Unit Guide

General Information

Unit convenor and teaching staff	Unit convenor and teaching staff Unit Convenor Fay Hadley fay.hadley@mq.edu.au Contact via fay.hadley@mq.edu.au
Credit points	Credit points 3
Prerequisites	Prerequisites Admission to BEd(ECE) or BTeach(0-5) or BA or permission of Executive Dean of Faculty
Corequisites	Corequisites
Co-badged status	Co-badged status
Unit description	Unit description This unit offers students an introduction to studying early childhood education. It provides a foundational overview of the social, historical and theoretical influences that shape early childhood provisions in Australia today and provides students with an understanding of the different educational settings where early childhood teachers are employed. Students will explore a range of early childhood settings through on-site professional experience (of 1 week duration) spanning the age range of 2-5 years. This will enable students to begin to understand the roles and responsibilities of teachers and the broader context of the profession.

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:

Understand the expectations of academic study at IEC
Develop the skills of research, writing and presentation of academic work
Examine the legal, social and political contexts of Australian early childhood settings and schools
Examine the mandatory and voluntary accountabilities for early childhood teachers
Identify the roles and provisions of federal, state and local governments to early childhood settings and schools
Identify the diversity of management structures operating in various early childhood settings and schools
Begin to examine the theoretical influences underpinning early childhood pedagogies and practices
Identify evidence of their professional practice that will contribute to development of a professional portfolio

Assessment Tasks

Name	Weighting	Due
Assignment 2	40%	Week 9
Assignment 3	30%	TBA
Assignment 1	30%	Week 5

Assignment 2

Due: Week 9
Weighting: 40%

Students are to submit this assignment in a lightweight (cardboard) manila folder using dividers. The folder should be divided into the following sections:

· building relationships

· understanding children

· facilitating learning

· critical and reflective practice

· working professionally

Whilst on Professional Experience you will complete tasks related to the five areas of professional experience (these can be used to begin your your professional portfolio)

On successful completion you will be able to:

Develop the skills of research, writing and presentation of academic work
Identify the diversity of management structures operating in various early childhood settings and schools
Begin to examine the theoretical influences underpinning early childhood pedagogies and practices
Identify evidence of their professional practice that will contribute to development of a professional portfolio

Assignment 3

Due: TBA
Weighting: 30%

Exam Length: 1.5hours

Exam Date: Exams Weeks are from 12-23 November 2012. The exact date of the exam will be advised when the exam timetable is published

Students will do one short essay and 6 short answer questions on the unit content from weeks 7-12. Students will be able to take in 2 A4 pages of handwritten notes (the notes can be written on both side of the paper).

On successful completion you will be able to:

Examine the legal, social and political contexts of Australian early childhood settings and schools
Examine the mandatory and voluntary accountabilities for early childhood teachers
Identify the roles and provisions of federal, state and local governments to early childhood settings and schools

Assignment 1

Due: Week 5
Weighting: 30%

This assignment consists of four separate but related tasks that are designed to build students’ academic writing and research skills. This task will provide feedback to each student on their understanding of academic writing and research skills.

On successful completion you will be able to:

Understand the expectations of academic study at IEC
Develop the skills of research, writing and presentation of academic work

Delivery and Resources

Deliverd internalla and externally

REQUIRED TEXTS

Grellier, J. & Goerke, V. (2010). Communication skills Toolkit: Unlocking the secrets of tertiary success. (2^nd Ed.). South Melbourne: Thomson.

Indigenous Professional Support Unit, (2010). Our place, our dreaming. Queensland: Queensland Council of Social Services Inc.

Perrin, R. (2009). Pocket guide to APA style (4th ed). Boston, USA: Wadsworth Cengage Learning.

ECH120 (2012). Book of readings. This can be purchased from the CO-OP Bookshop.

Department of Education, Employment & Workplace Relations. (2009). Belonging, Being & Becoming. The Early Years Learning Framework for Australia. Canberra, ACT: Commonwealth of Australia.

