Unit convenor and teaching staff |
Unit convenor and teaching staff
Convenor
Maria Hatzigianni
Contact via +61 2 98509815
29 WW (X5B) room 239
Convenor
Philip Li
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Credit points |
Credit points
8
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Prerequisites |
Prerequisites
ECED825
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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 enables students to refine their roles as early childhood teachers. During the internship students will have opportunities to strengthen their autonomy and independence as a teacher of young children as they explore their role within the centre and its local community. With increasing confidence, students will be able to justify their decision making as a teacher responding to the challenges of daily work in an early childhood centre. The internship contains a 30 day placement to be completed as three days a week over ten weeks. Students may complete the internship requirements in their own workplace where appropriate.
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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:
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.
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. |
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.
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.
Name | Weighting | Hurdle | Due |
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Teaching Folder | 0% | No | 31 October |
Professional portfolio | 100% | No | 9 November |
Professional experience | 0% | No | 31 October |
Due: 31 October
Weighting: 0%
Students must maintain a professional record of teaching and learning while completing the internship.This is assessed by the mentor teacher. No specific requirements are set on how many observations/projects/experiences should be developed during the internship. This is done in negotiation with the student's mentor and early childhood setting.
Due: 9 November
Weighting: 100%
The portfolio is a record of inquiries conducted while completing the internship. It is based on the question:"What does being a teacher mean to me?" . The first section of the portfolio will be created with Google Sites (digital portfolio) and a draft of this section will be presented in the second class for providing feedback and guidance.
Due: 31 October
Weighting: 0%
Students must successfully complete 30 days of internship teaching in a childcare centre or preschool. They are supported in this endeavour by a mentor teacher and a tertiary supervisor.
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 (6th 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. (6th 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. (2nd 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. (2nd ed.). Minnesota: Redleaf Press.
Helm, J., & Katz, L. (2011). Young investigators: The project approach in the early years. (2nd 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. (3rd 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
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:
Using 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.
SESSION 2 2018 TIMELINE |
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July 30 (Monday) |
Week 1 |
Visit your placement for two orientation days if you are not in your workplace. |
August 6-10 |
Week 2 |
Friday 10 August: Class 1 GOOGLE Suite/Docs/Sites TRAINING (2 HRS – included in class hours) Bring your own laptop.
|
August 13-17 |
Week 3 |
You may begin Internship days if it suits your mentor teacher. |
August 20-24 |
Week 4 |
Internship continues |
August 27-31 |
Week 5 |
Internship continues |
September 3-7 |
Week 6 |
Friday 7 September: Class 2 GOOGLE SITES - FOLLOW UP (1 HR – included in class hours) FIRST SECTION OF E-FOLIO (drafted and presented in class)
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Sept 10-14 |
Week 7 |
Internship continues |
Sept 17-21 |
Uni break |
Internship days may continue if appropriate |
Sept 24-28 |
Uni break |
School holidays - Internship days may continue if appropriate |
October 1–5 |
Week 8 |
School holidays - Internship days may continue if appropriate Labour Day: Monday 1 October |
October 8-12 |
Week 9 |
Friday 12 October: Class 3 |
October 15-19 |
Week 10 |
Internship continues |
October 22-26 |
Week 11 |
Internship continues |
October 29- November 2 |
Week 12 |
Friday 2 November: Class 4
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November 5-9 |
Week 13 |
Friday November 9 – ASSIGNMENT DUE DATE
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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 postgraduates will demonstrate a high standard of discernment and common sense in their professional and personal judgment. They will have the ability to make informed choices and decisions that reflect both the nature of their professional work and their personal perspectives.
This graduate capability is supported by:
Our postgraduates will be able to demonstrate a significantly enhanced depth and breadth of knowledge, scholarly understanding, and specific subject content knowledge in their chosen fields.
This graduate capability is supported by:
Our postgraduates will be capable of utilising and reflecting on prior knowledge and experience, of applying higher level critical thinking skills, and of integrating and synthesising learning and knowledge from a range of sources and environments. A characteristic of this form of thinking is the generation of new, professionally oriented knowledge through personal or group-based critique of practice and theory.
This graduate capability is supported by:
Our postgraduates will be capable of systematic enquiry; able to use research skills to create new knowledge that can be applied to real world issues, or contribute to a field of study or practice to enhance society. They will be capable of creative questioning, problem finding and problem solving.
This graduate capability is supported by:
Our postgraduates will be able to communicate effectively and convey their views to different social, cultural, and professional audiences. They will be able to use a variety of technologically supported media to communicate with empathy using a range of written, spoken or visual formats.
This graduate capability is supported by:
Our postgraduates will be ethically aware and capable of confident transformative action in relation to their professional responsibilities and the wider community. They will have a sense of connectedness with others and country and have a sense of mutual obligation. They will be able to appreciate the impact of their professional roles for social justice and inclusion related to national and global issues
This graduate capability is supported by: