EDEC2013 EDE206 Professional Practice and Inquiry -based...

Unit study package code: EDEC2013

Mode of study: Area External

Tuition pattern summary: This unit contains a fieldwork component. Find out more at the fieldwork education website: ( fieldworkeducation.curtin.edu.au )

Credit Value: 25.0

Pre-requisite units: 312831 (v.0) EDE325 Professional Studies Frameworks for Quality Birth to 5 years or any previous version OR EDEC3009 (v.0) EDE325 Professional Studies with Early Learning Quality Frameworks in the First Five Years of Life or any previous version OR (v.0) or any previous version

Co-requisite units: Nil

Anti-requisite units: Nil

Result type: Grade/Mark

Approved incidental fees: Information about approved incidental fees can be obtained from our website. Visit fees.curtin.edu.au/incidental_fees.cfm for details.

Unit coordinator: Title: MrsName: Lindy KeeganPhone: email pleaseEmail: [email protected]: 501Room: Off Campus

Teaching Staff:

Administrative contact: Name: OUA General EnquiriesPhone: +61 8 9266 7590Email: [email protected]: 501 Bentley CampusRoom: Mon-Fri 8.30-4.30 WST

Learning Management System: Blackboard (lms.curtin.edu.au)

Unit Outline

EDEC2013 EDE206 Professional Practice and Inquiry-based Programming (4-6 years) OpenUnis SP 1, 2015

DVC EducationOUA Programs

EDEC2013 EDE206 Professional Practice and Inquiry-based Programming (4-6 years)OUA 20 Feb 2015 OUA Programs, DVC Education

Page: 1 of 14CRICOS Provider Code

WA 00301J, NSW 02637BThe only authoritative version of this Unit Outline is to be found online in OASIS

http://fieldworkeducation.curtin.edu.au/

http://fees.curtin.edu.au/incidental_fees.cfm

http://lms.curtin.edu.au/

Acknowledgement of Country We respectfully acknowledge the Indigenous Elders, custodians, their descendants and kin of this land past and present.

Syllabus Create and maintain positive learning environments. Develop approaches to inquiry-based programming for the early years of schooling. Students participate in online tasks and discussions via blackboard each week, one day practical in the Preprimary/Kindergarten each week and undertake a five week block practicum.

Introduction Welcome to Professional Practice and Enquiry Based Programming (4 - 6 years).

There are two components to the Unit – your Coursework and your Practicum – both of which must be successfully completed to gain a “pass” grade for the course. Failure in either component will result in repetition of the complete course. The coursework in this unit will provide you with knowledge and skills that you will require to effectively teach in an early childhood (4 - 6 years old) school setting.

This unit focuses on your professional development as an educator, and reinforces the theme of teacher as reflective practitioner. In this unit you will develop the ability to observe young children, record and interpret their play and learning, and plan appropriate and effective follow-up learning experiences with young children. You will develop the ability to design, implement, document, and evaluate effective early childhood programs for children aged 4 - 6 years of age. This requires an understanding of learners, their development, early childhood curriculum and pedagogy, and socio-cultural contexts. You will have opportunities to refine an increasing number of techniques for teaching young children and working collaboratively with children, families and others, and will begin to formulate a personal approach to teaching.

This unit includes a five week block practicum placement (25 days) which is conducted in two parts (2 weeks - assignment 1 linked) and (3 weeks - assignment 2 linked) in a school setting catering for children aged 4 – 6 years. You need to contact schools in your area and start organising a placement immedicately if you have not already done so. Please note, placement cannot be in a day care setting or kindergarten that is not on a school campus.

It must be completed in a school setting for graduation and teacher registration to be completed.

Ideally, you will divide the practicum into 2 blocks: Block One - Week 3 and 4 ; Block Two - Week 9, 10 and 11 . It is important to note that the practicum component must be completed within the 13 week period. Please note you should secure your placement before the official census date.

To best prepare for your assignments, we recommend you complete the readings and modules in the weeks that are identified in the program calender/blackborad. However, the course work (weekly topics) will be available to work through at your own pace if your time commitments do not allow you to complete them as per the program calender.

