 and 5

7: 8 Sept

(a) Understanding and developing knowing, thinking and theorising

(b) Learning environments and materials.

Textbook: Chapters 8 and 4 (from Microsystem: Intentional Environments to end)

8: 15 Sept

(a) Creating a culture of relationships and connections

(b) Introduction to the planning cycle

Textbook: Chapters 9 and 11 (from Planning and Implementing to Effective and respectful use of digital documentation)

EYLF Outcome 2

Mid Session Recess

9: 6 Oct

(a) Learning through the arts

(b) Understanding your professional experience setting

Textbook: Chapter 10 

Your Professional Experience Guidelines, Expectations and associated documentation 

 

10: 13 Oct

(a & b) Working professionally and with intentionality

Your Professional Experience Guidelines, Expectations and associated documentation 

11: 20 Oct

Professional Experience Placement week 1

12: 27 Oct

Professional Experience Placement week 2

13: 3 Nov

Professional Experience Placement week 3

 

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 connect.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.

Academic Progression Policy 

This unit is a part of a professional course listed on Schedules 2 and 3 of the Academic Progression Policy. This course has additional requirements that are applicable for the full duration of the course, including course-specific Inherent Requirements, Fitness to Practice requirements and other compulsory course requirements. It also has rigorous academic progression standards. Inability to meet these requirements may result in a withdrawal of offer of admission and/or permanent exclusion from the course in accordance with the General Coursework Rules.

Attendance and Participation

Please note that tutorials commence in week 1. 

See the University timetable for information about when classes begin in this unit. Creating your timetable - Enrolling | Macquarie University, Sydney (mq.edu.au)

Attendance at all synchronous activities, completion of non-synchronous formative/diagnostic class tasks and involvement in professional forums is  expected as the Bachelor of Education (early childhood education) and the Bachelor of Education (Early Childhood and Primary) are professional qualifications. Activities completed during weekly tutorials (DAY mode) or on campus days (INFQ mode) are essential for building the core knowledge and/or skills required to demonstrate the learning outcomes of this unit and to meet the ACECQA requirements. Attendance at all tutorials is expected and will be recorded. Make up tasks may be given if attendance is missed to ensure all content is covered to meet accreditation requirements.

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 to request a change.

Infrequent Attendance Students

Information about the dates of the on-campus sessions can be found in the university timetable. Creating your timetable - Enrolling | Macquarie University, Sydney (mq.edu.au)

  • The on campus sessions are essential to student engagement and learning and attendance is expected. Failure to attend or not to have an approved Special Consideration may result in a Fail grade.
  • Prior to the on campus sessions, students should have read the prescribed readings and listened to the lectures, summarise the main points, and make notes 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, completing your readings, and working through the tutorial worksheets on a weekly basis.
  • Further details and any updates about times and locations will be posted on iLearn as an Announcement during first half of the semester.

Professional Experience Unit Expectations

Important Professional Experience information can be found on Education Commons – see iLearn for details of how to self-enrol in Education Commons

  • Students must be able to present evidence of completion of mandatory requirements prior to session census date (or as otherwise advised) to receive a placement for Professional Experience. Please check your email from the Work Integrated Learning (WIL) Office. Requirements are outlined here: 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 completed associated unit requirements scheduled 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 discuss how that unit's requirements can be met. For some situations it may mean that a student is enrolled externally for that unit so that attendance for tutorials for that unit is not impacted.
  • Feedback from Placement Support Team and/or 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 Professional Experience written tasks prior to submission.
  • Students may not be able to commence their placement until all alleged academic honesty breaches have been investigated and resolved.
  • 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.
  • If a Student is identified as being In Need of Additional Support (INAS) for Professional Practice and/or Professional Experience written tasks, the Macquarie School of Education’s ‘Additional Support’ procedure will be activated.

Fitness to practice in a Professional Experience unit

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 Academic Progression Policy.

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

Student Support

Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/

Academic Success

Academic Success 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 the Service Connect Portal, 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.

Unit information based on version 2025.02 of the Handbook