Unit convenor and teaching staff |
Unit convenor and teaching staff
Coordinator
Maria Hatzigianni
X5B 239
Tutor
Kelly Johnston
Contact via ilearn dialogue
Tutor
Anne Forbes
X5B 240
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
ECH113 or ((12cp at 100 level or above) and admission to BTeach(ECS))
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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 explores the theory and practice of mathematics, science and technology for young children. Mathematics, science and technology are presented as ways of acquiring and processing information about the world. Students gain an understanding of developmental stages in young children's learning of mathematics and science. Teaching and assessment strategies relevant for planning and implementing developmental programs are examined.
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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:
All assessments in this unit involved online tasks and online submission.
Name | Weighting | Hurdle | Due |
---|---|---|---|
Observation and Planning | 35% | No | 3/4/2018 |
Planning for Science | 45% | No | 6/6/2018 |
Quiz | 20% | No | 8/6/2018 |
Due: 3/4/2018
Weighting: 35%
Students will watch a video (in ilearn) of a young child being assessed in mathematics - following a structured assessment compatible with DET's requirements. Students will reflect on this kind of assessment for young children, design and propose follow up experiences to support children's mathematical learning and write a brief report for parents.
This assignment will be submitted early on in the session - after all groups have completed at least the first Maths tutorial/first on campus day.
More details of the assessment task will be available via the full unit outline on iLearn.
Due: 6/6/2018
Weighting: 45%
Students will plan a mini-unit of work for science. They will have to organise three sequential experiences for teaching science ('Living world' or 'Earth and Space') for young children (3-8 years old) following the EYLF or the NSW curriculum for science (a pre-structured proforma will be provided). They will also need to design an interactive Information kiosk or e-book using familiar software (such as power point; prezi; keynote; movie maker, google sites etc) relevant to their chosen topic/experiences.
Students will present their kiosk in the final (third) technology tutorial. After their presentation they will submit the lesson plans/information kiosk (screenshots) and a short reflection on their presentation/information kiosk.
More details of the assessment task will be available via the full unit outline on iLearn.
Due: 8/6/2018
Weighting: 20%
Students will reply to 20 multiple choice questions covering the three modules (Maths, Science, Technology). Each week, depending on the module they have to do, students will have a short online quiz (5 multiple choice questions - unmarked) to help them practice before the large quiz at the end of the session.
Details of the assessment tasks will be available via the full unit outline on iLearn.
CLASSES
Three face to face classed run simultaneously for this unit (maths, science and technology). Students rotate each week. The sequence in which students complete these modules will depend on their tutorial time.
Each module/topic has an online lecture, readings, online tasks and face-to-face tutorials. The lecture or collection of shorter lectures (not totalling more than one hour) will be available online as a video or through Echo. Following this, students will complete a 2 hour tutorial each week (or equivalent compulsory on campus days for external students).
The timetable for internal classes can be found on the University web site at: https://www.timetables.mq.edu.au
Completion of all modules is a requirement for satisfactory completion of the unit. Documentation (such as a doctor’s certificate) should be provided to explain absences.
Compulsory On-Campus Session for ECH232 External Students
There are two compulsory On-Campus Sessions for ECH 232 external students. Failure to attend all or part of the sessions will result in automatic exclusion from the unit. The On-Campus sessions will be held on Saturday 17th of March and Saturday the 5th of May (9.00am - 5.00 pm) Please make arrangements to attend for the full day each day. Further details will be sent out early in the semester.
Department of Educational Studies (EC) Relevant Documents
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
Withdrawing from this UG Unit
If you are considering withdrawing from this unit, please seek academic advice by writing to iec@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.
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
The New Special Consideration Policy
The Disruption to Studies (DTS) process has been replaced by a new Special Consideration policy which took effect from Session 3 (4th December 2017).
See:
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:
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. 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) and in the Academic Honesty Handbook.
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.
Units with Quiz Assessments
Online quizzes are an individual assessment task and MUST BE COMPLETED by each student individually. Similarities in responses between students will be checked and investigated for possible collusion. Please see the Academic Honesty Handbook for more information. CHANGE OF DATES/EXTENSION FOR THIS TASK IS NOT POSSIBLE.
TWO REQUIRED TEXTBOOKS 1) Fleer, M. (2016) Science for children. GB: Cambridge University Press. 2) Yelland, N. (2014). Early Mathematical explorations. GB: Cambridge University Press.
UNIT SCHEDULE 2018 (Please follow the schedule vertically after finding your tutorial group) |
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Tutorial day = MONDAY
WEEK-DATE |
Tutorial Group A 12 pm Tutorial Group D 2 pm
External students (follow this column vertically). |
Tutorial Group B 12 pm Tutorial Group E 2 pm
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Tutorial Group C 12 pm Tutorial Group F 2 pm
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1 |
26/2 |
Mathematics 1 (Kelly* X5B 041) |
Science 1 (Anne* X5B 045) |
Technology 1 (Maria* X5B 140) |
2 |
5/3 |
Technology 1 (Maria X5B 140) |
Mathematics 1 (Kelly X5B 041) |
Science 1 (Anne X5B 045) |
3 |
12/3 |
Science 1 (Anne X5B 045) |
Technology 1 (Maria X5B 140) |
Mathematics 1 (Kelly X5B 041) |
EXTERNAL STUDENTS: SATURDAY 17/3 FIRST On Campus Day |
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4 |
19/3 |
Mathematics 2 (Kelly X5B 041) |
Science 2 (Anne X5B 045) |
Technology 2 (Maria X5B 140) |
5 |
26/3 |
Technology 2 (Maria X5B 140) |
Mathematics 2 (Kelly X5B 041) |
Science 2 (Anne X5B 045) |
Tuesday 3/4 Assignment 1: Observation, assessment and planning for mathematics learning |
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6 |
9/4 |
Science 2 (Anne X5B 045) |
Technology 2 (Maria X5B 140) |
Mathematics 2 (Kelly X5B041) |
MID SESSION BREAK (16/4/ - 23/4) |
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7 |
30/4 |
PRAC – NO CLASSES |
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EXTERNAL STUDENTS: SATURDAY 5/5 SECOND On Campus Day |
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8 |
7/5 |
PRAC – NO CLASSES |
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9 |
14/5 |
PRAC – NO CLASSES |
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10 |
21/5 |
Mathematics 3 (Kelly X5B 041) |
Science 3 (Anne X5B 045) |
Technology 3 (Maria X5B 140) |
11 |
28/5 |
Technology 3 (Maria X5B 140) |
Mathematics 3 (Kelly X5B041) |
Science 3 (Anne X5B 045) |
13 |
4/6 |
Science 3 (Anne X5B 045) |
Technology 3 (Maria X5B 140) |
Mathematics 3 (Kelly X5B 041) |
Wednesday 6/6 ASSIGNMENT 2: Planning for Science and Technology Learning |
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FRIDAY 8/6 ASSIGNMENT 3: Revision Quiz - ONLINE TASK (DATE/TIME CANNOT CHANGE).
*Please note that tutors may vary. |
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:
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:
1) THIS YEAR STUDENTS HAVE TO BUY TWO TEXTBOOKS, one for Maths and one for Science.
The two required texts are:
a) Yelland, N. (2014). Early Mathematical Explorations. GB: Cambridge University Press.
b) Fleer, M. (2016) Science for children. GB: Cambridge University Press.
2) This year students won't do any visits to the early childhood centres.