Unit Information EDN355 Principles and Practices in Early Childhood Education Teaching Period: Semester 1E 2022 This guide should be used in conjunction with the Handbook as the official source of information about this unit. Refer to myMurdoch Learning for on-going communication and your learning and assessment content. Unit coordinator: Kylie Ridder Murdoch University, South Street Campus Acknowledgement of Country We acknowledge that Murdoch University is situated on the lands of the Whadjuk and Binjareb Noongar people. We pay our respects to their enduring and dynamic culture and the leadership of Noongar elders past and present. The boodjar (country) on which Murdoch University is located has, for thousands of years, been a place of learning. We at Murdoch University are proud to continue this long tradition. © Published by Murdoch University, Perth, Western Australia, January, 2022. This publication is copyright. Except as permitted by the Copyright Act no part of it may in any form or by any electronic, mechanical, photocopying, recording or any other means be reproduced, stored in a retrieval system or be broadcast or transmitted without the prior written permission of the publisher. EDN355: Principles and Practices of Early Childhood Education Page 2 of 24 Contents 1 2 3 Unit information........................................................................................................................................................... 4 1.1 Unit Overview ........................................................................................................................................................ 4 1.2 Learning outcomes ................................................................................................................................................ 4 1.3 Graduate attributes................................................................................................................................................ 5 1.4 General guidance and requirements ..................................................................................................................... 5 Contact details ............................................................................................................................................................ 7 2.1 Unit coordinator ..................................................................................................................................................... 7 2.2 Teaching team....................................................................................................................................................... 7 How to study this unit.................................................................................................................................................. 8 3.1 Approach to learning ............................................................................................................................................. 8 3.1.1 Learning approach underpinning unit ............................................................................................................ 8 3.1.2 Unit changes in response to student feedback ............................................................................................. 8 3.2 Learning activities & requirements ........................................................................................................................ 8 3.2.1 Overall expectations ...................................................................................................................................... 8 3.2.2 Learning activities and details ....................................................................................................................... 8 4 Unit Schedule ........................................................................................................................................................... 10 5 Assessments ............................................................................................................................................................ 15 6 7 5.1 Assessment summary ......................................................................................................................................... 15 5.2 Assessment information ...................................................................................................................................... 15 5.2.1 Assessment 1 - Essay (2000 words) ........................................................................................................... 15 5.2.2 Assessment 2 – Statement of Philosophy................................................................................................... 17 5.2.3 Assessment 3 – Pebblepad Reflective Workbook ...................................................................................... 19 5.3 Academic integrity ............................................................................................................................................... 20 5.4 Extensions and late submissions ........................................................................................................................ 21 5.5 Determination of the final grade .......................................................................................................................... 21 Learning resources ................................................................................................................................................... 22 6.1 All learning resources .......................................................................................................................................... 