GRADUATE CERTIFICATE / MASTERS OF EDUCATION EDU 6174 Curriculum Design in Special Education Unit Handbook Semester 1 20172 TOPIC Page Welcome 3 Student Information and Study Advice Services  Student Information Office  Study Skills Centre 5 Important Dates 5 Unit Outline 6 Professionalism 7 Participation 8 Unit and Teaching Evaluation (UTEI) Survey 8 Academic Misconduct 8 Schedule of work and assessments 10 Important Assessment Information 14 ECU Student Charter 14 CONTENTS3 Why is a course about Instructional Design important? As I was reviewing the content of this unit I heard an interview on ABC Radio with the author of a new approach to teaching maths in Singapore that is gaining popularity in parts of Australia, including schools in WA. It's known as 'Singapore Maths' and it is based on a set of instructional principles. At the same time a publisher sent me a textbook, What really works in special and inclusive education (Mitchell, 2014), to review. Mitchell, the author, argued that aside from the characteristics of students with hearing, sight, physical or intellectual impairment that impact on how materials are presented and the degree to which concepts are broken down into instructional sequences, the principles of good instruction are the same for all students – and this is why teachers with Special Education qualifications are so highly regarded in schools. When teachers can organize what students learn into logical sequences, break down tasks (task‐analyse) and provide multiple opportunities for guided practice all students learn, even those with special educationalneeds. In the book I was asked to review, Mitchell (2014) recommended 27 effective strategies that vary from Reciprocal Teaching (Strategy 10) to Assistive Technology (16) and Inclusive Education (25) and defended each. In this unit, we will drill down further into the 'nitty‐gritty' of instruction and Mitchell touches on this too highlighting specific instructional approaches such as Direct Instruction (Strategy 14), Memory Strategies (Strategy 8), Review and Practice (Strategy 9). Mitchell explains how these strategies help students to learn the material we present to them in an efficient and effective way and this is whatthis unit is about. Decisions about curriculum and pedagogy in schools are not always based on the kind of empirical research Mitchell (2014) outlines so if I hear of a new approach, I am always interested to know if there is a research basis to the strategy. What often happens is that teachers are encouraged to teach in particular ways that may not be based on proven methods. When I heard the maths expert from Singapore use terms such as "scaffolding", "practice" and "breaking tasks down into hierarchical units" and "not assuming students understood critical concepts" this lead me to conclude that the author's approach was, in my mind, pedagogically sound. As you embark on this unit of study, keep in mind the anecdote I have just provided. The idea of a unit on effective instructional design is to ensure that you know what the current research describes as 'good instruction', particularly for those students most at risk of not achieving their potential. The assignments you will complete will assist you to understand the principles of effective instruction that Coyne, Kame'enui and Carnine, (2011) outline in Effective teaching strategies that accommodate diverse learners, the text for this unit. I will not ask you to design your own curriculum as I am aware of the challenges of online learning, however, I would like to think that after examining the different approaches outlined by Coyne et al. (2011) you will be able to apply their principles to your classroom practices. For those of you who have studied with me before or taken the online unit EDU 6584 or the face to face units EDU 6584 and EDU 6477 you will notice a difference in the way this unit is presented. I am inclined to give students a lot of additional materials and guidance. In this unit you will see that the modules are shorter than other materials I provide. This is because the focus of this unit is on instructional design and your text book is an excellent resource that I want you to make this the focus of your study. Simply put, if you read and understand the text book and apply the principles of instructional design, it will have a significant impact on your students. WELCOME4 Finally, be mindful of any new materials, teaching programs or curriculum documents that come to your attention. The final assignment involves you examining a text or document in relation to the principles outlined by the authors of Effective teaching strategies that accommodate diverse learners. For this task you may choose any commercial program or text, except Scientific Research Associates (SRA) Direct Instruction materials. Please note that you do not have to buy or read Mitchell (2014) or investigate Singapore Maths, I just used it as an example. I would however, like you to email me (via Blackboard when you have selected a curriculum document and let me know what you havechosen. Please