This unit provides you with an opportunity for in-depth exploration of teaching and learning and the chance to use the ideas that you have been developing during the course. Curtin University lectures, supervisors and mentor educators are here to help make your course work and practicum a success. You are encouraged to seek their support and guidance.WeI hope you really enjoy this challenging but rewarding practical Unit.

DVC Education OUA Programs




Unit Learning Outcomes All graduates of Curtin University achieve a set of nine graduate attributes during their course of study. These tell an employer that, through your studies, you have acquired discipline knowledge and a range of other skills and attributes which employers say would be useful in a professional setting. Each unit in your course addresses the graduate attributes through a clearly identified set of learning outcomes. They form a vital part in the process referred to as assurance of learning. The learning outcomes tell you what you are expected to know, understand or be able to do in order to be successful in this unit. Each assessment for this unit is carefully designed to test your achievement of one or more of the unit learning outcomes. On successfully completing all of the assessments you will have achieved all of these learning outcomes.

Your course has been designed so that on graduating we can say you will have achieved all of Curtin's Graduate Attributes through the assurance of learning process in each unit.

Curtin's Graduate Attributes

Learning Activities This unit is fully online. Make sure you make use of the available online materials to enhance your learning in the unit and to optimise your achievement of unit outcomes. For detailed information and learning experiences (including focus questions and tasks) please refer to FLECS – Blackboard (oasis.curtin.edu.au).

On successful completion of this unit students can: Graduate Attributes addressed

1 Design a variety of individual small group and large group teaching and learning experiences that support social and emotional developmental and effective behaviour management strategies in the K/PP setting

2 Design and implement a welcoming flexible teaching environment that accommodates children's needs and interests and promotes active learning and the achievement of learning outcomes

3 Provide appropriate indoor and outdoor learning environments that promote active learning problem solving and conflict resolution skills

4 Design and appraise an inquiry-based project for literacy learning

Apply discipline knowledge Thinking skills (use analytical skills to solve problems)

Information skills (confidence to investigate new ideas)

Communication skills Technology skillsLearning how to learn (apply principles learnt to new situations) (confidence to tackle unfamiliar problems)

International perspective (value the perspectives of others)

Cultural understanding (value the perspectives of others)

Professional Skills (work independently and as a team) (plan own work)

Find out more about Curtin's Graduate attributes at the Office of Teaching & Learning website: ctl.curtin.edu.au





http://ctl.curtin.edu.au/

Learning Resources Essential texts

The required textbook(s) for this unit are:

l Department of Education, Employment and Work Relations. (2009). Belonging, being, becoming: The early years learning framework for Australia

l Kearns, K. (2010). Frameworks for learning and development. (2nd ed.). Frenchs Forest, NSW: Pearson.

l Curtin University. (2014). Professional practice handbook: Bachelor of education - Early childhood education - EDE206. Bentley, WA: Author.

Field placement journal 'log' book - Please get your mentor to sign off your 5 week placement at the conclusion of week 1 & 2 and the conclusion of week 3, 4 & 5.

Online resources

l Department of Education, Employment and Work Relations. (2009). Belonging, being, becoming: The early years learning framework for Australia

(http://deewr.gov.au/early-years-learning-framework)

l Curtin University. (2012). The Learning Centre. Retrieved from http://learningcentre.curtin.edu.au/online/

(http://learningcentre.curtin.edu.au/online/)

l Curtin University. (2011). Academic Integrity - Student guidelines for avoiding plagiarism. Retrieved from

(http://academicintegrity.curtin.edu.au/global/studentbook.cfm)

l Curtin University. (2014). Professional practice handbook: Bachelor of education - Early childhood education - EDE206. Bentley, WA: Author.

Field placement journal 'log' book - Please get your mentor to sign off your 5 week placement at the conclusion of week 1 & 2 and the conclusion of week 3, 4 & 5.

((https://lms.curtin.edu.au/courses/1/312836-Vice-Chancell-1457338651/content/_2411520_1/embedded/Professional%20Practice%))

Other resources

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

Barry, K., & King, L. (1998). Beginning teaching and beyond (3rd ed.). Victoria: Thomson/Social Science Press.

Bennett, B., & Smilanich, P. (1994). Classroom management: A thinking and caring approach. Ontario, Canada: Bookation.