22 6.2 Essential learning resources ............................................................................................................................... 22 Academic Advice and Student Support .................................................................................................................... 23 EDN355: Principles and Practices of Early Childhood Education Page 3 of 24 1 Unit information Welcome to: EDN355 Principles and Practices of Early Childhood Education 1.1 Unit Overview This unit addresses theories of play and development, learning, and pedagogy for young children in the early years of schooling. It offers a theoretical base alongside practical applications for students to develop their skills as early years educators and a philosophy of early childhood pedagogy . 1.2 Learning outcomes This unit enables you to demonstrate your achievement of the following unit learning outcomes. Unit Learning Outcomes Course Learning Outcomes Professional Accreditation Standards 1. Identify and describe the necessary elements of a high-quality early year’s program COLO8, COLO7, COLO5 1.1, 1.2, 1.3, 1.4, 2.1, 3.7, 5.1, 6.2, 7.3, 7.4 COLO6, COLO3 2.1, 7.2 COLO1 1.2, 2.1 2. Demonstrate a sound knowledge of the principles and outcomes of the Early Years Learning Framework and the Australian Curriculum 3. Justify the necessity for early childhood educators to provide a play-based learning environment For further information about the APST, please go to: http://www.aitsl.edu.au/australian-professional-standards-for-teachers For information about the WA Professional Standards for teaching, please go to the Teacher Registration Board website: www.trb.wa.gov.au Australian Children’s Education and Care Quality Authority (ACECQA) is a national body governed by the Australian Government and the state / territory governments ensuring quality within the early childhood education sector. To ensure that your teaching qualification meets the quality criteria this unit will cover and assess the following topics: Principles and Practices of Early Childhood Education Page 4 of 24 ACECQA Requirements Topic covered in the unit - learning, development and care language development social and emotional development child health, wellbeing and safety diversity, difference and inclusivity alternative pedagogies and curriculum approaches play based pedagogies teaching methods and strategies children with diverse needs and backgrounds contemporary society and pedagogy developing family and community partnerships multicultural education Aboriginal and Torres Strait Islander perspectives socially inclusive practice culture, diversity and inclusion historical and comparative perspectives contemporary theories and practice ethics and professional practice. professional identity and development advocacy research Early Years Learning Framework the Australian curriculum English as an additional language social and environmental education curriculum planning, programming and evaluation Topic assessed in the unit - learning, development and care language development social and emotional development child health, wellbeing and safety diversity, difference and inclusivity alternative pedagogies and curriculum approaches play based pedagogies teaching methods and strategies children with diverse needs and backgrounds contemporary society and pedagogy. developing family and community partnerships multicultural education Aboriginal and Torres Strait Islander perspectives socially inclusive practice culture, diversity and inclusion. historical and comparative perspectives contemporary theories and practice ethics and professional practice. professional identity and development advocacy research Early Years Learning Framework numeracy, science and technology language and literacy curriculum planning, programming and evaluation More information can be gained at - https://www.acecqa.gov.au/sites/default/files/2019-11/ACECQAqualification-requirements-for-early-childhood-teaching-program.pdf 1.3 Graduate attributes This unit will contribute to the development of the following Graduate Attributes: • • • • • 1.4 Communication Critical and creative thinking Social interaction Independent and lifelong learning Social justice General guidance and requirements Please refer to Support & Advice via myMurdoch for all the information you need for your studies. This includes: Principles and Practices of Early Childhood Education Page 5 of 24 • • • Student admin, Exams and Essentials, including Policies (refer to Assessment Policy and others), Key dates, Complaints and appeals Learning and study support, including information about Academic Integrity and Murdoch Academic Passport Health and wellbeing information, including Accessibility services, Medical and counselling services, Aboriginal and Torres Strait Islander support, and Sexuality, sex and gender diversity support Principles and Practices of Early Childhood Education Page 6 of 24 2 Contact details 2.1 Unit coordinator Name: Kylie Ridder Discipline: Education Campus: South Street, Murdoch Email: K.Ridder@Murdoch.edu.au Phone: 08 9360 2627 2.2 Teaching team You will be notified who your teaching team is at the beginning of the teaching period. The teaching team member will provide you with their contact details. Name: Kylie Ridder Role: Internal tutor / lecturer Campus: South Street, Murdoch Email: K.Ridder@Murdoch.edu.au Phone: 08 9360 2627 Name: Kimberley Beasley Role: External tutor / lecturer Campus: South Street, Murdoch Email: Kimberley.Beasley@Murdoch.edu.au Phone: Principles and Practices of Early Childhood Education Page 7 of 24 3 How to study this unit 3.1 Approach to learning 3.1.1 Learning approach underpinning unit This unit takes a balanced approach to teaching and learning. There is an expectation that: -students will be provided with some explicit teaching