note that to well in this unit you need to access Blackboard (BB) regularly, respond to the Discussion group tasks (1‐4) and use your ECU email address at all times to contact me. (Please note, ECU staff are not permitted to respond to emails from students who use non‐ECU email addresses). I trust you will enjoy this unit! Dr Lorraine Hammond Special Education Co‐ordinator Mitchell, D. (2014). What really works in special and inclusive education: Usingevidence‐based teaching strategies. Routledge: New York, USA.COURSE INFORMATION HUB Course Information Advisors can assist with course planning, advanced standing and more. Website: https://intranet.ecu.edu.au/student/my‐studies/course‐advice Campus Room Phone Email Office Hours Joondalup office Building 18 Room 18.103 134 328 [email protected] Mt Lawley 8.30am – 5.00pm office Building 13 Room 13.148 South West office Building 1 Reception 9780 7777 [email protected] LEARNING CONSULTANT SUPPORT The Centre for Learning and Teaching (CLT) Learning Consultants offer Education students a range of support: • Assignment Drop‐In Sessions – you can just "drop‐in", work on your assignments, and receive individual assistance from a learning consultant • English language workshops – develop writing and grammar skills • Academic Skills Workshops – cover generic skills for university students • Academic Writing for Education Course – develops writing skills for Education students • Specific unit workshops – assist in the preparation of particular assessments (details on unit Blackboard sites under "Learning Consultants") The School of Education's learning consultants' contact details and the schedules for the above activities are available on the Academic Skills Centre site under "My Communities" on your Blackboard Home page. To find out more about the support and online resources available to you, click on the site or, alternatively, enter the following link into your browser: http://bit.do/acadsc Assignment Drop‐in Sessions (From Monday 6th March until Friday 9th June) All School of Education students are welcome to attend these sessions on any campus. Mt Lawley (Library) ML8.408 Joondalup (Library) JO31.234 Bunbury (27th Feb–2 June) Days Times Days Times Days Times Room Mondays 2.00‐4.00 Mondays 2.30‐4.30 Tuesdays 9.00‐10.30 BU5.150 Tuesdays 10.00‐12.00 Tuesdays 10.30‐12.30 Wednesdays 9.00‐10.30 BU5.151 Wednesdays 2.00‐4.00 Wednesdays 2.30‐4.30 Thursdays 9.00‐10.30 BU5.151 Fridays 10.00‐12.00 Thursdays 10.30‐12.30 IMPORTANT DATES Enrolment, Withdrawal, Financial and Academic Penalty Dates are available at: http://intranet.ecu.edu.au/student/dates‐and‐events/important‐dates. UNIT OUTLINE You can view and download a copy of your unit outline by clicking onto the Unit outline link on the unit's Blackboard site which can be accessed from the Student Portal.PARTICIPATION The teaching and learning processes in this unit model participatory and co‐operative learning strategies used by effective learners. Students are expected to participate in required Discussion Board tasks. Students who find themselves in a personal situation where they are unable to participate should discuss the matter with their unit coordinator. UNIT and TEACHING EVALUATION (UTEI) SURVEY http://intranet.ecu.edu.au/student/my‐studies/surveys/unit‐and‐teaching‐evaluation‐ instrument‐utei Your views on this unit matter to us and the content and assessment tasks in this unit plan reflect comments made by your peers in previous years. SCHEDULE OF ASSESSMENT The Assessment policy is available at http://www.ecu.edu.au/GPPS/policies_db/az_listing.php HOW TO SUBMIT YOUR WORK: SUBMITTING YOUR ASSIGNMENTS THROUGH TURNITIN In accordance with ECU's Academic Misconduct Policy, any material submitted for assessment purposes must be work that has not been submitted previously and has not been plagiarised. ECU has a licence agreement with Turnitin, which is a tool that compares submitted papers with multiple sources. To ensure academic integrity and prevent plagiarism, students who take this unit must submit assessments via Turnitin. Use of Turnitin is subject to the Usage Policy posted on the Turnitin website. Please submit your assignments to Turnitin to ensure you have not inadvertently plagiarised material. You may resubmit as many times as you like up to the due date so that if the similarity index is high you can rework your assignment. When marking your assignments, areas of plagiarism and also acknowledged referencing are highlighted. Therefore it is essential that all material used from a text is acknowledged. After your initial submission, all other resubmits will take 24 hours for a report to be generated therefore, factor this in to your timeline before final submission. USING TURNITIN You can access help videos on the Student Support tab at Blackboard http://blackboard.ecu.edu.au/webapps/portal/frameset.jsp?tab_tab_group_id=_42_1 about using Turnitin. There should be no need to post or email your assignments as Turnitin will be active on the Blackboard for you. The Turnitin symbol will be in the unit site on Blackboard, with