Bullard, J. (2014). Creating Environments for Learning Birth to Age Eight. (2nd ed.). Pearson

Curtis, D., & Carter, M. (2003). Designs for living and learning: Transforming early childhood environments. St Paul, MN:

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

Fleer, M., Edwards, S., Hammer, M., Kennedy, A., Ridgway, A., Robbins, J., et al. (2006). Early childhood learning communities: Sociocultural research in practice. NSW: Pearson.

Greenman, J. (2005). Caring spaces, learning places: Children's environments that work. Redmond, WA: Exchange press.

Hill, L., Stremmel, A., & Fu, V. (2005). Teaching as inquiry: Rethinking curriculum in early childhood education. New York, NY: Pearson.

Marsh, C. (2003 ). Becoming a teacher. (3rd ed.). Frenchs Forest, NSW: Pearson.

McLachlan, C., Fleer, M., & Edwards, S. (2010). Early childhood curriculum: Planning, assessment and implementation. Frenchs Forest, NSW: Pearson.

MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices for theory and practice. Frenchs Forest, NSW:





http://deewr.gov.au/early-years-learning-framework

http://learningcentre.curtin.edu.au/online/

http://academicintegrity.curtin.edu.au/global/studentbook.cfm

Pearson.

Miller, L., Cable, C., & Goodliff, G. (2010). Supporting children’s learning in the early years (2nd ed.). New York, NY: Routledge.

Murdoch, K., & Hornsby, D. (2007). Planning curriculum connections: Whole school planning for integrated curriculum. Victoria: Eleanor Curtain Publishing.

Porter L. (2003). Valuing children. Australian Journal of Early Childhood, 28 (4), p.1-8.

Rodd, J. (1996). Young children's behaviour: A guide for early childhood professionals. St Leonards, NSW: Allen & Unwin.

Short, K., & Burke, C. (1996). Examining our beliefs and practices through inquiry. Language Arts, 73(2), 97-104.

Assessment Assessment schedule

Detailed information on assessment tasks

1. Professional Practice Portfolio

You will need to refer to Module 1 (Topic 1 & 2), Module 2 (Topic 3A, 3B & 4) and Module 3 (Topic 5) and complete the first two weeks of your school placement to create your 'Professional practice portfolio'.

Each portfolio needs to be a collection of work that demonstrates in a comprehensive and concise way your achievement of the learning outcomes for Professional Practice and Enquiry Based Programming (4-6 years). Each portfolio item is based on your observations of the key pedagogical practices discussed in the Belonging, Being, Becoming: The Early Years Learning Framework.

You will be required to conduct thorough research into the following topics:

Topic 1: School Context (including school policies)

Topic 2: Responding to Children’s Socio Cultural Context, Strengths and Abilities

Topic 3A: Learning Through Play

Topic 3B: Intentional Teaching

Topic 4: Learning Environments

Topic 5: Assessment for Learning

You will need to summarise your observations, identify the main ideas involved, analyse your understandings and reflect on what you have learned. Each topic needs to be covered in less than three pages and presented using the three following headings:

Summary: What have you observed/collected? (Data may include: conversations with Mentor, drawings, photographs, school information, policies, planning documents, work samples). What are the main ideas? (Please note that each item needs to

Task Value % Date DueUnit Learning Outcome(s)

Assessed

1

Professional Practice Portfolio- incorporating e-portfolio update 60 percent Week: 6 Day: Monday 6th April, 2015 Time: 23.59 WST

1,2,3

2

Design a sequence of inquiry-based learning experiences 40 percent Week: 11 Day: Monday 18th May, 2015 Time: 23.59 WST

1,4

3Professional Practice Pass/Fail Week: 3 & 4

Day: Monday - Friday Time: 8.15am

1,2,3,4

4Professional Experience Placement (Pass/Fail) 0 percent Week: 9,10 &11

Day: Monday to Friday Time: 8.30am

1,2,3,4





address how it promotes effective classroom management from a schools perspective).

Analysis/Synthesis: What are your understandings? Why are these important? What theories, philosophies and understandings support these understandings? Remember you need to back up your statements - Who else says it is important?