through lectures and power points. This allows theory, research, and pedagogy to be presented -students will engage in collaborative, inquiry based activities in the workshops as the information is explored in a practical way for use in a classroom / early childhood centre. Professional dialogue will allow students to view teaching and learning through an early childhood lens. -external students will be provided with multiple ways to communicate with each other and their tutor so they too can collaborate and discuss practice-based applications of theory. -opportunities to reflect on the core themes of the unit, past beliefs and a range of perspectives will allow students to grow as a reflective practitioner -students participate in independent study through high quality readings and resources in preparation for assignments and to understand and reflect on current trends and practices within the field of early childhood education. 3.1.2 Unit changes in response to student feedback Informal feedback is regularly sought through the semester so that the unit can remain responsive to student needs. Formal feedback is gained at the end of the semester through the unit surveys. This information is used to modify future assessment practices, understand, and cater for preferred modes of teaching. 3.2 Learning activities & requirements 3.2.1 Overall expectations This unit will explore a variety of educational perspectives in connection with early childhood education and specifically address the principles and practices essential for teaching in the years 0-8 (birth to year 2 of schooling). There is a focus on critical reflection through each topic and the pebble pad reflective workbook will guide reflection topics. It is expected that students will watch the lectures / podcasts prior to attending workshops / external discussion forums. Attendance at the workshops / discussion forums is integral to the overall understanding of topic content and participating fully in inquiry based activities and discussions will grow professional capacity and understanding as an early childhood educator. 3.2.2 Learning activities and details Each week a lecture, podcast and power point is provided to summarise the key points from each topic. Principles and Practices of Early Childhood Education Page 8 of 24 PODCASTS (four in total) – these are a new initiative in 2022 to cater for a range of learning styles. These can be streamed or downloaded directly from LMS. They are designed to be flexible and you stream these while on the train, at the gym or going for a walk. On the weeks that a podcast is presented the lecture slides will contain more written text. ECHO LECTURES (seven in total)– All lectures will be presented as a recording (no face to face) to allow for flexibility of learning, but need to be viewed prior to workshops in the topic week. On the weeks that a podcast is presented no lecture recording will be provided. The echo recording explains the lecture slides and includes more examples. These are all between 30-50 minutes. The pebblepad reflective workbook will assist you to prepare for each topic covered in this unit. It highlights key reflective points to consider before during and after the workshops. Use this as a guide through the semester. Students will be assessed on the quality of their reflections through pebblepad at a mid-way point and at the end of the semester. External students are given additional resources to assist in the reflective process in lieu of the workshop. The internal workshops will allow students to explore key themes of the lectures in more depth and to demonstrate practical applications to teaching. It is expected that students will attend 100% of workshops so a register will be taken at the beginning of each class. Students are to contact their tutor prior to workshops to discuss absences. External students – in lieu of internal workshops there will be an online blackboard collaborate session on a Thursday afternoon . A written online discussion forum will allow external students an alternative way to communicate with each and their tutor. Unit readings have been carefully selected to support each topic. The pebblepad reflective workshop lists the essential readings for each week. These can be accessed via the Tallis library link on LMS. Supplementary readings in unit readings have been provided for each topic to allow students to extend their learning and to assist with assignment preparation. LMS – announcements will be made weekly on LMS to ensure that students are made aware of any changes, updates, modifications to the unit. It is essential that students read these carefully. All assignments will be submitted, and feedback received through the assignment section on LMS. All resources relevant to each topic have been presented under the topic heading. As new resources become available or requested over the semester these will be added to the relevant topic. Assignment 1 is an essay that explores the pedagogy of learning through play. This will draw on the information presented in the first five topics. Assignment 2 requires you to develop a philosophy. Critical reflection on all the topics will clarify personal beliefs and pedagogy in terms of current research and literature. Students find that their beliefs evolve over the semester as they are challenged and informed in their thinking. 