Students

ECHE2200 – Early Years Curriculum and Pedagogy in the Australian Context

2026 – Session 1, In person-scheduled-infrequent, North Ryde

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff Convenor
Emma Sutherland
emma.sutherland@mq.edu.au
25b Wally's Walk, Room 612
By appointment
Credit points Credit points
10
Prerequisites Prerequisites
40cp at 1000 level or above including (ECH113 or ECHE1130)
Corequisites Corequisites
Co-badged status Co-badged status
Unit description Unit description
This unit introduces students to the theoretical and philosophical trends underpinning early childhood pedagogy. Students explore the historical origins of early childhood curriculum and examine the principles and practices that influence contemporary approaches to teaching and learning with young children. Students will be introduced to philosophical principles including equity, diversity, ethics and critical thinking. In addition they will examine issues of professional judgment and curriculum decision making.

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 the historical context and theoretical perspectives that influence contemporary early childhood education and care.
  • ULO2: Identify key characteristics of early childhood teachers and contexts.
  • ULO3: Understand and appreciate self as an early childhood professional, and as a learner.
  • ULO4: Describe contemporary issues surrounding the pedagogy of professional practice.
  • ULO5: Articulate an understanding of curriculum decision making and change.
  • ULO6: Demonstrate increased skills of investigation and the ability to synthesise ideas.
  • ULO7: Use library resources and information technology to enhance learning.

General Assessment Information

General Submission Information

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.

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

 

Special Consideration / Late Penalties

Unless a Special Consideration request has been submitted and approved, a 5% penalty (of the total possible mark) will be applied each day to late submissions, up until the 7th calendar 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.
  • A Special Consideration outcome may result in a new question or topic.

 

Applications must be made via Service Connect.

 

Marking

All assessments are marked using a rubric.

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.

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. The Macquarie Teaching Performance Assessment (MQTPA - in final WIL/PEx units) is marked as Not met, Met or Exceeds.

 

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 Groupwork/Individual Short Extension AI assisted?
Analysing Early Childhood Curriculum and Pedagogy 40% No 23:55 20/03/2026 Individual No Open AI
Explaining the EYLF 30% No Part 1: In class, 15/04/2026; Part 2: 23:55 14/04/2026 Individual and Group No Open AI
Documentation and Planning 30% No 23:55 22/05/2026 Individual No Open AI

Analysing Early Childhood Curriculum and Pedagogy

Assessment Type 1: Written Submission
Indicative Time on Task 2: 34 hours
Due: 23:55 20/03/2026
Weighting: 40%
Groupwork/Individual: Individual
Short extension 3: No
AI assisted?: Open

Write an essay exploring aspects of early childhood curriculum and pedagogy (1800 words)
On successful completion you will be able to:
  • Understand the historical context and theoretical perspectives that influence contemporary early childhood education and care.
  • Identify key characteristics of early childhood teachers and contexts.
  • Understand and appreciate self as an early childhood professional, and as a learner.
  • Describe contemporary issues surrounding the pedagogy of professional practice.
  • Articulate an understanding of curriculum decision making and change.
  • Demonstrate increased skills of investigation and the ability to synthesise ideas.
  • Use library resources and information technology to enhance learning.

Explaining the EYLF

Assessment Type 1: Presentation task
Indicative Time on Task 2: 26 hours
Due: Part 1: In class, 15/04/2026; Part 2: 23:55 14/04/2026
Weighting: 30%
Groupwork/Individual: Individual and Group
Short extension 3: No
AI assisted?: Open

Part A: In groups give a presentation explaining one aspect of the Early Years Learning Framework (EYLF) to a parent audience. Part B: Each group member will individually write a brief parent newsletter explaining the same aspect of the EYLF in a written format. (Presentation 10 minutes) (Newsletter 1000 words)
On successful completion you will be able to:
  • Identify key characteristics of early childhood teachers and contexts.
  • Understand and appreciate self as an early childhood professional, and as a learner.
  • Describe contemporary issues surrounding the pedagogy of professional practice.
  • Articulate an understanding of curriculum decision making and change.

Documentation and Planning

Assessment Type 1: Written Submission
Indicative Time on Task 2: 30 hours
Due: 23:55 22/05/2026
Weighting: 30%
Groupwork/Individual: Individual
Short extension 3: No
AI assisted?: Open

Write a report examining the use of digital documentation in early childhood settings (1200 words)
On successful completion you will be able to:
  • Describe contemporary issues surrounding the pedagogy of professional practice.
  • Articulate an understanding of curriculum decision making and change.
  • Demonstrate increased skills of investigation and the ability to synthesise ideas.
  • Use library resources and information technology to enhance learning.

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.

3 An automatic short extension is available for some assessments. Apply through the Service Connect Portal.

Delivery and Resources

Required and recommended texts

There is no set textbook for this unit. Instead, weekly readings are assigned and accessible via Leganto block on the unit homepage. You will also need to explore these key documents:

  • The Early Years Learning Framework of Australia (EYLF) (v2.0)
  • The National Quality Standards
  • Developmental milestones and the Early Years Learning Framework and the National Quality Standards

 

Information about the unit iLearn site 

This unit has a full web presence through 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.

 

Structure and Delivery

Students will complete two scheduled on-campus sessions:

  • Wednesday 15th April, 2026
  • Thursday 16th April, 2026

Both days will run from 9 am to 4 pm.

Attendance is expected for both full days, and the roll will be taken.

During on-campus sessions, students are required to participate in small-group activities, whole-class discussions, and complete brief tasks either individually or in pairs.

Assessment 2 Part 1 will also be presented during these sessions.

It is expected that students attend these sessions having engaged with the unit resources, including lectures and readings, up to and including week 6. Engagement with content beyond this will enable deeper discussions during these sessions; however, it is not required.

Unit Schedule

A detailed unit schedule can be found on the unit iLearn site. Topics to be covered are:

  • EYLF Big Ideas
  • EYLF Principles
  • EYLF Practices
  • EYLF Learning Outcomes
  • Early Childhood Curriculum
  • Early Childhood Pedagogies
  • Documenting Children's Learning
  • Digital Documentation

Learning and Teaching Activities

For each topic, students are expected to engage with lectures available through Echo in iLearn, complete required and recommended readings.

Students will discuss issues and questions arising from the lectures and prescribed readings. They are expected to base their arguments/discussions on evidence from published research and other relevant materials.

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 for the Macquarie School of Education apply to 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.

Communication

It is the student’s responsibility to check all electronic communication on a weekly basis.  Communication may occur via:

  • Official MQ Student Email Address
  • The Dialogue function on iLearn
  • Other iLearn communication functions

 

Attendance and Participation

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 Teaching (Early Childhood Education) / Bachelor of Arts Bachelor of Education (Primary) Early Childhood Teaching Major (ECT) is a professional qualification. Activities completed during weekly tutorials (DAY or ONLINE 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 AITSL Graduate Teacher Standards and/or ACECQA requirements. Attendance at all tutorials and/or on campus days is expected. 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.
  • 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 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.

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 2026.02 of the Handbook