Unit convenor and teaching staff |
Unit convenor and teaching staff
Convenor
Fay Hadley
Contact via 9850 9833
WW29 rm 365
Please contact Sanobia as I am on OSP in S2
Convenor
Sanobia Palkhiwala
WW29 rm275
Please make an appointment by email, through dialogue on iLearn
Tutor
Catherine Jones
Marker
Tirzah Lim
Tutor
Katie Wright
Sanobia Palkhiwala
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
39cp at 100 level or above
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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 examines the contexts of childhood, family conditions, neighbourhood, environmental contexts and social policies, and identifies the implications for early childhood professionals and school practitioners. Theoretical approaches to the study of families are explored, along with issues for children related to the structural and cultural diversity of families in Australia. Interconnections between children, families and communities are examined along with implications for practice.
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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:
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.
Disruption to Studies
The following link takes you to the Disruption to Studies policy, which makes clear the ways in which you can apply for special consideration in times of difficulty.
http://students.mq.edu.au/student_admin/exams/disruption_to_studies/
The nature of scholarly endeavour, dependent as it is on the work of others, binds all members of the University community to abide by the principles of academic honesty.
Plagiarism is a matter of particular importance. Plagiarism is defined as using the work or ideas of another person and presenting this as your own without clear acknowledgement of the source of the work or ideas. This includes, but is not limited to, any of the following acts:
The University’s Academic Honesty Policy can be found on the Policy Central website: http://www.mq.edu.au/policy/index.html
TURNITIN is used to assist students with appropriate referencing and paraphrasing, and to detect plagiarism. The system also serves as a digital repository if anything should happen to your hard copy submission or personal backup. Please ensure you have stated your TURNITIN receipt number on your coversheet. A link to TURNITIN is embedded in iLearn.
Assessment Presentation & Submission Guidelines
Please follow these guidelines when you submit each assignment:
● Allow a left and right-hand margin of at least 2cm in all assignments. ● Please type all assignments using 12-point font and 1.5 spacing. ● All assessments must be submitted through Turnitin in .doc or .pdf format ● It is the onus of the student to ensure that all assessments are successfully submitted through Turnitin. ● Faculty assignment cover sheets are NOT required. Draft Submissions & Turnitin Originality Reports
● Students may use Turnitin’s Originality Report as a learning tool to improve their academic writing if this option is made available in the unit. ● Students are strongly encouraged to upload a draft copy of each assessment to Turnitin at least one week prior to the due date to obtain an Originality Report. ● The Originality Report provides students with a similarity index that may indicate if plagiarism has occurred. Students will be able to make amendments to their drafts prior to their final submission on the due date. ● Generally, one Originality Report is generated every 24 hours up to the due date. Please note:
● Students should regularly save a copy of all assignments before submission, ● Unless there are exceptional circumstances, no assessment will be accepted after the date that the assessment has been returned to other students. ● Students are responsible for checking that their submission has been successful and has been submitted by the due date and time.
Submissions of Family & Children’s Records
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 ethical practices and is the work of the student. Issues with the authenticity of such records will be investigated for possible forgery. 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.
Student Code of Conduct
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Results
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.
The University recognises the importance of producing grades and reports of student learning achievements that are valid, reliable and accurate representations of each student’s capabilities in relation to clearly articulated learning outcomes. Your final result for this unit will include a grade plus a standardised numerical grade (SNG).
For an explanation of the policy go to Policy Central: http://www.mq.edu.au/policy/index.html
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.
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: http://www.mq.edu.au/policy/docs/grading/policy.html
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. |
NOTE: Numerical marks will NOT be awarded for individual assessment tasks.
In this unit, all tasks will be reported by GRADES.
Marks are only shown for your final reported grade for this Unit.
Appeals against grades
University regulations allow for students to appeal a unit grade if they feel they have been disadvantaged.
Grading appeals can be lodged on the following grounds:
Further information regarding the relevant policy and procedures can be found on the University's Policy Central website:
http://www.mq.edu.au/policy/index.html
Student Support Services
Student services: Ask MQ ask.mq.edu.au/
Online service for student enquiries and requests: all questions/forms can be submitted through this address.
Please use this service for the submission of all requests for special considerations, extensions etc.
Study Skills Support Unit
Assistance is provided through a range of programs for students.
Services include study skills Tutorials and individual consultations, as well as useful online resources. Free academic writing programs are also offered.
http://www.students.mq.edu.au/support/learning_skills
UniWISE: http://www.students.mq.edu.au/support/learning_skills/undergraduate/uniwise
An iLearn resource specifically designed to help Undergraduate students develop their Academic writing and learning skills.
Student Wellbeing
Macquarie University provides a range of Academic Student Support Services. Details of these services can be accessed at http://www.student.mq.edu.au.
Disruption to Study Policy
The University is committed to equity and fairness in all aspects of its learning and teaching. In stating this commitment, the University recognises that there may be circumstances where a student is prevented by unavoidable disruption from performing in accordance with their ability. This policy supports students who experience serious and unavoidable disruption such that they do not reach their usual demonstrated performance level. Please see:
http://students.mq.edu.au/student_admin/exams/disruption_to_studies/
Advice for students with disabilities/ health conditions
The Disability Support Unit provides support and assistance to students with a disability/ health condition to enable them to achieve their academic potential. Service provision is tailored to individual need following an interview and the provision of supporting documentation.
Disability Support Unit ph 9850 7497 Email: campuswellbeing@mq.edu.au
In person: Level 2, Lincoln Building (C8A). Website: http://students.mq.edu.au/campus_life/campus_wellbeing_support_services/disability_service/
Students with disability/health condition need to register with Campus Wellbeing throughhttps://ask.mq.edu.au/account/forms/display/wellbeing_registration
and the Advice of Disability/Health Condition form can be downloaded from http://students.mq.edu.au/support/health_and_wellbeing/disability_service/how_to_register/
Word document download link: http://students.mq.edu.au/public/download.jsp?id=267138
PDF document download link: http://students.mq.edu.au/public/download.jsp?id=267008
IT help
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.
Name | Weighting | Hurdle | Due |
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1. Service Folder for Families | 40% | No | 23rd August |
Family Case Study | 60% | No | 11th October |
Due: 23rd August
Weighting: 40%
Part A: Resource Folder
Collect information about five services that provide support to the particular family type you have chosen for assignment 1 &2. You may choose services that are in a particular demographic area or you may look at services that are state or nationally run. Provide a one page overview for each service (5 pages). This includes a rationale for the selection of each service. Your 6th page is an integrated critique of the strengths and weaknesses of the services.
Part B: Case Study – rationale and interview questions
In the first part of this assignment you need to present a rationale for why you have chosen your particular family as well as develop an interview schedule. You need to identify a family type from a diverse background, e.g new immigrant/refugee to Australia (less than 5 years in Australia); single father household; grandparent who is the primary caregiver; a blended family; in a same-sex relationship; and draft a set of interview questions that you will use when you interview the family you have identified. The rationale is three to four paragraphs in total and should demonstrate an understanding of the family type as well as a brief overview of whom you plan to include in your case study and why. When deciding how many questions to include it is important to keep in mind your interview should be kept to a maximum length of about 30 minutes (this equates to approximately 10 to 15 questions depending on the level of detail).
While you are free to choose what questions you wish to explore you will need to ensure the following areas are addressed:
1) Demographic characteristics of the family (ie., socioeconomic level, age, education, employment, cultural group, family size)
2) Specific challenges that the family faces (i.e., what are some of the social forces that the family had to confront and accommodate?)
3) Access to informal support networks (i.e., friendship groups, extended family members) and formal support services (ie GP, Child Health Maternal Clinic, Family Services, Migrant Resource Centre, Single Parent Family Association)
4) Relationship with their educational service (i.e., Do carers/teachers view families in a positive/negative way? How ‘inclusive’ is the educational setting?)
5) Strengths of the family
While you are not required to include a great deal of reference material in this part of your assignment you will need to have completed a significant amount of your readings and review of the literature to ensure the questions you develop are appropriate and suitable for attaining the type of information you will need for the family type when writing up your case study.
· What would you say are some of your family strengths?
· Are there any specific challenges your family has had to face?
· At times of stress do you turn to family and friends or more formal support services? Why?
· What formal support services (if any) have you used?
· Have you found these helpful?
· How would you describe your relationship with your child’s centre/school?