Reflection: What did you learn from this? How would you apply this to your own teaching (ideas, examples, teaching choices)? What actions / new ideas could you generate? How does this support your philosophy? What questions does this raise? What are you challenged by? What are you curious about? What are you confronted by?

Please note all the portfolio topics need to be covered to pass the assessment.

Your portfolio also needs to be organised, tidy and professionally presented. Marks are awarded for the presentation of items (layout, academic writing and APA referencing) and your portfolio must:

Be presented in a single Word document that is no larger than 5Mb

Submitted electronically to the Turnitin Submission Point. on Blackboard

Communicate in a concise yet comprehensive way (Maximum of one Landcape A3 page per topic that includes summary, anyalysis and reflection)

Use size 11 Arial font, 1.5 line spacing, left alignment and normal page margins (2.54 cm from the top, bottom, left and right)

When working on the Portfolio please remember to use 'informed sources’ (scholarly sources) and aim to put ‘theory into practice’. That is, your examples / demonstrations / plans / processes need to be justified via reference to informed literature sources.

Once you have completed the assessment, don't forget to add this portfolio to your teaching portfolio.

2. Design a sequence of inquiry-based learning experiences

Design a series of three meaningful, inquiry based learning experiences that “actively promote children’s learning through worthwhile and challenging experiences and interactions that foster high-level thinking” (Department of Education, Employment and Workplace Relations, p. 15).

Your observations of children involved in play for learning will be the starting point for this assessment. During your school placement you will need to use the observation sheet (Appendix 7 from Professional Practice Handbook) to record what students are grappling with. You may also include conversation, photographs, and work samples to record your observations. Thoughtful analysis and interpretation of these observations will guide the development of your series of inquiry based experiences.

From your observations, you need to consider how you will support/ challenge/ extend the children’s learning in a meaningful, active and engaging way. When creating the three planned experiences please make sure you base them around literacy/communication learning outcomes and integrate other learning outcomes/learning areas. You need to make sure the experiences follow a logical sequence and contain an inquiry focus; offer students an opportunity to engage, explore, apply and reflect. Furthermore, you need to use the 'Experience Plan' template from Appendix 8 in the Professional Practice Handbook to design your three sequential experiences that have been based on observations made. The content and scope of these experiences will naturally vary as a consequence of the classroom in which you will be teaching, and to some extent, the teaching practices and philosophy of your supervising educator. The experiences should reflect your ability to plan considering the principles of Belonging, being and becoming: The early years learning framework for Australia, and the Curriculum Documents currently used by your Mentor Educator.

For this assessment, you must include:

Observation in your appendix

Background/ Rationale (Teachers purpose)

Use your observations of children learning through play (from your practicum visits) to write a Background/Rationale for your series of three inquiry experiences. Analyse and interpret your observations.

What are the children's interests / attitudes?

What concepts are the children grappling with?

What is their Prior Knowledge - are there gaps or misconceptions?

What questions do you have as an Educator?

What questions are the children tackling (the children may not be able to verbalise this, you may find the answer through close observation)?





Use the Early Years Learning Framework/Curriculum documents and contemporary theoretical perspectives (i.e.references) on teaching and learning to justify your choice of inquiry learning experiences.

What is the focus of the 3 experiences?

Does it connect to the children’s prior knowledge?

Will these experiences inspire, and intrigue?

What higher order thinking skills will the children be engaged in?

Will the experiences propel students towards action that is grounded in a desire to learn and apply essential knowledge and skill?

What key curriculum outcomes will you be focusing on (remember you must include a iteracy/communication outcome)?

How will the environment support this inquiry?

Are there sufficient resources to sustain the inquiry?

Can you engage with the parents and the wider community?

Your Background/ Rationale must be no more than one A4 page, size 11 font 1.5 spacing.

Three inquiry-based learning experiences

You need to: Use the Experience plan from the Professional Practice handbook (Appendix 8)

Design 3 sequential experiences based on observations made

Carry out and reflect on the 3 sequencial inquiry-based learning experiences

Make sure there is an inquiry focus- Engage, Explore, Apply, Reflect

Include literacy/communication outcomes

Integrate several learning areas

Make sure the experiences follow a logical sequence

When designing the three inquiry-based learning experiences you should consider:

How you would cater for varying levels of student ability and learning styles.