Unit Schedule

Topics to be covered are:

Professional Experience

Introduction to the Unit and Early Childhood Historical Overview

Academic Writing - Module 1

Academic writing – Module 2

Theoretical influences underpinning early childhood.

The role of the teacher

Teaching in early childhood

Roles and responsibilities of teachers according to the law.

Quality in early childhood

Introduction to the Early Childhood Teaching Context

Reflective practice

Teachers as Researchers

Policies and Procedures

Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:

Academic Honesty Policy http://www.mq.edu.au/policy/docs/academic_honesty/policy.html

Assessment Policy http://www.mq.edu.au/policy/docs/assessment/policy.html

Grade Appeal Policy http://www.mq.edu.au/policy/docs/gradeappeal/policy.html

Special Consideration Policy http://www.mq.edu.au/policy/docs/special_consideration/policy.html

In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.

GRADES

Grades will be awarded at the completion of the unit according to the following criteria.

HD High Distinction 85-100% denotes performance that meets all unit objectives in such an exceptional way and with such marked excellence that it deserves the highest level of recognition.

D Distinction 75-84% denotes performance that clearly deserves a very high level of recognition as an excellent achievement in the unit.

Cr Credit 65-74% denotes performance that is substantially better than would normally be expected of competent students in the unit.

P Pass 50-64% denotes performance that satisfies unit objectives.

F Fail 0-49% denotes performance that does not meet unit objectives.

Academic Senate has a set of guidelines on the distribution of grades across the range from fail to high distinction. Your final result will include one of these grades plus a standardised numerical grade (SNG).

On occasion your raw mark for a unit (i.e., the total of your marks for each assessment item) may not be the same as the SNG which you receive. Under the Senate guidelines, results may be scaled to ensure that there is a degree of comparability across the university, so that units with the same past performances of their students should achieve similar results.

It is important that you realise that the policy does not require that a minimum number of students are to be failed in any unit. In fact it does something like the opposite, in requiring examiners to explain their actions if more than 20% of students fail in a unit.

The process of scaling does not change the order of marks among students. A student who receives a higher raw mark than another will also receive a higher final scaled mark.

For an explanation of the policy see

http://www.mq.edu.au/policy/docs/grading/policy.html

ASSESSMENT PRESENTATION & POLICIES

Please note the following:

All written assessments are to be submitted with a 3cm right hand margin and double spacing to allow for comments.
All assessments must meet standards of literacy and presentation appropriate for study at a university level. IEC referencing procedures must be followed. Please refer to the IEC Referencing Guidelines which can be found at http://www.iec.mq.edu.au/cs_download.aspx
External students can email assessments to COE or must post each assessment in the folder provided.
Students must attach a copy of the IEC cover sheet which is available from:

http://www.iec.mq.edu.au/downloads/cs/IEC%20assignment%20cover%20sheet.pdf

Students are to keep a final copy of submitted assessments.
Extensions, late assessments and marking considerations

Extensions must be requested before the due date and directly to the unit co-ordinator. Please contact the unit coordinator to discuss your need for an extension before completing an extension request form. Extensions of time will only be granted if there are extenuating circumstances and they are supported by appropriate documentation (eg; medical certificate, death notice from newspaper).

The extension request form can be downloaded from:

http://www.iec.mq.edu.au/downloads/cs/Assignment%20Extension%20Form.pdf
Late assessments will be penalised by 5% of the possible mark available per day. Weekends count as two days.
If an assessment is considered to be below the standard required for a pass, it will be remarked by a second marker and an average of the two marks awarded.
Individual late assessments will not be accepted once marks have been determined and assessments returned to the students.
Assessments cannot be resubmitted.

Submission

All assessments must be submitted via COE on the date they are due.

ACADEMIC HONESTY

The University defines plagiarism in its rules: "Plagiarism involves using the work of another person and presenting it as one's own." Plagiarism is a serious breach of the University's rules and carries significant penalties. Students must read the University's practices and procedures on plagiarism. These can be found in the Handbook of Undergraduate Studies or on the web at: http://www.mq.edu.au/policy/docs/academic_honesty/policy.html

The policies and procedures explain what plagiarism is, how to avoid it, the procedures that will be taken in cases of suspected plagiarism, and the penalties if you are found guilty. Penalties may include a deduction of marks, failure in the unit, and/or referral to the University Discipline Committee.

Student Support

Macquarie University provides a range of Academic Student Support Services. Details of these services can be accessed at: http://students.mq.edu.au/support/.

UniWISE provides:

Online learning resources and academic skills workshops http://www.mq.edu.au/learning_skills/
Personal assistance with your learning & study related questions.
The Learning Help Desk is located in the Library foyer (level 2).
Online and on-campus orientation events run by Mentors@Macquarie.

Macquarie University provides a range of Academic Student Support Services. Details of these services can accessed at http://www.campuslife.mq.edu.au/campus-wellbeing
In addition there is a study skills support unit. Go to http://www.mq.edu.au/studyskillssupport/
Students are reminded that if they feel they are having difficulties with the requirements of this unit they must seek assistance from any of the teaching team. Alternatively there is a counselling service on campus Building SSB 101, phone 9850 7497) or students may contact the IEC Undergraduate Coordinator or the Dean of Students (W3A 419, phone 9850 7464).

Student Services and Support

Students with a disability are encouraged to contact the Disability Support Unit who can provide appropriate help with any issues that arise during their studies.

Student Enquiries

Details of these services can be accessed at http://www.student.mq.edu.au/ses/.

IT Help

If you wish to receive IT help, we would be glad to assist you at http://informatics.mq.edu.au/help/.

When using the university's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students and it outlines what can be done.

Graduate Capabilities

Capable of Professional and Personal Judgement and Initiative

We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.

This graduate capability is supported by:

Learning outcome

Identify evidence of their professional practice that will contribute to development of a professional portfolio

Assessment task

Assignment 2

Commitment to Continuous Learning

Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.

This graduate capability is supported by:

Learning outcome

Identify evidence of their professional practice that will contribute to development of a professional portfolio

Assessment task

Assignment 2

Discipline Specific Knowledge and Skills

Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.

This graduate capability is supported by:

Learning outcomes

Examine the legal, social and political contexts of Australian early childhood settings and schools
Examine the mandatory and voluntary accountabilities for early childhood teachers
Identify the roles and provisions of federal, state and local governments to early childhood settings and schools
Identify the diversity of management structures operating in various early childhood settings and schools
Begin to examine the theoretical influences underpinning early childhood pedagogies and practices

Assessment tasks

Assignment 2
Assignment 3
Assignment 1

Critical, Analytical and Integrative Thinking

We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.

This graduate capability is supported by:

Learning outcomes

Understand the expectations of academic study at IEC
Develop the skills of research, writing and presentation of academic work
Begin to examine the theoretical influences underpinning early childhood pedagogies and practices

Assessment tasks

Assignment 2
Assignment 1

Problem Solving and Research Capability

Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.

This graduate capability is supported by:

Learning outcomes

Understand the expectations of academic study at IEC
Develop the skills of research, writing and presentation of academic work
Begin to examine the theoretical influences underpinning early childhood pedagogies and practices

Assessment tasks

Assignment 2
Assignment 3

Creative and Innovative

Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.

This graduate capability is supported by:

Assessment task

Assignment 2

Effective Communication

We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.

This graduate capability is supported by:

Learning outcomes

Understand the expectations of academic study at IEC
Develop the skills of research, writing and presentation of academic work

Assessment tasks

Assignment 2
Assignment 1

Engaged and Ethical Local and Global citizens

As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.

This graduate capability is supported by:

Learning outcomes

Examine the legal, social and political contexts of Australian early childhood settings and schools
Examine the mandatory and voluntary accountabilities for early childhood teachers
Begin to examine the theoretical influences underpinning early childhood pedagogies and practices

Assessment task

Assignment 2