an open date for you to submit and check your work for plagiarism and also a final closing date for the final submission of your work. Do not attach an ECU assignment cover sheet to your assignment you put through Turnitin. It will add 10% at least to your originality score! ASSIGNMENT RETURN, FEEDBACK AND MARKING It is the endeavor of all unit coordinators to return assignments to students within a two week timeframe from receipt. However, the assessment and moderation process in units where there is more than one tutor may require an extension of this time. Unit coordinators will advise students when this is the case. Written feedback on your assignment will utilise a bank of 'Turnitin' comments developed by Unit Coordinators and tailored for each assessment. Tutors will also provide a general comment. All rubrics will be highlighted to assist with further feedback. The electronic rubric automatically calculates the grade so any additions or deductions to this mark will be indicated on the rubric and/or in the general comment.REFERENCING At ECU students are required to use the APA 6th referencing style. Referencing guides and online resources are available to help you reference your academic work. ECU subscribes to APA Style CENTRAL, a digital library of APA Style quick guides and video tutorials. All these resources can be accessed from the Library website via this link: http://ecu.au.libguides.com/referencing ACADEMIC MISCONDUCT Students must comply with ECU's Academic Misconduct Rules (Students) The Misconduct Rules consider any form of plagiarism, unauthorised collaboration, cheating in assessment tasks, theft of another student's work, any other dishonest or unfair conduct relating to academic work to be Academic Misconduct. Plagiarism means knowingly or unknowingly presenting as one's own work the ideas or writings of another without appropriate acknowledgment or referencing. A student engaging the services of another individual to complete an assessment task on their behalf is both plagiarising and cheating. ECU takes all incidents of Academic Misconduct seriously and if, following an investigation, it is established that a student's conduct amounts to Academic Misconduct then ECU may impose penalties upon the student under the Misconduct Rules. The Misconduct Rules are available online at: http://www.ecu.edu.au/__data/assets/pdf_file/0010/378316/academic_misconduct_rules_students.p df TEXTBOOK MAIN TEXT: Coyne, M.D., Kame'enui, E.J., & Carnine, D.W. (2011). Effective teaching strategies that accommodate diverse learners (3rd ed.). New Jersey: Merrill Prentice Hall. The course is based around this text and it will be impossible to complete the assignments without it. Copies have been ordered and will be available through the Edith Cowan Bookshop. You can obtain a copy of the text from the University Bookshop on Joondalup Campus. Go to: http://www.coop.com.au/textbook/search/ and follow the prompts. SIGNIFICANT REFERENCES: Clark, R., Kirschner, P. A., & Sweller, J. (2012). Putting students on the path to learning: The case for fully guided instruction. American Educator, 6‐11. (available on BB) Deans for Impact (2015). The Science of Learning. Austin, TX: Deans for Impact. Retrieved 10 July 2016 from http://www.deansforimpact.org/the_science_of_learning.html Hollingsworth, J. R., & Ybarra, S. E. (2008). Explicit direct instruction (EDI): The power of the well‐crafted, well‐taught lesson. 116 S. Seventh Street, Fowler, CA 93625: Corwin Press & Data Works Educational Research Liem, G. A. D., & Martin, A. J. (2013). Direct instruction. In Hattie, J. & Anderman, E. M. (Eds). International guide to student achievement, 366‐368. Hobeken: Taylor and Francis. (Digital Text from ECU) Louden, W. (2015). High performing primary schools: What do they have in common? Department of Education Western Australia. (Available on BB) NSW Department of Education and Communities (2012). Great Teaching, Inspired Learning What does the evidence tell us about effective teaching? Centre for Education Statistics and Evaluation. Sydney: Centre for Education Statistics and Evaluation. Retrieved 5 July 2016 from: http://www.cese.nsw.gov.au/publications‐filter/great‐teaching‐inspired‐learning NSW Department of Education and Communities (2015). What works best: Evidence‐based practices to help improve NSW student performance. Centre for Education Statistics and Evaluation. Sydney: Centre for Education Statistics and Evaluation. Retrieved 5 July 2016 from: http://www.cese.nsw.gov.au/publications‐filter/what‐works‐best‐evidence‐based‐practices‐to‐help‐improve‐nsw‐student‐performance Rosenshine, B. (2012). Principles of Instruction: Research‐based strategies that all teacher should know. American Educator, Spring, 12‐39. (Available on BB) SEMESTER PLAN A summary of the unit organisation and structure is presented below. It provides you with a week by week listing of the unit requirements. Note that some modules may require more time to complete than others ‐ the week allocations give you a guide to the recommended time to spend on each