Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor Academic
Sandra Cheeseman
Contact via 9850 9835
29WW Room 268
Unit Convenor Professional Experience
Belinda Davis
29WW Room 261
Tutor
Susan Reade
Owain Matthews
Belinda Davis
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
ECHP421 or ECHP425
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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 final professional experience unit provides students with the opportunity to consolidate both their pedagogical practice and their professional inquiry skills. Students are placed in an early childhood setting relevant to their course requirements. In preparing students for their professional career this professional experience combines both day to day responsibility for a class or group of children along with a practitioner inquiry project based on a self-assessment of their teaching. The aim of the unit is to build the confidence and capacity of students with a focus on curriculum decision making that reflects the needs of the setting and the student's personal philosophy of teaching.
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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 https://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, see: https://students.mq.edu.au/study/my-study-program/special-consideration
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.
Requesting a remark of an assignment
If you have evidence that your task has been incorrectly assessed against the grade descriptors you can request a re-mark. To request a re-mark you need to contact the unit convenor within 7 days of the date of return of the assignment and provide a detailed assessment of your script against the task criteria. Evidence from your assignment must be provided to support your judgements.
Note: Failed assessments can not be re-submitted as they are all double-marked as a part of the moderation process.
Please note: The outcome of a re-mark may be a higher/lower or unchanged grade. Grades are standards referenced and effort is NOT a criterion.
University policy on grading
Criteria for awarding grades for assessment tasks
Assignments will be awarded grades ranging from HD to F according to guidelines set out in the University's Grading Policy. The following descriptive criteria are included for your information.
Note: If you fail a unit with a professional experience component the fail grade will be on your transcript irrespective of the timing of when the placement takes place.
Criteria for awarding grades in the unit
Students will be awarded grades ranging from HD to F according to guidelines set out in the policy: https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/assessment-in-effect-from-session-2-2016
The following generic grade descriptors provide university-wide standards for awarding final grades.
Grade |
Descriptor |
HD (High Distinction) |
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) |
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) |
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). |
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) |
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. |
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.
Name | Weighting | Hurdle | Due |
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Philosophy and Reflection | 30% | No | Monday 20th August |
Professional Experience Viva 1 | 15% | No | Week 3 & 4 and OCD 1 |
Professional Experience | 0% | No | Week 5-7 + 3 Obs days |
Professional Experience Viva 2 | 15% | No | Week 8 & 9 & OCD 2 |
Practitioner Inquiry Project | 35% | No | Monday 29th October |
ASSET Survey | 5% | No | 1/9; 15/9; 1/10; 15/10; 1/11. |
Due: Monday 20th August
Weighting: 30%
Defining the Practitioner Inquiry research question and proposal for project design and methodology.
Due: Week 3 & 4 and OCD 1
Weighting: 15%
Prior to commencing your Professional Experience, each student will present a five minute Viva at the Tutorial in weeks 3 or 4 (for internal students) or at the On Campus Day 1 (for external students). A Viva is a showcase of thinking and progress to date.
Due: Week 5-7 + 3 Obs days
Weighting: 0%
3 Orientation Days and 15 days of Professional Experience. Evaluation requirements are detailed in the ECHP 424 Professional Experience Documents.
YOU MUST BRING YOUR PE FOLDER (WORK IN PROGRESS) TO THE WEEK 4 TUTORIAL OR THE FIRST ON-CAMPUS DAY. YOU WILL NOT BE ABLE TO START PE UNLESS YOU FOLDER HAS BEEN PASSED BY UNIT STAFF.
Due: Week 8 & 9 & OCD 2
Weighting: 15%
Following your Professional Experience, each student will present a five minute Viva at the Tutorials or On-Campus session following PE.
Due: Monday 29th October
Weighting: 35%
This assignment provides an opportunity for you to engage in the process of Teacher Research or Practitioner Inquiry whilst you are undertaking your Professional Experience. In this instance the project you choose will be based on a professional challenge for you as a teacher.
Due: 1/9; 15/9; 1/10; 15/10; 1/11.
Weighting: 5%
Completing the Annual Student Survey of Education for Teaching (ASSET)
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.
Unit Coordinators for this unit are
Please use the dialogue function on iLearn to contact us in the first instance.
Professional Experience Unit Academic Expectations
Professional Experience Unit Placement Expectations
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.
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Lecture Content |
Tutorials for Internals |
Required reading or tasks for Tutorial / OCS |
Week 1 July 30 |
Images of Early Childhood Teachers - Reflection and Philosophy - Introduction to the Unit. Sandra Cheeseman
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Yes |
Unit Outline Hill, Stremmel and Fu ( 2005) - ilearn Britt & McLachlan (2015) - Ilearn
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Week 2 Aug 6 |
Practitioner Inquiry as a strategy for professional practice Sandra Cheeseman |
Yes |
Cook and Young (2004) ALL TO READ ilearn and Choose one from the readings in the options in the Week 2 Label on iLearn
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Week 3 Aug 13 |
Professional Experience in ECHP424 Belinda Davis
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Yes Viva 1 |
Fleet et al ( 2016). Chapter 2 Principles of inquiry-based practice. Begin finding literature related to your PI. Prepare your Viva ½ group present Viva (Internals) |
Week 4 Aug 20 |
Undertaking and presenting a practitioner inquiry project. Sandra Cheeseman On Campus Session 1 Saturday 25th August |
Yes Viva 1 |
Begin finding literature related to your PI ½ group presents Viva (internals) Bring your PE Folder to class or on-campus session Externals present Viva at OCS |
Week 5 Aug 27 |
Professional Experience |
No |
Continue reading to support your Practitioner Inquiry Project |
Week 6 Sept 3 |
Professional Experience |
No |
Continue reading to support your Practitioner Inquiry Project |
Week 7 Sept 10 |
Professional Experience |
No |
Continue reading to support your Practitioner Inquiry Project |
Recess Sep 17 |
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Prepare Viva and Ass 5 |
Recess Sept 24 |
On Campus Session 2 Friday 28th September |
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Externals Present Viva 2 |
Week 8 Oct 1 |
Lecture - Guest Speaker
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Yes - Viva 2 |
Readings to be Advised |
Week 9 Oct 8 |
Lecture - Guest Speaker |
Yes - Viva 2 |
1/2 group present Viva |
Week 10 Oct 13 |
Lecture - Guest Speaker |
Yes |
1/2 group present Viva |
Week 11 Oct 22 |
Lecture - Guest Speaker
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No |
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Week 12 Oct 29 |
Lecture - Guest Speaker |
No |
Complete Ass 5 |
Week 13 Nov 5 |
No Lecture |
No |
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Exams |
No Exam |
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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.
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: