ATTENDANCE FOR UNDERGRADUATE UNITS

All tutorials begin in Week 3 of Session 2.

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.

Unit Expectations

• Students are expected to read weekly readings before completing tasks and attending tutorials
• Students are expected to listen/attend 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.

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

GENERAL ASSESSMENT INFORMATION

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. For example: a task worth 50%, the 5% late penalty would therefore be a grade reduction of 2.5 marks per day. e.g. 5% of 50 = 2.5. 2 days late = 5 mark deduction. 

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.

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.

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.

PROCEDURES and POLICIES

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.

Withdrawing from this PG 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.

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:

- Students must meet the mandatory requirements to undertake placements as specified in this/the Unit Guide.  These may include both University requirements and mandatory requirements specified by the accrediting authority such as the Working with Children check.

- Macquarie University operates under a ‘Fit to Sit’ model as specified in the University's Special Consideration Policy.  For this Unit, this means that, when undertaking a placement, a student is declaring that they are fit to do so. It is the responsibility of the student to determine whether they are fit to undertake a placement. Therefore, if a student is feeling unfit to undertake a placement, they should not do so.

-  If a Student is identified by the Unit Convenor as being ‘At Risk’, the Department’s ‘At Risk’ procedure will be activated and they will not be able to withdraw themselves from this Unit.

- The timing of placements can vary. For placements early in the Session, Fail grades may be approved by the University prior to the end of Session for students who do not meet the placement expectations of the Unit.

Other policies that relate to Learning and Teaching (see Policy central):

Academic Honesty Policy

Assessment Policy

Grade Appeal Policy

Complaint Management Procedure for Students and Members of the Public

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.

Student support

Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/

Learning Skills

Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.

• Workshops
• StudyWise
• Academic Integrity Module for Students
• Ask a Learning Adviser

Student enquiry service

For all student enquiries, visit Student Connect at ask.mq.edu.au

Equity support

Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.

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.

Prescribed Texts:

The following is available from the University Cooperative Bookshop and are essential for this unit.

Geography & History

Harrison, N. & Sellwood, J. (2016). Learning and Teaching in Aboriginal and Torres Strait Islander Education (3e). Melbourne: Oxford University Press. [note third edition – not second]  (also available as an ebook. Students can purchase a code via the Co-Op Website.

Science:

Skamp, K. & Preston, C. (eds.) (2015). Teaching Primary Science Constructively (5^th ed.). Sydney: Cengage Learning.

Syllabus Documents and Support Materials

NESA (2015). Geography K-10. Retrieved July 15, 2018 from: http://syllabus.nesa.nsw.edu.au/assets/geographyk10/downloads/geographyk10_full.pdf

NESA (2012). History K-6: Syllabus. Retrieved July 15, 2018 from http://syllabus.nesa.nsw.edu.au/assets/historyk10/downloads/historyk10_full.pdf

NESA (2017). Science K–10 (Incorporating Science and Technology K–6). Retrieved July 15, 2018 from [http://syllabus.nesa.nsw.edu.au/science/science-k10/]

Further professional reading and references:

NESA History and Geography references and resources

Baker, J. (2010). Mirror. London: Walker Books.

Board of Studies New South Wales (1997). Big mob books for little fullas: Emergent readers kit. Sydney: New South Wales Board of Studies.

Clague, L., Harrison, N., Stewart, K. & Atkinson C. (2017). Thinking outside the circle: reflections on school-based garden research. Australian Journal of Indigenous Education.

Fox, M. (1997). Whoever you are. Sydney: Hachette.

Gilbert, R & Hoepper, B (eds.), (2014). Teaching humanities and social sciences: history, geography, economics & citizenship in the Australian curriculum (5e). South Melbourne (Vic): Centage Learning.

Harrison, N. & McLean, R. (2017). Getting yourself out of the way: listening and belonging in the city. Geographical Research, 55:4, 359-368

Harrison, N. (2017). Putting oneself in the shoes of another: Issues of empathy and intercultural understanding in the Australian geography curriculum. International Research in Geographical and Environmental Education. 26:4, pp. 269-280.

Kwaymullina, E. & Morgan, S. (2011). My country. Freemantle: Freemantle Press.

Marsden, J. & Tan, S. (1998). The rabbits. Port Melbourne: Lothian Books.

Maude, A. (2014). Understanding and teaching the Australian curriculum: Geography for primary schools. Moorabbin (Vic): Hawker Brownlow.