3.2.3 Suggested time commitment As this is a 3 credit point unit, we expect you to spend on average 10 hours per week for the total weeks of this teaching period (or 150 hours overall) working on the various tasks and activities outlined above for this unit. Principles and Practices of Early Childhood Education Page 9 of 24 4 Unit Schedule See myMurdoch Learning for details of all learning activities and assessments. Week 1 Date commencing 28th February Topic Workshop Topic 1 Lecture What is early childhood? Podcast (no recorded lecture) Workshop Philosophies of childhood, perspectives of childhood, historical perspectives, key curriculum policies and documents, key theorists, developmentally appropriate practice including developmental domains. Key Readings Early Years Learning Framework (EYLF), Arthur et al (course text - Programming and planning in early childhood settings) chapter 1, Alliance Discussion Paper 1: A call for high quality education in the early years of school in Western Australia. Kearns - Framework for learning and development (2021) chapter 1 (unit readings). Video There’s something special about early childhood education (LMS) APST – 1.1, 1.2, 7.2 Complete pebblepad reflective tasks. Topic 2 Lecture Key thinkers in Early Childhood Education 2 7th March . Key Readings Arthur et al (course text - Programming and planning in early childhood settings) chapter 1 and 3, How children learn – from Montessori to Vygotsky, educational approaches made easy (unit readings) , Malaguzzi (unit readings), Workshop Key thinkers and theorists in early childhood education globally. Historical perspectives, Early Childhood pedagogies Video A Kindergarten trailer (LMS). APST – 1.1, 1.2 Complete pebblepad reflective tasks. 3 14th March Topic 3 Podcast Play as a medium for creativity, investigation and thinking. Principles and Practices of Early Childhood Education Workshop National and international policies, curriculum and legislation Page 10 of 24 Podcast (no recorded lecture) Readings Arthur et al (course text - Programming and planning in early childhood settings) chapter 1 Fleer (2021) Play in the early years – chapter 5 (unit readings), EYLF, NQF – area 1 that supports play, why play is essential to learning and development, theories of play, play schemas Video The importance of play (LMS and unit readings) Lennie Barblett. APST – 1.1, 1.2 Topics 1-3 pebblepad reflective workbook 4 21st March 5 28th March STUDY BREAK EDN237 Prac – no classes this week Topic 4 Lecture Learning and teaching interactions: sociocultural approaches Readings Arthur et al (course text - Programming and planning in early childhood settings) chapter 2, Fleer and Robbins Early Childhood Learning communities chapter 5, Video Embedding culture in practice for kindergarten teaching and learning. 6 4th April Topic 5 Lecture Learning and teaching interactions: Relationships and intentional teaching Podcast (no recorded lecture) Workshop Socio-cultural theory, using and respecting children’s strengths and funds of knowledge when teaching and learning, culture, respecting diversity, creating a sense of belonging, inclusive practice, Aboriginal and Torres Strait Island perspectives Workshop The role of the teacher in early childhood settings, scaffolding children’s play, socio-cultural theory and its implications for teaching and learning Readings Arthur et al (course text - Programming and planning in early childhood settings) chapter 9 NQS quality area 5 (ACECQA), Making sense of intentional teaching (unit readings) EYLF APST – 1.1, 1.2 Complete pebblepad reflective tasks. 6th April 11.59pm topics 1-3 pebblepad due 7 11th April Topic 6 Podcast Looking at indoor and outdoor learning spaces to support children’s participation Principles and Practices of Early Childhood Education Workshop The importance of indoor and outdoor learning environments, how to integrate an outdoor and natural learning environment, Page 11 of 24 Readings Arthur et al (course text - Programming and planning in early childhood settings) chapter 10, NQS quality area 3 (ACECQA), Children’s views of the learning environment: a study exploring the Reggio Emilia principle of the environment as the third teacher (unit readings) , Children and place: Reggio Emilia’s environment as the third teacher (unit readings), EYLF, Learning outdoors, the forest school approach (unit readings), developing play spaces that promote learning and development, considering environments that support learning for Aboriginal and Torres Strait Island children, the environment as the third teacher. APST 1.1, 1.2 Complete pebblepad reflective tasks. Topic 7 Podcast Using children’s ideas and interests; Following journeys of inquiry 8 18th April Key readings: Murdoch (unit readings). There is nothing better than quality play experiences for young children’s learning and development: building the foundation for inquiry in our educational practices (unit readings).NQS quality area 1 (ACECQA), Workshop Using children’s interests, strengths, ideas, culture and abilities as a basis of a teaching program, inquiry based learning, learning through play Video A creative space (AITSL) Thinking big, extending emergent learning project APST – 1.1, 1.2 Complete pebblepad reflective tasks. Assignment 1 due - Friday 22/4/22 11.59pm 9 25th April STUDY BREAK Topic 8 Lecture Community of learners: Children, their families and community as participants and partners in learning. 10 2nd May Key readings: Arthur et al (course text - Programming and planning in early childhood settings) chapter 2, NQS quality area 6 (ACECQA), Connecting with families, Toolkit for working with families, EYLF Workshop Ecological and socio-cultural model of child development, creating a sense of belonging, working with diverse families, collaborative partnerships with families and communities, communication and family involvement APST – 3.7, 7.3, 7.4 Complete pebblepad reflective tasks. 