Students have to compile a professional portfolio which includes 6 sections and references for each section. All sections will be relevant to student's internship placement. The 6 sections are:

1) Who am I as a teacher - digital format (Google Sites)

2) Learning environment

3) Planning for learning 

4) Relationships

5) Taking a leadership role

6) Reflections on the internship

More details about the professional portfolio and the different sections will be provided in iLearn when the session starts. 

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.

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.

EC Professional Experience Units 

In order to meet the Professional Experience placement expectations of this unit, students must:

• attain a ‘Satisfactory’ grade for their Professional Experience Practical Work in their Evaluation Report, AND

• attain a ‘Satisfactory’ grade for their Professional Experience Folder in their Evaluation Report

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 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.

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.

DELIVERY

Four Friday classes are held for this unit from 9.00am until 5.00pm (please see the detailed schedule).

TECHNOLOGY

Access to iLearn is required.

Gmail account - Familiarity with Google suite/drive/docs/

This year part of the professional portfolio will be digital and will be created with Google Sites.

Students will undergo training in how to use Google Sites in their workshops.

RESOURCES AND TEACHING MATERIALS

There is an expectation that you complete the scholarly reading in this unit. It is an integral part of your study of UNIT ECED829.

Prescribed Text:

There is no prescribed textbook for this unit. This is a capstone unit and students are expected to read widely and build on previous readings.

Depending on specific needs and relevant to internship contexts more literature can be prescribed/recommended during the session - in iLearn.

It is also expected that students have mastered APA referencing and get guidance by relevant resources, such as:

Perrin, R. (2015). Pocket guide to APA style (6^th ed.). Wadsworth: Cengage Learning.

Recommended Readings

Australian Children's Education & Care Quality Authority. (2011). Guide to the national quality standard.  Retrieved from http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/NQF03-Guide-to-NQS-130902.pdf.

Arthur, L. (2010). The Early Years Learning Framework: Building confident learners. Research in Practice Series, 17, (1), Canberra: ECA.

Arthur, L., Beecher, B., Dockett, S., Farmer, S., & Death, E. (2015). Programming and planning in early childhood settings. (6^th ed.). Victoria: Thomson.

Bombro, A. L., Jablon, J., & Stetson, C. (2011). Powerful interactions: How to connect with children to extend their learning. Washington D.C.: NAEYC.

Burman, L. (2009). Are you listening? Fostering conversations that help young children learn. St Paul, Minnesota: Redleaf Press.

Curtis, D., & Carter, M. (2008). Learning together with young children: A curriculum framework for reflective teachers. Minnesota: Redleaf Press.

Department of Education, Employment & Workplace Relations (DEEWR). (2009). Belonging, being and becoming: The early years learning framework for Australia. Canberra: Commonwealth of Australia.

Department of Education, Employment & Workplace Relations (2010). Educators belonging, being and becoming: Educators’ guide to the early years learning framework for Australia. Canberra: Commonwealth of Australia.

Department of Education, Employment & Workplace Relations (2010). The early years learning framework in action: Educators’ stories and models for practice. Canberra: Commonwealth of Australia.

Derman Sparks, L., & Edwards, J. (2010). Anti-bias education for young children and ourselves.  Washington DC: NAEYC.

Danby, S., Fleer, M., Davidson, C., & Hatzigianni, M. (2018). Digital Childhoods. Technology in children's everyday lives. Singapore: Springer publications.

Fellowes, J., & Oakley. G. (2014) Language, Literacy and Early Childhood Education. (2^nd ed.). Australia/New Zealand: Oxford University Press.

Fleet, A., Honig, T., Robertson, J., Semann, A., & Shepherd, W. (2011). What's pedagogy anyway? Using pedagogical documentation to engage with the early years learning framework.   Retrieved from http://www.cscentral.org.au/Resources/what-is-pedagogy-anyway-.pdf

Giamminuti, S. (2013). "Dancing with Reggio Emilia: Metaphors for quality." Mt Victoria, NSW: Pademelon Press.

Goodfellow, J. (2009). The Early Years Learning Framework: Getting started. Research in Practice Series, 16, (4), Canberra: ECA.

Grace, R., Hodge, K., & McMahon, C. (2015). Children, Families and communities. Australia: Oxford University Press.

Greenman, J., Stonehouse, A., & Schweikert, G. (2008). Prime times: A handbook for excellence in infant and toddler care. (2^nd ed.). Minnesota: Redleaf Press.

Helm, J., & Katz, L. (2011). Young investigators: The project approach in the early years. (2^nd ed.). New York: Teachers College Press and Washington: NAEYC.

James, A., & Prout, A. (Eds.). (2015). Constructing and reconstructing childhood: Contemporary issues in the sociological study of childhood. Routledge.

MacNaughton, G., & Hughes, P. (2007). Teaching respect for cultural diversity in Australian early childhood programs: A challenge for professional learning. Journal of Early Childhood Research, 5(2), 189-204. doi: 10.1177/1476718X07076729

MacNaughton, G. Rolfe, S., & Siraj-Blatchford, I. (Eds.) (2010). Doing early childhood research: International perspectives on theory and practice. UK: McGraw-Hill Education.

MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice. (3^rd ed.). Sydney: Pearson Education.

McDevitt, T. M., Ormrod, J. E., Cupit, G., Chandler, M., & Aloa, V. (2013). Child Development and Education. Frenchs Forest, NSW: Pearson.

Millikan, J., & S. Giamminuti.(2014). Documentation and the Early Years Learning Framework. Australia: Pademelon Press.

Patterson, C., & Fleet, A. (2011). Planning in the context of the EYLF: Powerful, practical and pedagogically sound. Research in Practice Series, 19(2), Canberra: ECA.

Sims, M., & Hutchins, T. (2011). Program planning for infants and toddlers: In search of relationships. Sydney: Pademelon press.

Spodek, B., & Saracho, O. N. (2003). "On the shoulders of giants": Exploring the traditions of early childhood education. Early Childhood Education Journal, 31(1), 3-10.

Stacey, S. (2011). The unscripted classroom: Emergent curriculum in action. Minnesota: Redleaf Press.

Stacey, S. (2009). Emergent curriculum in early childhood settings: From theory to practice. Minnesota: Redleaf Press.

Useful journals for this unit

Australasian Journal of Early Childhood (AJEC)

Australian Journal of Research in Early Childhood Education

Childcare Information Exchange

Child Development (Top Journal in the field)

Contemporary Issues in Early Childhood (online www.triangle.co.uk/ciec)

Early Childhood Research and Practice (online http://ecrp.uiuc.edu/index.html)

Early Childhood Research Quarterly (Top Journal in the field)

European Early Childhood Education Research Journal

Early Years

International Journal of Early Childhood

International Journal of Early Years Education

International journal of teacher

Journal of Teacher Education (all levels – Top Journal)

Journal of Early Childhood Research

Young Children

Key Australian website references:

Association for Childhood Education International: http://www.acei.org

Australian Education and Care Quality Authority (ACECQA): http://acecqa.gov.au/

Australian Community Children’s Services (ACCS) (Previously NACBCS): http://www.ausccs.org.au

Australian Institute of Family Studies:  https://aifs.gov.au/  

Australian Institute of Health and Welfare: www.aihw.gov.au

Australian Association for Research in Education (AARE): https://www.aare.edu.au/

Australian Childcare Alliance: https://www.australianchildcarealliance.org.au/

Early Childhood Australia: http://www.earlychildhoodaustralia.org.au/ (especially for information about the EYLF)

MyChild: http://www.mychild.gov.au/

European Early Childhood Research Blog: https://www.eecera.org/blog/

National Association for the Education of Young Childhood (American) (NAEYC) http://www.naeyc.org

Unit web presence

This unit has a full web presence through iLearn. 

Students will need regular access to a computer and the Internet to complete this unit.

Weekly access to iLearn is compulsory for all students. Important assessment information will be posted here, as will other relevant unit notices and materials, including a reading template and guide to lecture note taking to assist your studies.

Various activities and materials for discussion and critical reflection are included and external students especially are encouraged to use this web component. Electronic links and suggested references will be included in the Resources section. Please check the iLearn unit regularly.

Access and technical assistance

Information for students about access to the online component of this unit is available at ilearn.mq.edu.au/login/MQ/. You will need to enter your student username and password.

Please do NOT contact the Unit Convenor regarding iLearn technical help.

No extensions will be given for any technical issues. Allow enough time for your submissions.

Assistance is available from IT Helpdesk ph: 1800 67 4357, or log a request at help.mq.edu.au. OneHelp is the online IT support service for both students and staff.

This unit requires students to use several ICT and software skills:

• Internet access: The iLearn site contains materials for this unit; it is also required for the online submission of all Assessment Tasks, and for the use of Turnitin submission for ALL tasks. 
• Word processing, visual representations, and document formatting: You are required to use an appropriate form of software to present your assignments.
• Uploading of assessment tasks to iLearn.
• Library databases: You are required to use various research databases to locate sources for your assignment.

Using Turnitin

• Turnitin is used to assist students with appropriate referencing and paraphrasing, and to detect plagiarism (see Section 12. A link to Turnitin is embedded in iLearn. You must submit your work to Turnitin.

APA Style Central

This referencing guide is accessed through the Library’s Multisearch function. It provides tools and templates to assist you to correct format citations in APA 6.