section. Week Recommended Chapter for Focus Module Tasks 1 Feb 27 Chapter 1 Introduction 1 2.1/2.2 Discussion Board 1 2 March 6 Chapter 1 Introduction 1 2.1/2.2 Discussion Board 2 3 March 13 Chapter 2 Characteristics of students with diverse learning and curricular needs 1 2.1/2.2 Discussion Board 3 4 March 20 Chapter 2 Characteristics of students with diverse learning and curricular needs 1 2.1/2.2 Discussion Board 4 5 March 27 Chapter 3 Effective strategies for teaching beginning reading 2.3 6 April 3 Chapter 3 Effective strategies for teaching beginning reading 2.3 MID SEMESTER BREAK April 10 – April 21 (School Holidays) Assignt 1 Monday April 10 9am 7 April 24 Chapter 4 Effective strategies for teaching readingcomprehension 2.4 8 May 1 Chapter 5 Effective strategies for teaching writing 3 9 May 8 Chapter 6 Effective strategies for teaching mathematics 3 10 May 15 Chapter 7 Effective strategies for teaching science 3 11 May 22 Chapter 8 Effective strategies for teaching socialstudies 312 May 29 Chapter 9 Modulating instruction for English‐language learners 3 Assignt 2 Due Mon May 29 9am ASSESSMENT: There are two assessment points and noexamination. The Discussion Board tasks are designed to help you prepare for Assignment 1. Please note, there is no need to attach an ECU cover sheet to your assignment, just ensure your name is on your work. If you include it, the sheet will automatically count at least 10% towards your similarity score and give you a fright. Discussion Board Tasks 10% Assignment 1 40% Assignment 2 50% DISCUSSION BOARD TASKS (Weeks 1 – 4) Each week for the first four weeks of this unit you are required to complete a task and post your response the Discussion Board. A total of 10 marks are allocated for completing each response as required by the stipulated time (the Monday morning immediately after each week by 9am). If you join the unit late, please contact me. If you miss a task or it is late, you will not receive the full 10 marks. Week 1 Due Monday 6th March 9am (Western Australian time) Please introduce yourself on the Blackboard Discussion Board and after reading the Introduction in the Unit Plan reflect on the last classroom initiative (e.g. Talk for Writing) you have heard about or been asked to implement in your school. Please read the magazine article, Debunking Education Myths (2017) that is available in Course Documents. a) Please cut and paste a passage from the article that resonates with you and comment on why. For example: "It is easy to resolve that puzzle: Learning outcomes are always the product of the quantity and quality of learning opportunities. If we keep the quality of the instructional environment constant, adding more time will yield better results. But if we improve the quality of instruction, we can achieve better results without increasing student learning time" This passage resonates with me because….. b) Andreas Schleicher says PISA data suggest 'teachers often expect less of students from lower socio‐ economic backgrounds even if the students show similar levels of achievement'. Consider your class: Do you have the same high expectations of all your students? Consider the tasks you set: Do they challenge all students and extend their thinking? (300 words) Week 2 Due Monday 13th March 9am (Western Australian time) Please read Conderman and Bresnahan's (2008) magazine article Teaching BIG Ideas in Diverse Middle School Classrooms. The authors depict the diversity of American classrooms and explain that the curriculum is "overstuffed and undernourished". Discuss the diversity of your classroom or one that you have visited recently and explain one strategy that the authors suggest assists diverse learners. Finally,Figure 1 has examples of Big Ideas and Corresponding Instructional Components. Please create a new example that is relevant to your context that is different to Conderman and Bresnahan's and your peers on line. You won't be able to create the table, so write this: The year level is…..and the Big Idea is this…. My rationale is…My Connection is and My Assessment is…. (300 words) Week 3 Due Monday 20th March 9am (Western Australian Time) Shaun Killan writes a blog for The Australian Society for Evidence Based Teaching that can be found here www.evidencebasedteaching.org.au. Please read the blog post 'Top 10 Evidence Teaching Strategies' that I have uploaded to Blackboard. After this, please go to https://dataworks‐ed.com/engagementnorms/ This is a website created by Hollingsworth and Ybarra authors of the text Explicit Direct Instruction: The power of the well‐crafted, well‐taught lesson. Please reflect on the Engagement Norms Hollingsworth and Ybarra outline and Killan's Evidence Based Teaching Strategies. Do they share common beliefs? (250 words) Week 4 Due Monday 27th March 9am (Western Australian Time) Please download the Grattan Report, Engaging students: Creating classrooms that improve learning by Goss and Sonnemann (2017). Reflect on the main ideas of the report in the context of effective teaching strategies and other documents you have read so far for this unit and explain the relationship between instruction and engagement. Is the following statement true: if there is no engagement there is no learning? (250 words) ASSIGNMENT 1 (50 MARKS) 3500 words (+ or – 250words) Coyne, Kame'enui and Carnine (2011) argue in chapter 1 of your course text that diverse learners are "greatly dependent on the quality of schooling if they are to break the pernicious cycles of illiteracy, innumeracy and invisibility" (p. 7). The authors argue against "watering down" of curriculum, advocate for the teaching of Core Standards (the equivalent of the ACARA Australian Standards) to all students and outline six major features of effective educational tools (see Figure 1‐1, p.13). Over the last five years in Australia there has been increasing interest in the Explicit Teaching model. (see Louden, 2015). Schools across different states, including Western Australia, have taken up this more instruction‐centred approach to teaching. Explicit Direct Instruction: The power of the well‐crafted, well‐ taught lesson (Hollingsworth & Ybarra, 2009) is one of a number of texts that has guided Australian educators to take up an explicit approach. In chapter two Hollingsworth and Ybarra (2009) argue that "Teacher‐centred direct instruction is more effective and efficient, especially for struggling students" (p. 11) and outline eight lesson design components and four lesson delivery strategies (p. 13). Your task is to read Louden (2015) and both chapters: Chapter 1 Coyne, Kameenui and Carine (2011) and Chapter 2 Hollingsworth and Ybarra (2009) and reflect on the key messages about effective instruction raised by these authors. Use the headings below and keep your focus on the instructional strategies Louden reviews and the authors explain. Most marks are allocated to an explanation of Coyne et al's "six major features" (see pp. 13‐19) and the features of Hollingsworth and Ybarra's lesson design and delivery (pp. 12‐14) so you should ensure this is the focus of your discussion. Once you have done this you must compare and contrast the two chapters. What ideas do Coyne, Kameenui and Carine (2011) share with Hollingsworth and Ybarra (2009) and where are the points of difference? Which chapter will help you to support diverse learners in your classroom? Finally, how does Louden's (2015) findings sit with your school context (if you are currently working in an educational context) or that experienced by you or your family/friends. Use the headings below.MARKING CRITERIA FOR ASSIGNMENT 1 CONTENT Introduction – review and reflect on the key findings of Louden (2015) 4 Identify and explain the main ideas of Chapter 1 (Coyne, Kame'enui & Carnine, 2011) 6 with a focus on instructional strategies Identify and explain the main ideas of Chapter 2 (Hollingsworth & Ybarra, 2009) with 6 a focus on instructional strategies Compare and contrast the main ideas about instructional strategies in the two chapters. 6 Outline your current or past teaching scenario and comment on which chapter youfind more valuable and why. Comment on Louden's (2015) findings heretoo. Inclusion of a minimum of four recent (no more than 5 years old) scholarly references 6 to support your argument 4 PRESENTATION Overall presentation, 1.5 line spacing, word count stated 2 Writing style and sentence structure, word use, spelling, grammar and clarity of discussion 4 Correct use of APA(2014) Referencing format 2 40 MARKS ASSIGNMENT 2 (50 MARKS) 3500 words (+ or – 250 words) Review of a new curriculum document At the beginning of this unit I described hearing about a new approach to teaching mathematics. The purpose of this assignment is for you to choose a text that outlines the approach to teaching English, mathematics, science or social studies to students, with a particular emphasis on those with diverse learning abilities. Imagine you have been asked to choose a new text for a particular year level or group of students and the responsibility of the materials to select rests with you. The materials or approach you choose to review must be no more than 10 years old. Please note you are not reviewing an academic text, rather a new writing series, maths program or something that has come across your desk from a schools publisher hoping you will take it up with your students. This assignment requires you to demonstrate a high level of understanding about the six instructional design principles by Coyne et al., (2011) and to use this knowledge as the basis of a critique of a new approach to teaching writing or reading, maths, science or social studies. In Chapters four, five, six and seven, Coyne et al., (2011) examine current issues as well as the principles for improving instructional strategies in each learning area. Use the headings in each chapter as a guide about how to structure your review and be sure to include an overview of the context this text would be used in and the levels of the students. It is also important to include a very brief description of the new document you are reviewing, but be wary of spending too much time at the 'knowledge/remembering' end