Unit convenor and teaching staff |
Unit convenor and teaching staff
Academic Coordinator
Sandra Cheeseman
X5B 268
Professional Experience Coordinator
Catherine Jones
Tutor
Catherine Patterson
Tutor
Luke Touhill
Belinda Davis
Owain Matthews
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
ECHP324 or ECHP325 or ECHP327
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
This unit incorporates theoretical and practical aspects of teaching and includes a compulsory professional experience field component in a prior-to-school setting. The professional experience includes a series of observation days and a 15 day teaching block. This unit builds on earlier reflective practice units, particularly in the areas of curriculum decision making, refinement of teaching strategies, and documentation of children's learning. One component of this unit is study of the work of educators in Reggio Emilia, which is analysed in terms of implications for Australian early childhood contexts. Another focus is an extension of earlier studies of ways to counter bias and a consideration of socially just educational contexts.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Assessment Presentation & Submission Guidelines
Please follow these guidelines when you submit each assignment:
Draft Submissions & Turnitin Originality Reports
When preparing your assignments, it is essential that:
Final Submissions
Assignment extensions and late penalties
Applications for extensions must be made via AskMQ at https://ask.mq.edu.au as a "Special Consideration" request before the submission date. Students who experience a disruption to their studies through ill-health or misadventure are able to apply for this request. Extensions can only be granted if they meet the Special Considerations policy and are submitted via ask.mq.edu.au. This will ensure consistency in the consideration of such requests is maintained.
In general, there should be no need for extensions except through illness or misadventure that would be categorised as unavoidable disruption according to the University definition of same, and currently available at:
The Special Consideration provision is to support students who have been impacted by circumstances that are unexpected, unavoidable, significantly disruptive and beyond the student’s control, and which may affect their performance in assessment.
The University classifies a circumstance as serious and unavoidable if it:
could not have reasonably been anticipated, avoided or guarded against by the student; and
was beyond the student's control; and
caused substantial disruption to the student's capacity for effective study and/or completion of required work; and
occurred during an event critical study period and was at least three (3) consecutive days duration, and/or
prevented completion of an assessment task scheduled for a specific date (e.g. final examination, in class test/quiz, in class presentation).
The following link takes you to the Special Considerations policy, which makes clear the ways in which you can apply for special consideration in times of difficulty.
Late submissions without extension will receive a penalty of 5% reduction of the total possible mark for each day late (including weekends and public holidays). You are reminded that submitting even just 1 day late could be the difference between passing and failing a unit. Late penalties are applied by unit convenors or their delegates after tasks are assessed.
No assessable work will be accepted after the return/release of marked work on the same topic. If a student is still permitted to submit on the basis of unavoidable disruption, an alternative topic may be set.
Students should keep an electronic file of all assessments. Claims regarding "lost" assessments cannot be made if the file cannot be produced. It is also advisable to keep an electronic file of all drafts and the final submission on a USB untouched/unopened after submission. This can be used to demonstrate easily that the assessment has not been amended after the submission date.
Assessment of Professional Experience
Students must meet the mandatory requirements to undertake placements as specified in this/the Unit Guide. These may include both University requirements and mandatory requirements specified by the accrediting authority such as the Working with Children check.
Macquarie University operates under a ‘Fit to Sit’ model as specified in the University's Special Consideration Policy. For this Unit, this means that, when undertaking a placement, a student is declaring that they are fit to do so. 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. If a Student is identified by the Unit Convenor as being ‘At Risk’, the Department’s ‘At Risk’ procedure will be activated and they will not be able to withdraw themselves from this Unit.
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.
Department of Educational Studies Academic Honesty Guidelines:
All assignments should cite and provide full bibliographical details of all material that you have used to inform or support your ideas. Students are required to use the American Psychological Association (APA) referencing procedures. Full details about how to cite and reference correctly can be found in Perrin (2015)*.
*The following guide can be purchased from the Co-op Bookshop. This is a required text:
Perrin, R. (2015). Pocket guide to APA style (5th ed.). Stamford, CT: Cengage Learning.
Family and Children’s Records at Department of Educational Studies (EC)
Some assessment tasks require students to submit records about families and about children and their learning. It is expected that the records submitted are original, authentic, adheres to the ethical practices of the Early Childhood Australia Code of Ethics (2016) and is the work of the student. Issues with the authenticity of such records will be investigated for possible forgery (see Fabrication in the EC Academic Honesty Handbook). Please note that submitted records can only be used once for assessment purposes.