11 9th May Topic 9 Lecture Principles and Practices of Early Childhood Education Workshop Page 12 of 24 Approaches to observation, documentation and evaluation; Assessment for learning Key readings Arthur et al (course text - Programming and planning in early childhood settings) chapter 8, NQS quality area 1 (ACECQA), Purposes of assessment, assessment and planning cycle, observation methods, analysing documentation, dispositions for learning, reflection Video Documenting Liam’s Block play (QCAA) LMS, Assessment for learning 1, 2,3,4, ECHO recording – learning stories APST – 5.1 Complete pebblepad reflective tasks. Topic 10 Lecture Action research: tools for professional development and change 12 16th May Key readings Arthur et al (course text - Programming and planning in early childhood settings) chapter 4 and 11, Rights of the child (unit readings), critical reflection (unit readings) Workshop Developing a philosophy, becoming an advocate, cycle of continuous improvement for self and the setting (classroom, school, ECE service, professional learning, action research APST – 6.2, 7.4 Complete pebblepad reflective tasks. Topic 11 Lecture Culture and Diversity Key readings: Aboriginal children’s engagement and participation in bush school (unit readings), Opening eyes onto Inclusion and Diversity (unit readings), social inclusion principles for Australia (unit readings), 45 strategies that support young dual language learners, chapter 9 (unit readings) 13 Workshop Culture, cultural competency, children’s participation, supporting Aboriginal and Torres Strait Island children, creating a sense of belonging, social inclusion, inclusive practice 23rd May Video Creating gender equitable spaces (LMS), The silent child (LMS), Embedding culture in practice (LMS) APST – 1.3, 1.4 Assignment 2 due Friday 27th May 2022 11.59pm Complete pebblepad reflective tasks. 30th May Principles and Practices of Early Childhood Education Page 13 of 24 6th, 13th, 20th June STUDY BREAK Pebblepad reflective workbook (topics 4-11) Wednesday 8th June 2022 Principles and Practices of Early Childhood Education Page 14 of 24 5 Assessments Assessment for this unit is conducted in accordance with the Assessment Policy. All components of the Unit assessment must be submitted to gain a pass in the Unit as all assessment components are aligned to the AITSL standards which are required for accreditation and teacher registration. 5.1 Assessment summary No. Assessment Name Unit Learning Outcomes Accreditation Standards Weight % Due Date and Time 1 Essay (2000w) ULO1, ULO2, ULO3 1.1, 1.2, 2.1, 3.7, 7.3 40% 22 /4/22 11.59pm 2 Statement of philosophy (1500w) ULO1, ULO2, ULO3 1.1, 1.2, 1.3, 1.4, 2.1, 7.2, 7.3, 7.4 30% 27/5/22 11.59pm 3 Pebblepad weekly tasks ULO1, ULO2, ULO3 5.2 Assessment information 5.2.1 Assessment 1 - Essay (2000 words) 1.1, 1.2, 1.3, 1.4, 2.1, 3.7, 5.1, 6.2, 7.2, 7.3 30% 06/4/22 11.59pm (topics 1-3) 8/6/22 11.59pm (topics 4-11) ASSESSMENT DESCRIPTION Play is often (mistakenly) seen as trivial, not educational and a net waste of time. As educators, we must be able to advocate for the value of play and to be able to articulate why play is necessary for children’s development. Likewise, we must be able to explain how educators facilitate learning through play and how learning is documented. Play is a powerful foundation for more formal learning in later school years. Our role as educators is to make this learning visible for families, children and the community. Our role is also to work closely with parents/carers so they understand play pedagogies and appreciate what children are learning through play. This 2000 word essay will use a critical argument drawing on theory, research, current policy documents and practical examples to explore the key ideas highlighted below. When children play is this leaving learning to chance? Principles and Practices of Early Childhood Education Page 15 of 24 1. Students will need to include a discussion of the value of play as a medium for learning and development with particular reference to literacy 2. Students will need to include a discussion of the value of play as a medium for learning and development with particular reference and social and emotional competence. 3. Discussion of the roles of the educator in facilitating play to extend children’s thinking through intentional teaching, introducing complexity to children’s play through interactions and provision of appropriate resources. 4. The benefits and strategies used to create partnerships with parents / carers and how these can enhance a teaching and learning program. The diverse nature of families should be considered. GUIDELINES for SUCCESS Studnets should use at least 8 separate references (i.e. not from the same book or article) from the academic literature available through the library (not random websites) to support assertions. One of these references MUST be the Early Years Learning Framework. All referencing should be in APA referencing style. This is a 2000 word essay (excluding referencing page). Students may go 10% over this amount to account for in text referencing. There is no minimum word count. Students must ensure that work is carefully read before submission. A high academic standard of writing is required at this level. Contact Mylearning support for assistance https://www.murdoch.edu.au/mymurdoch/support-advice/learning-study All work should be completed in 12 point font and have 1.5-2 line spacing. HOW TO SUBMIT Student work will be submitted on LMS under assignment 1 heading. All work is processed by Ourginal to ensure academic integrity. HOW IT IS ASSESSED (summary) You will be assessed on these key criteria: • • • • • Ability to express a critical argument, using a range of literature written to a high standard including curriculum documents (LO2) Justifies a play based approach in the learning and development of literacy acquisition (LO3) Justifies a play based approach in the learning and development of social and emotional competence (LO3) Understands the role of