How you would prepare the environment. (can be indoor or outdoor).

The location and quality of the environment (e.g.: constructing a semi-permanent symbolic play center in the classroom).

What materials you would need and how you will source them.

How families and the local community could support the inquiry.

How you would involve the children in the planning, construction, and reflection.

How you would organize time, and how the children would participate (e.g.: group size)

How you would interact with the children (the role of the adult)

What questions will you ask?

How you would observe, interpret, and document the experience (assessment).

Blackboard tasks, collaborate and online discussions leading up to the assessment will be used to support your understanding of how to develop a series of inquiry based learning experiences – so do participate in the discussions. It is important that the above ideas are explicit in your plan. It should be possible for another teacher to be able to follow and implement your experiences if needed without major concerns. I look forward to working with you all to help you develop effective and professional planning skills.

Please note that marks are awarded for presentation (layout, academic writing and APA referencing) and your assessment must:

Be presented in a single Word document that is no larger than 5Mb

Use size 11 Arial font, 1.5 line spacing, left alignment and normal page margins (2.54 cm from the top, bottom, left and right) Each lesson plan must be within two A4 pages, I encourage you to use dot points in your learning experiences planning)

Submitted electronically to the Turnitin submission point on Blackboard

3. Professional Practice

You need to successfully complete a five week practical school placement. The first two weeks of the placement are in weeks 3





& 4. All practicum must be completed within the thirteen week study period. Please read through the 'Professional Practice Handbook' to learn about how to organise your placement, identify the paperwork you need to complete and familiarise yourself with the processes involved. Please read the community notice board professional practice site for details and refer to Blackboard information.

In the first two weeks of your Professional Practice you need to collate information required for your assessments. Please take the time to work professionally with your Mentor.

4. Professional Practice Weeks 3, 4 & 5

You need to successfully complete your five week practical school placementwith the remaining weeks in 9,10 and 11. All practicum must be completed within the thirteen week study period. Please read through the 'Professional Practice Handbook' to learn about how to organise your placement, identify the paperwork you need to complete and familiarise yourself with the processes involved.

Once you have completed your professional practice please email the following documents directly to the OUA Prac office. In some instances schools like to email them directly. Either way we need them very promptly at the completion of your placement.

Mentor - Final Teacher Report (Signed)

Supervisor - Comments/Assessment forms (Signed)

Signed record of number of days completed and any absentee forms/medical certificates.

Return directly to OUA Prac Email: [email protected] office directly following the conclusion of the professional practice.

Please refer to the Professional Practice Guidelines Handbook for further details.

Pass requirements

In order to pass this unit, students must achieve a Pass grade for both the practicum component and the coursework component. To pass the coursework component, all assessment tasks must be submitted and an overall mark of 50% or more must be achieved. Assessments are not considered as submitted if any required sections are incomplete, or if the electronic file is unreadable. It is a student’s responsibility to ensure that assessments are complete and have been successfully uploaded in a readable format.

A student who has received a fail grade (less than 50%) for an assessment, but achieves at least 40% of the possible mark for an assessment that was handed in on time, may be offered the opportunity to resubmit. The maximum a resubmission can be awarded is 50% of the possible mark and only one assessment resubmission per unit is possible.

Fair assessment through moderation

Moderation describes a quality assurance process to ensure that assessments are appropriate to the learning outcomes, and that student work is evaluated consistently by assessors. Minimum standards for the moderation of assessment are described in the Assessment and Student Progression Manual, available from policies.curtin.edu.au/policies/teachingandlearning.cfm

Late assessment policy

This ensures that the requirements for submission of assignments and other work to be assessed are fair, transparent, equitable, and that penalties are consistently applied.

1. All assessments students are required to submit will have a due date and time specified on this Unit Outline. 2. Students will be penalised by a deduction of ten percent per calendar day for a late assessment submission (eg a mark

equivalent to 10% of the total allocated for the assessment will be deducted from the marked value for every day that the assessment is late). This means that an assessment worth 20 marks will have two marks deducted per calendar day late. Hence if it was handed in three calendar days late and given a mark of 16/20, the student would receive 10/20. An assessment more than seven calendar days overdue will not be marked and will receive a mark of 0.

Assessment extension

A student unable to complete an assessment task by/on the original published date/time (eg examinations, tests) or due date/time (eg assignments) must apply for an assessment extension using the Assessment Extension form (available from the Forms page at





mailto:[email protected]

http://policies.curtin.edu.au/policies/teachingandlearning.cfm

http://students.curtin.edu.au/administration/

students.curtin.edu.au/administration/) as prescribed by the Academic Registrar. It is the responsibility of the student to demonstrate and provide evidence for exceptional circumstances beyond the student's control that prevent them from completing/submitting the assessment task.

The student will be expected to lodge the form and supporting documentation with the unit coordinator before the assessment date/time or due date/time. An application may be accepted up to five working days after the date or due date of the assessment task where the student is able to provide an acceptable explanation as to why he or she was not able to submit the application prior to the assessment date. An application for an assessment extension will not be accepted after the date of the Board of Examiners' meeting.

Deferred assessments

If your results show that you have been granted a deferred assessment you should immediately check your OASIS email for details.

Supplementary assessments

Supplementary assessments, if granted by the Board of Examiners, will have a due date or be held between 13/07/2015 and 03/08/2015 . Notification to students will be made after the Board of Examiners’ meeting via the Official Communications Channel (OCC) in OASIS.

It is the responsibility of students to be available to complete the requirements of a supplementary assessment. If your results show that you have been granted a supplementary assessment you should immediately check your OASIS email for details.

Referencing style

The referencing style for this unit is APA 6th Ed.

More information can be found on this style from the Library web site: library.curtin.edu.au.

Academic Integrity (including plagiarism and cheating)

Any conduct by a student that is dishonest or unfair in connection with any academic work is considered to be academic misconduct. Plagiarism and cheating are serious offences that will be investigated and may result in penalties such as reduced or zero grades, annulled units or even termination from the course.

Plagiarism occurs when work or property of another person is presented as one's own, without appropriate acknowledgement or referencing. Submitting work which has been produced by someone else (e.g. allowing or contracting another person to do the work for which you claim authorship) is also plagiarism. Submitted work is subjected to a plagiarism detection process, which may include the use of text matching systems or interviews with students to determine authorship.

Cheating includes (but is not limited to) asking or paying someone to complete an assessment task for you or any use of unauthorised materials or assistance during an examination or test.

For more information, including student guidelines for avoiding plagiarism, refer to the Academic Integrity tab in Blackboard or academicintegrity.curtin.edu.au.





http://students.curtin.edu.au/administration/

http://library.curtin.edu.au/

http://academicintegrity.curtin.edu.au/

Additional information Curtin School of Education Assessment Extension

The unit coordinator is responsible for determining whether the reasons provided by a student for her/his inability to complete an assessment task by the due date can be accepted as being due to exceptional circumstances beyond the student’s control. Such exceptional circumstances that may warrant approval of an Assessment Extension include, but are not limited to:

l Injury, illness or medical condition l Family issues l Commitments to participate in elite sport l Commitments to assist with emergency service activities l Unavoidable and unexpected work commitments

Students must apply for an Assessment Extension using the Assessment Extension form located at: http://students.curtin.edu.au/administration/forms.cfm . The form and any supporting documentation must be submitted to the unit coordinator or delegate (i.e., lecturer) before the assessment date/time or due/time. An application may be accepted up to five working days after the due date of the assessment task where the student is able to provide an acceptable explanation as to why he/she was unable to submit the application prior to the assessment date.

The unit coordinator shall notify the student of the outcome of their application for Assessment Extension within five working days of the application.

For assignments or other submitted work, an extension will normally be granted up to seven days after the initial due date/time, unless the circumstances warrant a longer delay.

If an application for Assessment Extension is rejected, the unit coordinator must provide reasons for her/his decision. Students have the right of appeal (to the Head of School).

Academic Integrity (including plagiarism and cheating)

Any conduct by a student that is dishonest or unfair in connection with any academic work is considered to be academic misconduct. Plagiarism and cheating are serious offences that will be investigated and may result in penalties such as reduced or zero grades, annulled units or even termination from the course.

Plagiarism occurs when work or property of another person is presented as one's own, without appropriate acknowledgement or referencing. Submitting work which has been produced by someone else (e.g. allowing or contracting another person to do the work for which you claim authorship) is also plagiarism. Submitted work is subjected to a plagiarism detection process, which may include the use of text matching systems or interviews with students to determine authorship.

Cheating includes (but is not limited to) asking or paying someone to complete an assessment task for you or any use of unauthorised materials or assistance during an examination or test.

For more information, including student guidelines for avoiding plagiarism, refer to the Academic Integrity tab in Blackboard or academicintegrity.curtin.edu.au

Curtin School of Education Assessment Appeals

Any student dissatisfied with the mark awarded for an assessment task or the final result for a unit has the right to request a review of the mark or final result. If this review process is unable to resolve the issue, a formal assessment appeal may be lodged.

In all cases, the process involves an initial review of the assessment by the lecturer, marker or unit coordinator. It is expected that most situations will be resolved without the need for a formal appeal.

l Step 1 – Initial Request for Review l Step 2 – Formal Appeal: Students contact the unit coordinator to begin a formal appeal.

Corrupted or Unreadable Files

Assessments are not considered as submitted if the electronic file is not readable. It is a student’s responsibility to ensure that assessments have been successfully uploaded in a readable format. If a lecturer or marker encounters a problem with a submitted file, the student will be notified and must provide a readable file within 48 hours of this notification, after which time it will be considered as a late submission.

Student Support





http://students.curtin.edu.au/administration/forms.cfm

Smarthinking through OUA

This service is designed to supplement students’ learning experiences while studying at Open Universities Australia. Students are linked to a service administered outside the Blackboard environment and independent of Curtin University and OUA. Smarthinking enables students to connect to a tutor 24 hours a day, 7 days a week. More information is available on Blackboard. Note that Smarthinking tutors do not have any details relating to assessment tasks and so the help they offer may not align with actual assessment requirements.

To access Smarthinking:

1. Sign in to My study centre at Open Universities Australia http://www.open.edu.au/

2. From My courses & units select the Current units tab

3. Click on the Smarthinking link, next to the list of units

For problems logging in, please contact the OUA Student Advisors by email [email protected] or by telephone +61 03 8628 2555.

Curtin Learning Centre

Comprehensive support for many aspects of students’ learning is offered through face to face and online resources via the Learning Centre.

http://unilife.curtin.edu.au/learning_support/learning_centre.htm

Curtin UniEnglish

This website has been designed to support students whose first language is not English. The Curtin University UniEnglish website contains English language resources, activities, support information, and links to diagnostic assessment tests.

http://unilife.curtin.edu.au/learning_support/UniEnglish.htm

Curtin Counselling

All Curtin students are entitled to access Curtin Counseling for free, confidential and professional services. This includes online students who may require individual counselling for personal, psychological, or study-related issues (although please note that the counselling service is not the appropriate avenue for pursuing assessment queries or debates).

http://unilife.curtin.edu.au/health_wellbeing/counselling_services.htm

Supplementary Assessments Supplementary assessments, where applicable and when granted by the Board of Examiners, will be held at a date to be advised (see previous section). Notification to students will be made after the Board of Examiners meeting via the Official Communications Channel (OCC) in OASIS. It is the responsibility of students to be available to complete a supplementary or deferred assessment by the date advised and to check their OASIS account on a weekly basis for official Curtin correspondence. If your results show that you have been granted a supplementary assessment you should immediately check your OASIS email for details. Following Boards of Examiners if a supplementary assessment is required then the standard length of time for students to submit these is two weeks (i.e. 14 days) from the date of notification.

Enrolment

It is your responsibility to ensure that your enrolment is correct - you can check your enrolment through the eStudent option on OASIS, where you can also print an Enrolment Advice.





http://www.open.edu.au/

http://unilife.curtin.edu.au/learning_support/learning_centre.htm

http://unilife.curtin.edu.au/learning_support/UniEnglish.htm

http://unilife.curtin.edu.au/health_wellbeing/counselling_services.htm

Student Rights and Responsibilities It is the responsibility of every student to be aware of all relevant legislation, policies and procedures relating to their rights and responsibilities as a student. These include:

l the Student Charter l the University's Guiding Ethical Principles l the University's policy and statements on plagiarism and academic integrity l copyright principles and responsibilities l the University's policies on appropriate use of software and computer facilities

Information on all these things is available through the University's "Student Rights and Responsibilities website at: students.curtin.edu.au/rights.