New South Wales Department of Education and Training (2005). Caring for place—Caring for country. Darlinghurst, New South Wales: New South Wales Department of Education and Training, Aboriginal Education and Training Directorate.

Price, K. (2012). Aboriginal and Torres Strait Islander education: An introduction for the teaching profession. London: Cambridge.

Russell, E. (2005). The shack that dad built. Surry Hills, N.S.W: Little Hare Books.

Russell, E. (2000). A is for Aunty. Sydney: ABC Books.

Purdie, N., Milgate, G., & Bell, H.R. (2011). Two way teaching and learning: Towards culturally reflective and relevant education. Melbourne: ACER Press.

Science and Design Technology References and Resources

American Association for the Advancement of Science. (nd). NSDL Science Literacy Maps. Retrieved July 30, 2016 from http://strandmaps.dls.ucar.edu

Dawson, V., & Venville, G. (2007). The art of teaching primary science. Crows Nest: Allen & Unwin.

Fleer, M. (2015). Science for children (3^rd ed.). Port Melbourne, VIC: Cambridge University Press. 

Fleer, M. (2016). Technologies for children. Port Melbourne, VIC: Cambridge University Press. 

Gregson, R. (2012). Connecting with science education. South Melbourne: Oxford University Press.

Howitt, C. & Blake, E. (Eds.). (2010). Planting the seeds of science. Curtin University: Australian Learning & Teaching Council. Retrieved, from http://www.scootle.edu.au/ec/viewing/S4502/pdf/k12sci007.pdf

Scootle (2016). Australian Curriculum: Science resources retrieved July 30, 2016 at www.scootle.edu.au

General reading list

Australian Curriculum, Assessment and Reporting Authority (2018). Critical and creative thinking. Retrieved July 10, 2018 from http://www.australiancurriculum.edu.au/GeneralCapabilities/Critical-and-creative-thinking/Introduction/Introduction

Ang, L.L. (2013). The early years curriculum: The UK context and beyond. Pearson United Kingdom.

Arthur-Kelly, M., Lyons, G.S., Butterfield, N., & Gordon, C. (2006). Classroom management: Creating positive learning environments (2e.). Melbourne: Thomson Learning.

Beghetto, R. A., & and Kaufman, J.C. (2010). Nurturing Creativity in the Classroom. Cambridge University Press (ISBN: 9780521715201)

Brady, L., & Kennedy, K. (2011). Assessment & reporting: Celebrating student achievement (4^th ed.). Pearson Australia (ISBN: 9781442546813)  

Burden, P.R., & Byrd, D.M. (2012). Methods for effective teaching: Meeting the needs of all students (6^th ed.).  Pearson Higher Ed USA.

Connell, R., Welch, A., Vickers, M., Foley, D., Bagnell, N., Hayes, D., Proctor, H., Sriprakash, A., & Campbell, C. (2013). Education, change and society (3^rd ed.). Oxford University Press.

Ewing, R. (2013). Curriculum and assessment: storylines (2^nd ed.). Oxford University Press.

Goldstein, S., & Brooks, R. (2007). Understanding and managing children’s classroom behaviours (2nd ed.). Hobken: Wiley & Sons.

Harrison, N. (2013). Using the interactive whiteboard to scaffold a metalanguage: teaching higher order thinking skills in pre-service teacher education. Australasian Journal of Educational Technology. 29: 54-65.

Healy, A. (Ed.) (2008). Multiliteracies and diversity in education. New pedagogies for expanding landscapes. South Melbourne: Oxford University Press. See in particular:

Killen, R. (2009). Effective teaching strategies: Lessons from research and practice (5e). South Melbourne: Cengage.

Additional suggestions:

History Teachers’ Association of Australia (2018). Australian Curriculum: History Units. Retrieved July 15, 2018 from http://www.achistoryunits.edu.au/

Geography Teachers Association NSW: http://www.gtansw.org.au/

Key Australian website references:

Teaching and Learning on Darug Country: https://learndarug.com/

Australian Broadcasting Commission (2018). Splash. Retrieved July 14, 2018 from http://splash.abc.net.au/media/-/m/29466/ramadan?source=early-primary-history

Australian Broadcasting Commission (2018). Indigenous languages map. Retrieved July 15, 2018 from http://www.abc.net.au/indigenous/map/