the educator in a play based environment (LO1) Understands the benefits of a partnership when working with children and families, and strategies to engage a range of diverse families (LO1) See the assessment rubric on LMS (under assignment heading) for a detailed explanation of grade distribution. Principles and Practices of Early Childhood Education Page 16 of 24 Individual feedback and mark distribution will be available to students on LMS. Please read this carefully as it has been constructed to assist your learning in this unit. The assessment includes a moderation process to ensure reliable, just, and fair outcomes. Your assessment outcome will be provided to you via LMS FEEDBACK FOR LEARNING The breakdown of the assessment outcome and feedback will provided to you through LMS. This can be accessed through the assignment tab. FURTHER DETAILS See myMurdoch Learning for further details, such as instructions, communication, resources, guides, exemplars and a descriptive rubric assessment tool. 5.2.2 Assessment 2 – Statement of Philosophy ASSESSMENT DESCRIPTION This task requires you to draw on your readings and lectures to prepare a succinct statement of your beliefs and values in relation to early childhood education. The statement should address your personal values and beliefs in relation to the following: Principles Secure Respectful and Reciprocal Relationships -The pedagogical responsibilities of educators working with young children -The ethical responsibilities of educators working with young children Partnerships -Relationships with families -Relationships with communities High Expectations and Equity -Building an inclusive learning community Respect for Diversity and Cultural Competence -Culture and cultural competence -Aboriginal and Torres Strait Islander histories and cultures Principles and Practices of Early Childhood Education Page 17 of 24 Ongoing Learning and Effective Practice -Your responsibilities as an advocate for young children -Ongoing reflective learning Practices -How young children learn -The types of learning environments in which children are best supported GUIDELINES for SUCCESS The statement can be a series of statements such as “I believe young children learn best when…” The purpose of this task is for students to create statements that you can use in the future, for example, as a handout for parents, something you can add to a teaching portfolio, or something to include in a job application. It is purely a statement of individual beliefs, a bit like the Early Childhood Australia Code of Ethics. Students will need to draw on the unit topics and readings. The statements don’t need to be in paragraphs, it can be a list of dot points like this: “I believe that young children learn best when they are: given opportunities to play with a range of materials supported by skilled educators to explore their ideas through discussion (Vygotsky, 1980), encouraged to wonder, ask questions and experiment” The statements will need to be kept clear and simple and written in plain English, this is not an academic essay but a statement of core values as an ECE teacher. There is an expectation that the statements will reflect theory and research. Every bullet point does not need to have a reference, but if it is not a unique idea there needs to be a reference for it, as in the example above. Direct quotes are not appropriate for this assignment. At times a short justification of the statement may be appropriate under some headings. This is not a requirement, but an optional addition and must be included in the word count. At least 6 separate references (i.e. not from the same book or article) from academic literature to support your assertions would be appropriate. One of these references MUST be the Early Years Learning Framework document. All referencing should be in APA referencing style. This is a 1500 word personal philosophy (excluding referencing page). Studnets may go 10% over this amount to account for in text referencing. There is no minimum word count. Please ensure that you read your work carefully before submission. A high academic standard of writing is required at this level. Contact Mylearning/ support for assistance https://www.murdoch.edu.au/mymurdoch/support-advice/learning-study All work should be completed in 12 point font and be 1.5-2 line spacing. HOW TO SUBMIT Your work will be submitted on LMS under assignment 2 heading. All work is processed by Ourginal to ensure academic integrity. HOW IT IS ASSESSED (summary) Principles and Practices of Early Childhood Education Page 18 of 24 -Knowledge of theory and use of research to form personal beliefs to a high standard (ULO 1,2,3) -Statements are reflective of high-quality practice in relation the Principles and Practices of the Early Years Learning Framework (ULO1,2,3) The assessment rubric is on LMS (under assignment 2 heading) and contains a detailed explanation of mark distribution. Individual feedback and mark distribution will be available to students on LMS after the marking is completed. Please read this carefully as it has been constructed to assist student learning in this unit. The assessment includes a moderation process to ensure reliable, just, and fair outcomes. Your assessment outcome will be provided to you via LMS FEEDBACK FOR LEARNING The breakdown of assessment outcomes and feedback will provided to you through LMS. FURTHER DETAILS See myMurdoch Learning for further details, such as instructions, communication, resources, guides, exemplars and a descriptive rubric assessment tool. 5.2.3 Assessment 3 – Pebblepad Reflective Workbook ASSESSMENT DESCRIPTION The workbook is designed for students to demonstrate their knowledge and understanding of the core themes of this unit. They will complete activities