of Bloom's revised taxonomy. This assignment is pitched to the 'evaluation' end of the continuum. The appropriateness of the materials you are reviewing will depend on whether they are suitable for your diverse students, as well as whether the materials adhere to the principles of instructional design described by Coyne et al., (2011). The majority of your review will involve describing and evaluatingthose aspects of the new materials you are evaluating against the principles of effective instruction described by Coyne et al., (2011) for diverselearners. While you are clearly offering an opinion about the suitability of something new, adopt a scholarly style of writing, include scholarly references (minimum 6) and do not use 'I'. Imagine, you are reviewing the new textfor teachersinareferredjournal suchas Science, Mathematics Educator. Itislikely thataspects of the new document you are reviewing will comply and differ from the principles outlined by Coyneet al., (2011) and your ability of identify these will strengthen your review. Therefore, it is a weighing up of the pros and cons against the 6 principles and suitability for our diverse learners supported by scholarly references. To ensure you are using the appropriate format, please find a referred journal that contains a review of a new text. You will see that the use of headings is critical. While there is no need to include a copy of the materials you are reviewing, please ensure you reference accurately so that I can locate the text if necessary. The following headings are useful in ensuring you cover all components of the assignment for marking purposes (please note the marksweighting):  Introduction and description of new text  Review of the context in which the text will be used – classroom setting, identification of your diverse learners  Review of effective writing/reading, maths, science or social studies instruction from Coyne et al., (2011)  Evaluation and conclusion of the suitability of the new text against effective instruction principles for diverse learners Please ensure you only cover writing or reading, not both, as this will be far too much to review. For the purposes of this assignment you may not review a Direct Instruction product such as Reasoning and Writing or Expressive Writing or a Direct Instruction product such as Reading Mastery or Corrective Reading for this task as Kamene'eui and Carnine are the writers of these materials. As addressing the needs of diverse learners is your focus, please ensure that you consider issues such as students whose first language is not English, students with disabilities or students with low levels of literacy in the home that may be pertinent to yourcontext. MARKING CRITERIA FOR ASSIGNMENT 2 (50 marks) CONTENT Introduction and description of new text 6 Review of the context for diverse learners in which the text will be used* 10 Review of effective writing or reading, maths, science or social studiesinstruction 12 for diverse learners from Coyne et al., (2011) (minimum 6 scholarlyreferences, can be older than 5 years) Evaluation and conclusion of the text against effective instruction principles for diverse learners 14 PRESENTATION Overall presentation, report format, use of headings, visualpresentation 2 (ie. 1.5 line spacing,typed). Writing style and language structure, spelling and clarity of discussion 4 Correct use of APA (2014) referencing format 2 50 marks*For example, Mainstream Year 2 students with Autism or Learning Difficulties, a class of students with moderate support needs for intellectual disabilities from a Special Education School, a Language Development Centre or an EALD Centre. How will my work be graded? When completing both assignments bear in mind that you will be marked against a criteria with the following hierarchical levels of achievement. These levels are from the work of Bloom's Revised Taxonomy (see Pohl, 2001). At a postgraduate level there is an expectation that you are engaging in the analysis, synthesis and evaluation of what you have learned and discovered. Simply restating information from your text (Level 2) will not result in a high mark. Level 1: Has not met the requirements Level 2: Demonstrates knowledge & comprehension Level 3: Demonstrates application Level 4: Demonstrates analysis Level 5: Demonstrates synthesis Level 6: Demonstrates evaluation Please note: late work is not welcome. At ECU tutors have heavy marking loads and must adhere to strict marking schedules in order to return work on time. Late work disrupts the marking schedule. It is a nuisance to your tutor and is unfair to students who submit work on time. For this reason, penalties are applied to late work. IMPORTANT ASSESSMENT INFORMATION Further details are available at http://intranet.ecu.edu.au/student/my‐studies/study‐ advice/assignments ECU STUDENT CHARTER All students are advised to read the ECU Student Charter: http://www.ecu.edu.au/prospectus/charter/Published by Edith Cowan University, Perth, Western Australia, 2017 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 thecopyright owner.