Unit convenor and teaching staff |
Unit convenor and teaching staff
Academic Unit Convenor
Dr Iain Hay
Contact via iLearn dialogue
X5B366
Please email via iLearn dialogue to make appointments for consultation
Tutor & Professional Experience Coordinator
Michelle Wilson
Contact via iLearn dialogue
Please email via iLearn dialogue to make appointments for consultation
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
ECHP323 or ECHP223
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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 builds on previous experiences and extends on teaching skills by providing students with further experiences in K-6 classrooms. It enables pre-service teachers to extend their understanding of approaches to curriculum planning and the documentation of children's learning in the school environment. The unit focuses on essential skills for curriculum decision-making and addressing diversity and cyberbullying issues within the classroom setting.
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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:
The information in this Unit Guide must be read in conjunction with the following documents available for download from iLearn:
Department of Educational Studies 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.
Department of Educational Studies (EC) Unit Expectations
Department of Educational Studies (EC) Professional Experience Unit Academic Expectations
Department of Educational Studies (EC) Professional Experience Unit Placement Expectations
Withdrawing from this UG Unit
If you are considering withdrawing from this unit, please seek academic advice by writing to des.ug@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.
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:
Department of Educational Studies (EC) 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 Consideration 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:
http://students.mq.edu.au/student_admin/exams/disruption_to_studies/
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.
Department of Educational Studies (EC) 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. At the Institute of Early Childhood, 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.
Detailed information for each individual assessment can be found on the ECHP327 iLearn site under Assessment.
All assessments must be submitted and Professional Experience completed satisfactorily in order to be considered for a passing grade in this unit.
It is expected that students will select literature appropriate to the primary school context and age of children. Texts from previous Professional Experience units are not to be used in this unit.
Professional Experience Unit Placement Expectations
Students must be able to present evidence of the following prior to semester census date. Further information see: http://www.mq.edu.au/study/fees-and-costs/census-dates) in order to receive a placement for Professional Experience. Students may need to withdraw from this unit if this has not been obtained in time:
Students are expected to negotiate with the supervising teacher to complete five (5) observation days at times that do not impact on attendance at tutorials for this or other units. Students who are completing a unit offered by another department are expected to inform and negotiate with that unit convener about their professional experience block dates and to discuss how that unit's requirements can be met. For some situations, it may mean that you are enrolled externally for that unit so that your attendance for tutorials for that unit is not impacted.
Feedback from Tertiary Supervisors and/or Supervising Teachers is of a general nature. It is incumbent on the student to check the requirements of assessments against the marking criteria and unit outcomes prior to submission.
If you fail this unit the fail grade will be on your transcript irrespective of the timing of when the placement takes place.
Units with Submissions of Family & Children’s Records
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.
Grades will be awarded at the completion of the unit according to the following criteria.
HD High Distinction 85-100%
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 75-84%
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 65-74%
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 50-64%
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 0-49%
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.
Name | Weighting | Hurdle | Due |
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Assessment 1 | 20% | No | Week 3: 16/03/18 at 11:55pm |
Assessment 2 | 40% | No | Week 7: 13/04/18 at 11:55pm |
Assessment 3: Part A & B | 40% | No | Week 14: 15/06/18 at 11:55pm |
Due: Week 3: 16/03/18 at 11:55pm
Weighting: 20%
Understanding assessment of children's learning. The purpose of this assessment is to develop an understanding of the different types and purposes of assessment in the classroom setting. Prepare an information sheet for parents which outlines the value of and purpose for assessment. Include a definition and example of the following forms of assessment:
- Informal
- Formal
- Diagnostic
- Formative
- Summative
Explain when and how feedback is provided to children and parent/care givers and the process of moderation of assessment.
Due: Week 7: 13/04/18 at 11:55pm
Weighting: 40%
Arriving in Australia and going to school. The purpose of this assessment is to provide pre-service teachers with an understanding of the complexities of teaching in classrooms with diverse children and families.
- Write a report that shows how you could assist children, staff, and families to develop their understanding of diversity within the classroom.
- Develop a sequence of 4 lessons with clear links to the curriculum documents.
Due: Week 14: 15/06/18 at 11:55pm
Weighting: 40%
3A: Considering children's perspectives in the classroom: This assessment will introduce students to the possibilities of documenting children’s learning in the classroom setting that investigates children’s thinking and theories about their world in relation to others.
Students will only be able to apply for an extension if they have been absent for 5 or more days from placement and with appropriate documentation. Approved extension days will only be added to the dates after placement not to when the student has negotiated to complete placement.
3B: Professional Experience Evaluation document: This document is graded as satisfactory or unsatisfactory and determines the outcome of the placement and therefore the unit.
It is the responsibility of individual students to be aware of pre and co requisites throughout their program. If you are considering withdrawing from this unit please seek academic advice as this may impact on your progression throughout the degree.