YOU ARE NOT PERMITTED TO CONDUCT THE INTERVIEW UNTIL YOUR INTERVIEW QUESTIONS HAVE BEEN MARKKED AND RETURNED
Due: 11th October
Weighting: 60%
Using your questions from assignment 1, Part B conduct an interview with a target family from a diverse background. You must obtain the participants consent by having them sign and agree to the research (use information consent letter that is on iLearn) Use the interview data in combination with relevant research to write up a detailed case study on the family. In writing up your case study it is important that you provide a critique of the research literature and draw on your interview data to either support or argue against theoretical arguments and ideas. In writing-up your case study you need to ensure that you (maintain confidentiality) and address the following six key areas (as outlined in Assessment 1):
1) Demographic characteristics of the family
2) Specific challenges that the family faces
3) Access to informal support networks and formal support services
4) Relationship with their early childhood educational service
5) Strengths of the family
Department Procedures
Attendance for undergraduate units
All tutorials begin in Week 1 of Session. Students who are on placement (Primary students) are expected to catch up on the first 2 weeks of unit content and be in class week 3 (or complete the unit externally).
Activities completed during weekly tutorials (internal) or on campus days (external) are essential for building the core knowledge and/or skills required to demonstrate the learning outcomes of this unit [and to meet the AITSL Graduate Teacher Standards and/or ACECQA requirements]. Attendance at all tutorials or on campus days is expected and the roll will be taken.
Students are required to attend the tutorial in which they are enrolled. Any changes to tutorial enrolments must be completed officially through e-student. Please do not contact the unit convenor requesting a change.
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.
Unit Expectations
● Students are expected to read weekly readings before completing tasks and attending tutorials ● Students are expected to listen to weekly lectures before completing tasks and attending tutorials
Note: It is not the responsibility of unit staff to contact students who have failed to submit assignments. If you have any missing items of assessment, it is your responsibility to make contact with the unit convenor.
Required and recommended texts and/or materials
There is an expectation that you complete the scholarly reading in this unit. It is an integral part of your study of UNIT ECH326.
Prescribed Texts:
The following is available from the University Cooperative Bookshop and it is essential for this unit.
Grace, R., Hodge, K., & McMahon, C. (2017). Children, families and communities: Contexts and consequences. (5th Edition) Melbourne: Oxford University Press.
The book is an edited collection of up-to-date chapters written about many of the themes in this unit. It was first developed as a direct result of the need for a reference book with Australian content for this unit and other courses about family and community contexts that influence children in their development.
Perrin, R. (2015). Pocket guide to APA style (5th ed.). Wadsworth: Cengage Learning.
Recommended Reading, References and Resources.
Further Professional reading and references:
Australian Family and Society Abstracts
This is a collection of articles and conference papers collected by the Australian Institute of Family Studies in Melbourne. It is available on OZLINE, accessible via the Internet, and on AUSTROM, a CD-ROM available in Macquarie University Library.
Other databases of references relevant to this unit are:
ERIC A collection of education references
Sociology of Education A collection of sociology references
PsycINFO A collection of psychology references.
AUSTHealth A collection of references on health issues in Australia, including child and family wellbeing
ATSIhealth A collection of references on indigenous issues including information about Aboriginal children and families
Expanded Academic ASAP Multi-subject indexing (social science, humanities, arts economics), abstract and full-text database
Family Produced by Australian Institute of Family Studies
Additional suggestions:
Australian Institute of Family Studies (2013). Family Facts and Figures. Retrieved from: http://www.aifs.gov.au/institute/info/charts/familystructure/index.html
Baxter, J., Hayes, A., & Gray, M. (2011). Families in Rural, Regional and Remote Australia. Melbourne: Australian Institute of Family Studies. Available at http://www.aifs.gov.au/institute/pubs/factssheets/2011/fs201103.html
Cassells, R., Toohey, M., Keegan, M., & Mohanty, I. (2013). Modern Family: The changing shape of Australian families, AMP.NATSEM Income and Wealth Report Issue 34, October.
Closing the gap. Priminister’s 2017 report.
Cloughessy, K. & Waniganayake. M. (2013). Early childhood educators working with children who have lesbian, gay, bisexual and transgender parents: what does the literature tell us? Early Child Development and Care. DOI: 10.1080/03004430.2013.862529
De Gioia, K. (2015). Immigrant and refugee mothers' experiences of the transition into childcare: a case study. European Early Childhood Education Research Journal, 23(5), 662-672. doi: 10.1080/1350293X.2014.970854
Dempsey, D. (2013). Same-sex parented families in Australia. CFCA Paper, No.18
Fadul, J. A. (2008). The development of the concept of death in children: new insights to children’s learning process. The International Journal of Learning, 15, 123-129.
Holland, J. (2008). How schools can support children who experience loss and death. British Journal of Guidance and Counselling, 36, 411-424.
Lamont, A. (2011). Children in care. National Child Protection Clearinghouse Resource Sheet. Melbourne: Australian Institute of Family Studies.