Student Equity There are a number of factors that might disadvantage some students from participating in their studies or assessments to the best of their ability, under standard conditions. These factors may include a disability or medical condition (e.g. mental illness, chronic illness, physical or sensory disability, learning disability), significant family responsibilities, pregnancy, religious practices, living in a remote location or another reason. If you believe you may be unfairly disadvantaged on these or other grounds please contact Student Equity at [email protected] or go to http://eesj.curtin.edu.au/student_equity/index.cfm for more information

You can also contact Counselling and Disability services: http://www.disability.curtin.edu.au or the Multi-faith services: http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm for further information.

It is important to note that the staff of the university may not be able to meet your needs if they are not informed of your individual circumstances so please get in touch with the appropriate service if you require assistance. For general wellbeing concerns or advice please contact Curtin's Student Wellbeing Advisory Service at: http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm

Recent unit changes We welcome feedback as one way to keep improving this unit. Students are encouraged to provide unit feedback through eVALUate, Curtin's online student feedback system (see evaluate.curtin.edu.au/info/).

Recent changes to this unit include:

1. This unit including assessments have been reviewed in response to student feedback, new curriculum documents and the current ECE Course directions.

2. The unit has continued to be redesigned to reflect curriculum documents (e.g. Early Years Learning Framework and the Australian Curriculum -Stronger Literacy and numeracy focus for early years and the importance of social and emotional development).

3. This unit content reflects National Professional Standards for Teachers.

4. The practicum component has been updated in keeping with current early childhood National directions.

5. National Quality Standards have been included into the content.

6. Assessment submission dates and outlines have been reviewed.

To view previous student feedback about this unit, search for the Unit Summary Report at evaluate.curtin.edu.au/student/unit_search.cfm. See evaluate.curtin.edu.au to find out when you can eVALUate this unit.





http://students.curtin.edu.au/rights/

mailto:[email protected]

http://eesj.curtin.edu.au/student_equity/index.cfm

http://www.disability.curtin.edu.au/

http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm

http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm

http://evaluate.curtin.edu.au/info/index.cfm

https://evaluate.curtin.edu.au/student/unit_search.cfm

http://evaluate.curtin.edu.au/

Program calendar

Week Begin Date Lecture/Seminar Pre-reading Assessment Due

1 2 March Module 1 School Context

See Blackboard

BB Collaborate: Overview of Professional Practice (1&2).

(Monday 4.30pmWST)

2 9 March Module 1 Responding to children’s socio-cultural contexts, strengths and abilities.

See Blackboard

BB Collaborate: Overview Ass 1. (Monday 4.30pmWST)

3 16 March Professional Practice

Week 1

4 23 March Professional Practice

Week 2

5 30 March Module 2 Learning through play & Intentional teaching

See Blackboard

6 6 April Module 2 Learning Environments

See Blackboard

BB collaborate: Overview Assignment 2

(Monday 5.30pmWST)

Ass 1 Due

Mon 6th

April

11.59 WST

7 13 April Module 3

Designing a series of enquiry based experiences

See Blackboard

BB Collaborate: Overview of Professional Practice (3,4,5)

(Monday 5.30pmWST)

8 20 April Module 3

Assessment for learning

Module 3

Planning for continuity and learning, effective classroom management

See Blackboard

9 27 April Professional Practice

Week 3

10 4 May Professional Practice Week 4

11 11 May Professional Practice





Week 5

12 18 May Assessment, evaluation and reporting

See Blackboard

BB Collaborate: Reflection Professional Practice

(Monday 5.30pmWST)

Ass 2 Due

Monday 18th May

11.59 WST

13 25 May Practical Assessment De-briefing & Unit Evaluation

See Blackboard





EDEC2013 EDE206 Professional Practice and Inquiry -based...

Documents

Transcript of EDEC2013 EDE206 Professional Practice and Inquiry -based...