Students in this unit should read this unit outline carefully at the start of semester. It contains important information about the unit. If anything in it is unclear, please consult the Academic Unit Coordinator.
Students having difficulty at any time throughout the semester for example, with unit content, assessment queries or placement concerns are urged to contact the Academic Unit Coordinator EARLY to discuss issues.
This unit aims to build on previous experiences and extend on teaching skills by providing students with further experiences in K-6 classrooms. ECHP 327 aims to assist students in extending their understanding of approaches to curriculum planning and the documentation of children's learning in the school environment. The unit focuses on essential skills for curriculum decision-making and enables students to develop their knowledge of anti bias issues within the classroom setting.
This unit does not directly teach curriculum content (http://www.boardofstudies.nsw.edu.au/k-6/). Students are expected to use syllabuses (http://syllabus.bos.nsw.edu.au) for KLAs in line with their school placement.
It is expected that students have a working knowledge of KLAs for Kindergarten to Year 6 from completion of prior units and from personal study.
Classes
The timetable for classes can be found on the University web site
Teaching and Learning Strategy
Unit expectations
In this unit students are required to:
Professional Experience
Students will be expected to complete three weeks of Professional Experience from Monday 14th May - Friday 1st June 2018. Prior to this, students are expected to negotiate with the cooperating teacher to complete five (5) observation days. Attendance is compulsory. Students will be assessed as satisfactory or unsatisfactory against the Professional Experience Evaluation form.
Support for External Students
External students are strongly advised to make use of the support services available.
Week beginning |
Topic/ Lecture/Tutorial |
Week 1 26 Feb
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Setting the scene: Classroom structure and Routines
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Week 2 5 March
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Effective communication
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Week 3 12 March
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Honouring diversity, inclusion in action
ASSESSMENT 1 DUE Friday 16 March at 11:55pm Turnitin |
Week 4 19 March
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Creating an anti bias environment
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Week 5 26 March
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Planning models, theory and practice. Classroom structure and routines
Planning to teach
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Week 6 2 April Easter Monday
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Public Holiday |
Week 7
9 April
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Working cross cultures
ASSESSMENT 2 DUE Friday 13th April at 11:55pm Turnitin |
University Recess Mon 16 April – Fri 27th April, 2018 |
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Week 8 30 April
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Planning to teach
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Week 9 7 May
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Diverse family structures
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Week 10 14 May |
Changing beliefs, changing practices
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Professional Experience Placement (weeks 11, 12 & 13) Mon 21st May – Fri 8th June |
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ASSESSMENT 3 DUE Friday 15 June at 11:55pm Turnitin |
Points for clarification with the unit outline
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.
Further information: Academic Honesty: Understanding Collusion
Short Version
As a good student, you are responsible for ensuring academic integrity practices are followed at all times. Your first step is to read the University's Academic Honesty Policy, and make sure you know what constitutes good practice. Then make sure you know how to reference and cite correctly. There are other practices we need to consider and one of these is the potential for collusion.
Informal study groups are encouraged as a good way to assist your learning, but please remember that all your independently assessed assignments must be totally independently completed. Unless you are doing a group project where each member contributes to producing one piece of work, for which you get the one mark, using part or all of someone else's work constitutes collusion and breaches the University's Academic Honesty policy.
Do not collude with any other student by selling, giving, lending, explaining or showing all or parts of your independently assessed work/answers/past or current assignments, and do not ask to buy, borrow, see and use all or parts of the work of another student.
Long Version
Academic integrity means you submit only your own work, and make it easy for the reader to work out which parts of your assignment are original and which parts come from named sources.
Collusion needs to be avoided
We value students collaborating together as part of their learning experience. Often students form informal study groups, where they share understanding of unit content, and approaches to the assessments. However, it is important to realize that unless you are doing Group Work for an assignment, all of the work you submit for individual assessment should be completely your own independent work. Students are encouraged to form study groups, but this must not involve collusion to present group work as the work of the individual.
How is an informal or formal study group different from engaging in Group Work?
Working in study groups is different from engaging in assessed Group Work. Working in Groups involves a group of students combining their efforts in different ways to produce an evaluated piece of work.
Please see the Macquarie university information on Group Work available at http://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&source=web&cd=5&ved=0CEIQFjAE&url=http%3A%2F%2Fwww.students.mq.edu.au%2Fpublic%2Fdownload.jsp%3Fid%3D55221&ei=plG_U7jIDovHkAWisoDYAg&usg=AFQjCNHNASv9JxEF9vY-q4TcsSuCO2qVog&bvm=bv.70810081,d.dGI
What is collusion?
This is the unauthorised presentation of group work as your own. It may involve
How can you avoid collusion?
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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25/02/2018 | The professional experience dates have been amended in the unit guide to reflect the 2018 professional experience calendar of dates. Assessment 3 Part A & B due date as also been amended due to this change, hence the new date for submission is now 15/6/18 at 11:55pm. |