McArthur, M. & Thomson, L. (2011). Families views on a coordinated family support service. Family Matters, 89, pp. 71- 81. Retrieved 16 Jan from: http://www.aifs.gov.au/institute/pubs/fm2011/fm89/fm89h.html
Moore, T., McArthur, M., & Noble-Carr, D. (2008). Stuff you’d never think of. Children talk about homelessness and how they’d like to be supported. Family Matters, 78, 36-43.
Robinson, E. (2009). Sole-parent families: Different needs or a need for different perceptions? Family Matters, 82, 47-51.
*Sammons, P., Hall, J., Smees, R., Goff, J., Sylva, K., Smith, T., Evangelou, M., Eisenstadt, N., & Smith, G. (2015). The impact of children’s centres: studying the effects of children's centres in promoting better outcomes for young children and their families. Evaluation of Children’s Centres in England (ECCE, Strand 4) Research report. UK: University of Oxford
Wise, S. (2013). Improving the early life outcomes of Indigenous children: implementing early childhood development at the local level. Issues paper no.6 produced for Closing the Gap Clearinghouse.
Key Australian website references:
Australian Centre for Grief and Bereavement http://www.grief.org.au
Australian Early Development Census http://www.aedc.gov.au/
Australian Human Rights Commission (Same sex entitlements) http://www.humanrights.gov.au/human_rights/samesex/index.html
The Australian Institute of Family Studies: Child Family Community Australia (CFCA) https://aifs.gov.au/cfca/
The Australian Institute of Family Studies https://aifs.gov.au/publications
The Australian Institute of Aboriginal and Torres Strait Islander Studies http://www.aiatsis.gov.au
Grandparents as Parents http://www.grandparentsasparents.com.au/
Homelessness in Australia www.homelessnessaustralia.org.au/
Making Multicultural Society for the 21st Century http://www.multiculturalaustralia.edu.au/
National Child Protection Clearinghouse publications http://www.aifs.org.au/nch/pubs.html
The Human Rights and Equal Opportunities Commission web site has some useful articles. http://www.hreoc.gov.au
The NSW Commission for children and young people web site. http://www.kids.nsw.gov.au/
Reconciliation Australia http://www.shareourpride.org.au/
Electronic Communication
It is the student’s responsibility to check all electronic communication on a regular weekly basis. Communication may occur via:
● Official MQ Student Email Address ● The Dialogue function on iLearn ● Other iLearn communication functions
Australian Professional Standards for Teachers
The framework of the Australian Professional Standards for Teachers, developed by the Australian Institute for Teaching and School Leadership (AITSL), provides a common reference point to describe, recognise, and support the complex and varied nature of teachers’ work. The Standards describe what teachers need to know, understand and be able to do, as well as providing direction and structure to support the preparation and development of students.
For more information see: www.teacherstandards.aitsl.edu.au/
The Australian Professional Standards for Teachers addressed in UNIT ECH326 are:
· Standard 1: Know students and how they learn (1.1, 1.2, 1.3, 1.4, 1.5)
· Standard 2: Know the content and how to teach it (2.1, 2.4)
· Standard 3: Plan for and implement effective teaching and learning (3.7)
· Standard 4: Create and maintain supportive and safe learning environments (4.1)
· Standard 7: Engage professionally with colleagues, parents/carers and the community (7.3, 7.4)
ACECQA Standards
The Australian Children’s Education and Care Quality Authority standards addressed in UNIT ECH326 are:
· Learning, development and care
· Social and emotional development
· Diversity, difference and inclusivity
· Socially inclusive practice
· Culture, diversity and inclusion
· Aboriginal and Torres Strait Islander perspective
· Multicultural education
· Developing family and community partnerships
· Research and advocacy
Internal Delivery:
This unit is taught weekly with a 1 hr lecture (pre-recorded) and 2 hour tutorial. This includes weekly readings prior to attending the lecture and tutorial. Copies of the lecture slides are available from the University’s iLearn website for UNIT ECH326.
Students are required to participate in small group activities, whole class discussion, to read the weekly material in advance, and to complete brief tasks either as individuals or in pairs.
External Delivery
This unit has a weekly 1 hr lecture (pre-recorded recorded). This includes weekly readings prior to listening to the lecture. opies of the lecture slides are available from the University’s iLearn website for UNIT ECH326.
Students are required to participate in group discussions online (in iLearn) during the semester and attend and participate two on campus days (24th and 25th September).
On campus sessions: Monday 24 September and Tuesday 25 September - overview of the days
Day One: Monday 24 September
9:00 – 10:00 |
Children, Families and Communities: Interconnections, Risk, Resilience in Children and Families and historical contexts (week 1) |
10:00 – 11:00 |
Family Functioning: The Family as a System (week 2) |
11:00 – 11:30 |
Break |
11.30 – 1:00 |
Cultural Diversity Amongst Australian Families (week 3) |
1:00 – 2.00 |
Lunch |
2:00 - 3.00 |
Indigenous Families and Community Connections (week 4) |
3.00 – 4:00 |
Death and Dying: Supporting Children and Families (week 5) |
4pm onwards |
Library time |
Day Two: Tuesday 25 September
9:00 –10:00 |
Family Isolation: Rural, Remote and Other Isolated Families (week 6) |
10 -11:00 |
Families of Children with Special Needs: Issues of Family and Community (week 7) |
11-11.30 |
Break |
11.30-1.00 |
Out-of-Home Care of Children – state care, grandparent, kinship care (week 8 & only based on reading as lecture not recorded before oncampus) |
1:00 – 2.00 |
Lunch |
2:00 – 3:30 |
Community Violence and International Conflict: The impact on Children and Families (week 9 & only based on reading as lecture not recorded before oncampus) |
3:30 – 5:00 |
Library Time |
OVERVIEW OF THE WEEKLY CONTENT AND PROGRAM FOR UNIT ECH326
Wk |
Date |
Lecture |
Lecturer |
Readings |
|
Part 1: Approaches to the Study of Families and Communities |
|||||
1 |
July 30 |
Children, Families and Communities: Interconnections, Risk, Resilience in Children and Families and historical contexts |
Dr Fay Hadley (pre-recorded) |
Grace, Hayes & Wise (2017). Chapter 1 pp.3-25 Brennan & Adamson (2017). Chapter 14 pp. 318-336 |
|
2 |
August 6 |
Family Functioning: The Family as a System |
Ms Sanobia Palkhiwala (pre-recorded) |
McMahon & Camberis (2017). Chapter 6 pp.119-143. |
|
|
Part 2: Family Diversity and Educational Implications |
||||
3 |
August 13 |
Cultural Diversity Amongst Australian Families |
Dr Fay Hadley (pre-recorded) |
Lawrence, Brooker, & Dobbs (2017). Chapter 5 pp. 95-116 |
|
4 |
August 20 |
Indigenous Families and Community Connections |
Online Module – see iLearn |
Grace, Burns & Menzies (2017). Chapter 13 pp.292-311 |
|
Part 3: Family and Community Interconnections, Stressors and Supports |
|||||
5 |
August 27 |
Death and Dying: Supporting Children and Families |
Ms Wendy Shepherd (pre-recorded) |
Fadul, J. A. (2008). Holland, J. (2008). |
|
ASSESSMENT 1 DUE 23rd August |
|||||
6 |
Sept 3 |
Family Isolation: Rural, Remote and Other Isolated Families |
Sanobia Palkhiwala (pre-recorded) |
Camberis & McMahon (2017). Chapter 7 pp 144-159 |
|
7 |
Sept 10 |
Families of Children with Special Needs: Issues of Family and Community |
Ms Katie Wright (pre-recorded) |
Grace & Barton (2017). Chapter 3 pp. 53-75 |
|
On-Campus Session for External Students: 24th and 25th September |
|||||
8 |
October 1 |
Out-of-Home Care of Children – state care, grandparent, kinship care |
Ms Amy Gill (pre-recorded) |
Cashmore, J. (2017). Chapter 12 pp.267-284 |
|
9 |
October 8 |
Community Violence and International Conflict: The impact on Children and Families |
Ms Wendy Shepherd (pre-recorded) |
Cologon & Hayden (2017). Chapter 15 pp. 337-357 |
|
ASSESSMENT 2 DUE 11th October |
|||||
WEEK 10-12 ECHP325 PRAC – NO CLASSES OR LECTURES OCTOBER 15TH – NOVEMBER 2nd |
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Part 4: Resource Systems: Connecting children, families and communities |
|||||
13 |
Nov 5 |
Key Policies: Implications for Teachers, Children, Families and Communities |
Dr Fay Hadley (pre-recorded) |
Murray & Harrison (2017). Chapter 8 pp. 169-194 Grace, Cashmore, Scott & Hayes (2017). Chapter 16 pp. 358-382 |
|
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 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: