SSE3260 – Semester 1, 2017 Edith Cowan University, School of Education Values integrity, respect, rational inquiry and the pursuit of personal excellence 1 BACHELOR OF EDUCATION (Early Childhood Studies) SSE3260 Social Science Education in Early Childhood Unit Plan Semester 1, 2017 OFF CAMPUS Edith Cowan University School of Education SSE3260 – Semester 1, 2017 Edith Cowan University, School of Education Values integrity, respect, rational inquiry and the pursuit of personal excellence 2 CONTENTS CONTENTS ...................................................................................................................................................... 2 WELCOME ....................................................................................................................................................... 3 STUDENT INFORMATION & STUDY ADVICE SERVICES ............................................................................. 3 LEARNING CONSULTANTS ........................................................................................................................... 3 TEACHING TEAM ............................................................................................................................................ 4 CLASS TIMES – ON CAMPUS MODE ............................................................ 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IMPORTANT DATES ....................................................................................................................................... 4 UNIT OUTLINE ................................................................................................................................................. 4 PROFESSIONALISM ....................................................................................................................................... 4 ATTENDANCE ................................................................................................................................................. 5 PARTICIPATION .............................................................................................................................................. 5 TEXTBOOK(S) ................................................................................................................................................. 5 COMMUNICATION ........................................................................................................................................... 5 UNIT AND TEACHING EVALUATION (UTEI) SURVEY .................................................................................. 6 RECORDING OF LECTURES .......................................................................................................................... 6 ACADEMIC MISCONDUCT ............................................................................................................................. 6 SCHEDULE OF WORK – ON CAMPUS MODE ............................................................................................... 7 BLACKBOARD WEBSITE ............................................................................................................................... 9 ASSESSMENT ............................................................................................................................................... 10 ASSIGNMENT INFORMATION ...................................................................................................................... 10 IMPORTANT GENERAL ASSIGNMENT INFORMATION ............................................................................. 12 RUBRIC .......................................................................................................................................................... 14 EXAM ............................................................................................................................................................. 15 APPENDIX A: THE AUSTRALIAN PROFESSIONAL TEACHER STANDARDS .......................................... 16 SSE3260 – Semester 1, 2017 Edith Cowan University, School of Education Values integrity, respect, rational inquiry and the pursuit of personal excellence 3 WELCOME Welcome to Humanities & Social Science Education in Early Childhood. Humanities & Social Science Education is about the study of people and how they interact with each other and with their environment. In the early years it encompasses the areas of History, Geography and Civics & Citizenship. This unit will develop your understanding of how to teach these areas in a way that is relevant to young children and in a way that will encourage them to become informed and active citizens in our global community. In so doing you will become familiar with the related curriculum materials and teaching strategies. You will also be challenged in your thinking as you consider what young children could and should be taught in HASS and what your own role is as an active citizen. I hope you will enjoy this unit and find it personally and professionally rewarding. Feel free to contact me during the semester if you require further clarification or support. Sincerely Belinda Nelson SSE3260 Unit Coordinator STUDENT INFORMATION & STUDY ADVICE SERVICES 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] 8.30am – 5.00pm Mt Lawley office Building 13 Room 13.148 South West office Building 1 Reception 9780 7777 [email protected] LEARNING CONSULTANTS 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 SSE3260 – Semester 1, 2017 Edith Cowan University, School of Education Values integrity, respect, rational inquiry and the pursuit of personal excellence 4 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 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 TEACHING TEAM Lecturers and Tutors Email Office Phone Belinda Nelson Unit Coordinator Lecturer Tutor Online Tutor [email protected] 16.220 ML 9370 6898 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. PROFESSIONALISM This unit is designed to provide students with a broad range of skills through engagement with the professional knowledge described in this unit outline. This will be facilitated through reading, discussion and reflection in tutorials, workshops, lectures and practical experiences. Therefore it is the student’s responsibility to engage in these experiences in a manner which reflects a sound attitude and commitment to the profession and which enables the student to take ownership of his/her learning. Students will support and help to contribute to a professional and collegiate group culture. SSE3260 – Semester 1, 2017 Edith Cowan University, School of Education Values integrity, respect, rational inquiry and the pursuit of personal excellence 5 ATTENDANCE Student attendance at lectures, seminars and tutorials is essential to the successful completion of a unit. Regular, uninterrupted progression through the course is imperative for enrolment into the professional practice for which students are required to have achieved a series of pre-‐requisite unit completions. The expectation for students in the Early Childhood Program (ECU, School of Education) is that students will attend a minimum of 80% of all aspects (e.g. lectures, tutorials) of a unit unless formally notified (via blackboard or email) by the unit coordinator that this is not the case. Equally online students need to satisfy the equivalent of 80% participation as demonstrated through work task responses, unless otherwise indicated formally (via BB or email) by the Unit Coordinator. Students who fail to meet expectations for attendance will be required to meet with their Unit Coordinator who will contact them via email. If more than one unit is involved then students will be required to meet with the year level coordinator, for 3rd year ECS this is Janet Fellowes who will inform the Associate Dean ECS, Associate Professor Lennie Barblett, for the purpose of discussing their enrolment and progression. 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 all lectures, workshops, tutorials and/or online teaching and learning processes. Students who find themselves in a personal situation where they are unable to participate should discuss the matter with their unit coordinator. TEXTBOOK(S) There is no textbook prescribed for this unit Students will access a collection of readings via the electronic HighUse Collection (Reading List) and online. See pages 7-‐9 of this Unit Plan and Blackboard for further details. COMMUNICATION Engage in dialogue and debate in a manner that reflects mutual respect, active listening, and a focus on dealing with issues and not personalities. This includes email communications and electronic discussion boards. The following are guidelines for email etiquette: • Emails are the major mode of communication throughout the University. Please check your ECU student email every weekday. • Only send emails from your ECU student email regarding ECU matters/information. • Replies to emails will generally be within 2 working days. • Make sure you include your email signature (name, campus, course and student number) on emails to university staff. • Use appropriate language – correct spelling and punctuation in emails is important. Do not use socially unacceptable language. • Take care when forwarding emails. Trails can contain comments that were not intended for widespread viewing. SSE3260 – Semester 1, 2017 Edith Cowan University, School of Education Values integrity, respect, rational inquiry and the pursuit of personal excellence 6 • Never send an email when angry as the tone of the message often reflects the sender’s moods – even unintentionally. • Emails are not secure. Give consideration to how confidential information is transferred. • Emails are a record of written correspondence. Be aware that emails may be accessed, even after you have deleted them from your computer. UNIT AND TEACHING EVALUATION (UTEI) SURVEY Unit evaluation data is collected every year. You will be invited to do so at the conclusion of this semester. Please make every effort to provide helpful feedback. Positive feedback is always appreciated as the ECS teaching team are dedicated to supporting pre-‐service teachers in achieving their goals. The feedback provided by students through this instrument enables improvements to be made to unit design and delivery. Several changes have been made to the unit based on 2016 feedback. • Assignment tasks have been adapted, due dates and expectations to support more effective study in the unit. • Elaborated Assignment details to promote more independent work on assignment. • Additional podcasts in the online environment. Information about UTEI is available at: http://intranet.ecu.edu.au/student/my-‐studies/surveys/unit-‐and-‐teaching-‐evaluation-‐instrument-‐utei RECORDING OF LECTURES Students should be aware that recorded lectures and podcasts may contain copyright material owned by ECU, the relevant lecturer and/or other third parties. If students wish to record lectures in this unit they must contact their lecturer to obtain the express written consent, and comply with any conditions, of the relevant lecturer or performers. Where written consent is obtained, students must not reproduce, communicate, modify, adapt, broadcast or distribute their recording of this lecture and should be aware that such acts may constitute infringement of copyright and/or performer’s rights. Students must not record any third party (including other students) or third party works (including music) which may be comprised in, or incidental, to the lecture unless express permission to the contrary is provided by a person with the legal right to do so. Neither Edith Cowan University nor any of the lecturers in this unit provide any warranties or representations in relation to the ownership or non-‐infringement of any intellectual property. 