Confidentiality
Students must respect the need for sensitivity and confidentially and ensure that privacy obligations are met. There should be nothing in assessment submissions that identifies a centre or school. Use only the first name for children, families and staff. Do not record details that enable identification of the site, and of the adults or children.
Name | Weighting | Hurdle | Due |
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Assignment 1 | 45% | No | April 3, 9am |
Assignment 2a | 0% | Yes | 30th April or Week 8 Tutorial |
Assignment 2b | 0% | No | May 7 - 25 |
Assignment 3 | 15% | No | Week 13 or OCD (2) |
Assignment 4 | 40% | No | June 11, 9am |
Due: April 3, 9am
Weighting: 45%
Analysing the Disposition to Document - teaching techniques and child perspectives. Part A is an analysis of teaching techniques that support the disposition to document, children's perspectives and intentional teaching. Part B requires the student to analyse video sequences to identify the children's possible thinking, theorising, motivations and intents.
Due: 30th April or Week 8 Tutorial
Weighting: 0%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)
Students will be required to bring to class (internals) or submit online (externals) extracts from your PE Folder. This is designed for you to demonstrate your preparedness to begin PE. Students may not begin PE Block until this requirement is met. Satisfactory/Unsatisfactory grading.
Due: May 7 - 25
Weighting: 0%
20 days of Professional Experience in a prior to school setting.
Due: Week 13 or OCD (2)
Weighting: 15%
Oral Presentation to Peers reflecting in the teaching techniques and professional challenges encountered on professional experience.
Due: June 11, 9am
Weighting: 40%
Documenting Pedagogically - a presentation of a piece of pedagogical documentation developed whilst on profesional experience.
The following are REQUIRED TEXTS for ECHP425. All students must have a copy of the required texts and bring them to class each week or to the On Campus. You may already have purchased some of these texts for previous units at IEC.
1. ECHP425 Custom etexbook. (2018). Custom etextbook including chapters from a range of publications. Sydney: Pademelon Press. (purchase from www.pademelonpress.com.au)
2. Australian Children's Education & Care Quality Authority. (2017). Guide to the national quality standard. Retrieved from http://files.acecqa.gov.au/files/NQF/Guide-to-the-NQF-3-Guide-to-the-NQS-Part-A.pdf
3. Australian Government Department of Education Employment and Workplace Relations. (2009). Belonging, being & becoming: The early years learning framework for Australia. Australia: Commonwealth of Australia. Retrieved from http://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf
4. Fleet, A., & Robertson, J. (Eds.). (2005). Exhibit-On 3 catalogue: Unpacking interpretation. Sydney: Institute of Early Childhood, Macquarie University.
5. MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children. Choices for theory and practice. Melbourne: Addison Wesley Longman
IN ADDITION TO THESE TEXTS A NUMBER OF REQUIRED READINGS WILL BE PROVIDED TO YOU VIA THE LIBRARY E-RESERVE. PLEASE SEE THE COMPLETE LIST OF READINGS FOR THE UNIT ON THE ILEARN PAGE.
The Following are HIGHLY RECOMMENED TEXTS that we feel will support your thinking in this unit.
1. Chng, A. (2015). Documenting children's learning. A research in practice series. Canberra: Early Childhood Australia
2. Fleet, A., & Patterson, C. (2011). Seeing assessment as a stepping stone: Thinking in the context of the EYLF. Deakin West, ACT: Early Childhood Australia Inc.
3. Patterson, C., & Fleet, A. (2011). Planning in the context of the EYLF: Powerful, practical and pedagogically sound. Deakin West, ACT: Early Childhood Australia Inc.
Infants and toddlers: These are online books readily available through the library. They are three lovely books for your learning and enjoyment if you are working with infants and toddlers.
Barbre, J. (2012). Foundations of responsive caregiving: Infants, toddlers and two. Minnesota: Redleaf Press.
Johnson, J. (2010). Babies in the rain: Promoting play, exploration and discovery with infants and toddlers. Minnesota: Redleaf Press.
Lewin-Benham, A. (2010). Infants and toddlers at work: Using Reggio-Inspired materials to support brain development. Teachers College Press, Columbia University: New York.
Relevant Documents
The information in this Unit Guide must be read in conjunction with the following documents available for download from iLearn:
Electronic Communication
During semester time, staff may contact students using the following ways:
It is the student’s responsibility to check all electronic communication on a regular weekly basis.
Professional Experience Unit Academic Expectations
Professional Experience Unit Placement Expectations
Other important policies
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the policies listed in this/the Unit Guide with regard to Learning and Teaching.
For this Unit, students must also be aware of the following specific requirements:
Withdrawing from this UG Unit
If you are considering withdrawing from this unit, please seek academic advice by writing to https://ask.mq.edu.au before doing so as this unit may be a co-requisite or prerequisite for units in the following semesters and may impact on your progression through the degree.
Week | Lecture Topic | Readings | Notes |
1. 26 Feb |
The context of ECHP425 Philosophy to practice. Sandra Cheeseman |
Custom text Conversations Chapter 1 Custom Text Documentation Chapter 1 Custom Text Unearthing - Reimagining EXT: see list |
Students are required to read the Unit Outline There are tutorials in Week 1. Please come prepared having done at least some of your week 1 readings - these are key to assignment 1. |
2. 5 Mar |
Seeking the child's perspective. Sandra Cheeseman |
Custom Text Insights Chapter 3 Sommer et al (2010)
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3. 12 Mar |
What is Pedagogical Documentation? Meredith Chan & Melissa Ferris |
Custom Text Conversations Chapter 11 Custom Text Dancing Chapter 8 Exhibit-On 3 catalogue |
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4. 19 Mar |
A Focus on Infants and Toddlers. Sandra Cheeseman |
Custom Text Insights Chapter 9 Page et al (2013) Degotardi et al (2014) Ext: see list
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On Campus Day 1 24 March 9am -5pm |
5. 26 March |
Promoting higher order thinking. Sandra Cheeseman |
Custom Text Conversations Chapter 5 Exhibit-On 3 Catalogue Siraj-Blatchford and Manni (2008) Ext: see list |
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6. April 2 |
Inclusion, social justice and family perspectives. Doranna Wong |
MacNaughton (2003) Chapter 11&12 Custom Text Insights Chapter 13 Custom Text Insights Chapter 11 (I) Ext: see list |
Ass 1 Due 3 April 9am |
7. April 9 |
Recorded Lecture Preparing for Professional Experience. Catherine Jones and Sandra Cheeseman |
Custom Text Insights Chapter 4 Fleet et al (2011) PE Guidelines |
Wed 11th April No Live Lecture or Internal Tutorials this week - Visit to Mia Mia 10.30am -12.30pm Externals Welcome.
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April 16 | Recess |
Custom Text Dancing Chapter 4 Kreig (2011) |
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April 23 |
Recess |
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8. April 30 |
A focus on learning - Observation and Assessment in ECEC Sandra Cheeseman |
Custom Text Conversations Chapter 9 Custom text Documentation Chapter 5 Exhibit-On 3 catalogue Ext: see list
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Ass 2a. All internal students to bring PE Folder to class. External students post submissions online by April 30th |
9. May 7 |
Professional Experience
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Professional Experience Block |
10. May 14 |
Professional Experience | Professional Experience Block | |
11. May 21 |
Professional Experience
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Professional Experience Block Ass 2b. Completed Evaluation Report due by 9am 4 June |
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12. May 28 |
Consolidating learning and preparing for your final professional experience |
On Campus Day 2 Saturday June 2 Ass 3 Presentations for Externals at OCD Compulsory tutorial for internals
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13. June 4 |
No Lecture - this time is allocated to student presentations Ass 3. you must be available to attend at this time if needed. |
Ass 3 presentations internals during lecture and tutorial time (schedule to be advised) Compulsory tutorial for internals
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Ass 4 Due Monday 11 June 9am |
Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:
Undergraduate students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central).
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/study/getting-started/student-conduct
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.
Additional information for this Professional Experience Unit
For this Unit, students must also be aware of the following specific requirements: Students must meet the mandatory requirements to undertake placements as specified in this/the Unit Guide. These may include both University requirements and mandatory requirements specified by the accrediting authority such as the Working with Children check.
- Macquarie University operates under a ‘Fit to Sit’ model as specified in the University's Special Consideration Policy. For this Unit, this means that, when undertaking a placement, a student is declaring that they are fit to do so. 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. - If a Student is identified by the Unit Convenor as being ‘At Risk’, the Department’s ‘At Risk’ procedure will be activated and they will not be able to withdraw themselves from this Unit.
- 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.
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
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.
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:
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:
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:
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:
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:
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:
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:
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:
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by:
Date | Description |
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23/02/2018 | Change of dates to assignments to take account of PE finishing dates. |
18/02/2018 | Typographic error corrected. |