BEFORE, DURING and AFTER workshops. This will allow students to describe, reflect, and analyse the content of the lectures, workshops and readings on a weekly basis. External students are given additional resources in lieu of workshops. Completing the workbook on a weekly basis will assist students to engage more fully with the unit content to support their learning. The workbooks will be marked at two points over the semester. This assessment task is found on the assignment section of LMS. To access this, click on ‘EDN355 workbook 2022’ and a link will be provided to access ‘pebblepad’. This has the topics listed from 111. Each of the 10 weekly topics will be worth 3 marks (please note topics 4 and 5 are combined). GUIDELINES for SUCCESS The assessment rubric can be found on LMS under the assignment heading. The responses required in the pebblepad workbook should be reflective and demonstrate your understanding of the topic. Wider reading around each topic with a connection to the lecture and literature will further enhance your grade. Using critical reflection will result in a higher quality response. In text referencing only is required. There is no word count attached to the pebblepad. For each response around 100-200 words is acceptable Principles and Practices of Early Childhood Education Page 19 of 24 HOW TO SUBMIT Pebblepad can be accessed through LMS under the assignment heading or through pebblepad directly. As students open ‘Pebblepad for EDN355’ a prompt will require individuals to submit their work. Please note that this only needs to occur once. Thereafter work MUST be saved. There is no auto save function for pebblepad so work will be lost if the application is closed without saving. Pebblepad must be submitted in week 1 of the unit to allow the tutors to view progress. Work can still be edited once it is submitted. Pebblepad will be marked at two points over the semester. Topics 1-3 will be marked in week 6. Thereafter topics 4-11 will be marked at the end of the semester. Tutors CANNOT view late submissions unless an extension has been previously gained. Submissions are viewed from the due date and time. It is essential that pebblepad is completed in the topic week for a full account of the learning. HOW IT IS ASSESSED (summary) This will be assessed on these key criteria: • • • • All tasks have been completed Engagement with the specified resources is thorough and reflective The ability to analyse and critically reflect integrating a range of unit material Professionally presented responses using correct in text referencing The assessment includes a moderation process to ensure reliable, just, and fair outcomes. Your assessment outcome will be provided to you on pebblepad (midway outcome) and on pebblepad and LMS (final outcome). FEEDBACK FOR LEARNING This is available to you on pebblepad. Please read the formative feedback provided mid semester to assist in your outcome for future responses. FURTHER DETAILS See myMurdoch Learning for further details, such as instructions, communication, resources, guides, exemplars and a descriptive rubric assessment tool. 5.3 Academic integrity Murdoch University expects students and staff to pursue the highest standards of integrity in all academic activity. Academic integrity involves behaving ethically and honestly in scholarship and relies on respect for others’ ideas through proper acknowledgement and referencing of publications. Academic misconduct is treated seriously and penalties may apply. More information about academic integrity can be found at https://goto.murdoch.edu.au/learningstudy. To help you learn about academic integrity practices, all students are required to complete the Murdoch Academic Passport (MAP100). Please also note the library citation guide. Principles and Practices of Early Childhood Education Page 20 of 24 Murdoch University makes use of content matching software to detect submitted work that is not original. When you submit an assessment to myMurdoch Learning, it is checked by this software. Your Unit Coordinator may apply other processes to verify that your submitted assessment is your own work. 5.4 Extensions and late submissions In this unit, extensions and late submissions follow these requirements: Email the unit coordinator no less than 24 hours before the assignment is due. Extensions will only be given in extreme circumstances and need to be accompanied with a medical certificate. Exceptions are given for COVID related illness where contacting a medical practitioner is not appropriate. Contact your tutor in this instance. For late submissions 2 marks per day will be deducted. For the pebblepad workbook, work submitted after the due date will not be marked unless an extension has been gained previously. This unit follows Murdoch policies and procedures with regards to extensions and late submissions, supplementary and deferred assessment. Students who feel that their disability, medical condition or disability caring responsibilities may impact on their capacity meet assessment submission are strongly advised to visit Access and Inclusion as early as possible to discuss potential needs and assistance. 5.5 Determination of the final grade Students must attempt all assessments and receive an overall mark of 50% or above for a passing grade The final grades are determined through students’ additive achievement with regard to each of the assessable components. Assignment 1 essay (40%), assignment 2 philosophy (30%), pebblepad reflective workbook (30%). . Refer to Reporting of Results in the Assessment Policy for information about marks and grades. Principles and Practices of Early Childhood Education Page 21 of 24 6 Learning resources 6.1 All learning resources Your learning resources and any updates are provided through myMurdoch Learning (LMS) in the myMurdoch portal. Learning resources within the myMurdoch Learning online environment for this unit will be 1. integrated within the sections and learning activities and/or 2. through tools such as: o My Unit Readings o Blackboard Collaborate o Echo360 o PebblePad The specific types of learning resources that we use include Pre-recorded lectures, audio podcasts, video vignettes, websites, videos, unit readings, relevant curriculum documents, practical examples, images. 6.2 Essential learning resources Essential to success in this unit are these learning resources: Resource details Resource type Available Arthur, L., Beecher, B., Death, E., Dockett, S & Farmer, S. (2021) Programming and Planning in Early Chhildhood Settings. 8th Edition. Melbourne: Nelson Textbook Bookshop, Closed Library Reserve Australia. Department of Education, Employment and Workplace Relations. (2009). Belonging, being and becoming: The early years learning framework for Australia. Online curriculum document https://www.acecqa.gov.au/sites/def ault/files/201802/belonging_being_and_becoming _the_early_years_learning_framew ork_for_australia.pdf Other resources and further recommended resources are in our myMurdoch Learning. Principles and Practices of Early Childhood Education Page 22 of 24 7 Academic Advice and Student Support Need guidance on study related issues? Use this flowchart or seek direct assistance from Student Support Services or MyMurdochAdvice. If you have…? • • • • • • Questions about content covered in tutorials or practical sessions. General questions about completing assessments. Concerns about another student or your learning needs. Positive and constructive feedback. Questions on marked assessments Extensions • • • • • Questions about unit content, assessments, attendance or tutorial times. A review of marked assessments. Academic issues with your learning in this unit. Positive and constructive feedback. Extensions Tutor Unit Coordinator • Academic issues that haven’t been adequately addressed by the unit coordinator. • Academic issues relating to progression through your degree, withdrawal from a unit or intermission. • Positive and constructive feedback. Academic Chair • Academic or other issues that haven’t been adequately addressed by your academic chair or you aren’t comfortable discussing with your academic chair. • Request to re-mark an assessment. • Complaints or appeals relating to your studies that haven’t been adequately addressed. Visit Complaints and Appeals for more advice. • Positive and constructive feedback. Head of Discipline To further escalate an appeal or complaint, contact the Dean Learning and Teaching and/or see Complaints and Appeals for formal appeals procedures. STUDENT SUPPORT SERVICES: https://goto.murdoch.edu.au/supportservices LEARNING AND STUDY SUPPORT: https://goto.murdoch.edu.au/learningstudy MYMURDOCH ADVICE: https://goto.murdoch.edu.au/mymurdochadvice COMPLAINTS AND APPEALS: https://goto.murdoch.edu.au/ComplaintsAppeals Principles and Practices of Early Childhood Education Page 23 of 24 A reminder about Literacy and Numeracy Tests for Initial Teacher Education (LANTITE) What do you need to do? Students commencing their initial teacher education course from 2017 onwards must successfully complete the Literacy and Numeracy Tests for Initial Teacher Education (LANTITE) in order to graduate from their course. There are two tests: Literacy, and Numeracy. These tests are conducted by the Australian Council for Educational Research (ACER) on behalf of the Australian Institute of Teaching and School Leadership (AITSL). To prepare and book in for a test attempt, please visit https://teacheredtest.acer.edu.au When you should sit the test/s? We recommend you complete the testing as early as possible (B.Ed students - ideally in your second year of your initial teacher education course. M.Teach students - ideally as soon as possible). Test results are not available immediately (they can take 4-6 weeks to process), so you should sit your tests as soon as possible to ensure your graduation is not impeded. Results for those who undertake testing in Window 4 will not be received by the University for publishing until the following year. How do you arrange to sit the test/s? There is a cost to sit the tests with ACER. Full information and booking details are available at https://teacheredtest.acer.edu.au. You may like to prepare for the tests by completing the sample and practice material available on the ACER website. There are also some helpful resources available in the Education Student Hub via LMS. What happens after you sit the test? After you have completed the tests ACER will advise you of your results and will also forward all results to the University. What are the EDN298 and EDN299 units? You DO NOT need to enrol in either EDN299 or EDN298 units. When the University receives the results from ACER, the outcomes will be recorded your student record against zero-point units: EDN298 LANTITE - Literacy and EDN299 LANTITE – Numeracy as ADVANCED STANDING. If you pass both tests you do not need to do anything more. Please note that there are no units to enrol in, as we automatically record the results for your LANTITE against these two unit codes. What happens if you sit but do not pass a test? You must pass both LANTITE tests to graduate your course. Students have up to three opportunities to sit the literacy test, and up to three opportunities to sit the numeracy test. If you do not pass the test on your first and second attempts, please contact the Discipline of Education LANTITE Progression Coordinator – Alison Hilton, on A.Hilton@murdoch.edu.au to arrange a support plan. --- END OF DOCUMENT --- Principles and Practices of Early Childhood Education Page 24 of 24