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.pdf SSE3260 – Semester 1, 2017 Edith Cowan University, School of Education Values integrity, respect, rational inquiry and the pursuit of personal excellence 7 SCHEDULE OF WORK – OFF CAMPUS MODE Introductory Module Week Beg Weekly Focus Essential Readings – See Blackboard for links WEEK 1 27 Feb Introduction to Social Science Education – Children learning about the world around them. • What are the Social Sciences? • Why are they important in Early Childhood Education? • What content is covered – what do we want children to learn? HighUse Collection (via Reading List): Seefeldt, C., Castle, S., &. Falconer R.C. (2014). Social Studies and the Preschool/Primary Child (9th Ed). Upper Saddle River, N.J.: Pearson. (p1-‐23). Online References: Locate and survey the following online references: Australian Curriculum: HASS http://www.australiancurriculum.edu.au/humanities-‐and-‐social-‐ sciences/hass/rationale Early Years Learning Framework https://docs.education.gov.au/system/files/doc/other/belonging_being_and_bec oming_the_early_years_learning_framework_for_australia.pdf WEEK 2 6 March Introduction to Inquiry Based Teaching & Effective Pedagogy • How do teachers organize for learning and teaching in the Social Sciences? HighUse Collection (via Reading List): Murdoch, K. (1998) Classroom connections: Strategies for integrated learning. Prahran: Eleanor Curtain Publishing (pp1-‐10) Online References: Early Years Learning Framework https://docs.education.gov.au/system/files/doc/other/belonging_being_and_bec oming_the_early_years_learning_framework_for_australia.pdf (Specifically pages 11-‐18) Access and read the following optional readings: Queensland Studies Authority (2006) Negotiating Curriculum: The Project Approach. Available from https://www.qcaa.qld.edu.au/downloads/p_10/ey_lt_negotiating_curric.pdf Queensland Studies Authority (2011) Understanding emergent curriculum in practice. Available from https://www.qcaa.qld.edu.au/downloads/p_10/qklg_pd_mod3_exa1_emer g_curric.pdf Module 2: Knowledge of the world – Investigating the Humanities and Social Science Curriculum in Early Childhood Week Beg Weekly Focus Readings – See Blackboard Modules for details WEEK 3 13 March Inquiry 1 Early Learning About the World. • Young children’s concept development • Learning Outcomes of the EYLF • NQS and effective pedagogy Link to the ECU Library Catalogue and access the eBook: Robson, S. (2012). Developing thinking and understanding in young children: an introduction for students. (2nd Ed.) London: Routledge.(Read Ch 8.) Online: NQS PLP Newsletter No9 http://www.earlychildhoodaustralia.org.au/nqsplp/wp-‐ content/uploads/2012/05/EYLFPLP_E-‐Newsletter_No9.pdf Online References: Early Years Learning Framework https://docs.education.gov.au/system/files/doc/other/belonging_being_and_bec oming_the_early_years_learning_framework_for_australia.pdf Guide to the NQS: http://files.acecqa.gov.au/files/National-‐Quality-‐Framework-‐ Resources-‐Kit/NQF03-‐Guide-‐to-‐NQS-‐130902.pdf WEEK 4 20 March Inquiry 2 -‐ Teaching and Learning about ‘Our Story’ – History HighUse Collection (via Reading List): Lawless, J & Cameron K. (2010) Discovering History: Lower Primary. Port Melbourne: Pearson. (p 8-‐17 Chapter 1, History: The Basics) Online: Department of Veterans Affairs – ANZAC Day Inquiry Unit SSE3260 – Semester 1, 2017 Edith Cowan University, School of Education Values integrity, respect, rational inquiry and the pursuit of personal excellence 8 WEEK 5 27 March • Investigating the conceptual content of the History Strand P-‐3 • What do we want children to know? • History & Cultural Competence http://anzacportal.dva.gov.au/sites/default/files/curriculum/Heather-‐ Lewis_Vic.pdf Online References: Kindergarten Curriculum Guidelines: http://k10outline.scsa.wa.edu.au/media/documents/outline_downloads/Wester n-‐Australian-‐Kindergarten-‐Curriculum-‐Guidelines-‐pdf.pdf WA P-‐10 Curriculum: HASS http://k10outline.scsa.wa.edu.au/home/p-‐10-‐ curriculum/curriculum-‐browser/humanities-‐and-‐social-‐sciences WEEK 6 3 April Inquiry 3 – Teaching and Learning about the World around us -‐ Geography • Investigating the conceptual content of the Geography Strand P-‐ 3 • What do we want children to know? • Introduction to the CCP (Sustainability) • Sustainability in the NQS and EYLF HighUse Collection (via Reading List): Catling, Willy & Butler – Geographical Learning in the Early Years (P119-‐134) Online: Bowley, C., & Clarke, J. More than just a vegie patch: Sustainability and sustainable practices in early childhood education -‐ the way forward [online]. Educating Young Children: Learning and Teaching in the Early Childhood Years, Vol. 20, No. 2, 2014: 22-‐25 You can access this through the Journal search in the library catalogue or try this direct URL: http://search.informit.com.au.ezproxy.ecu.edu.au/fullText;dn=58875580945 1211;res=IELHSS HighUse Collection (via Reading List): AISWA (2015) Nature Pedagogy. (p2-‐13) HighUse Collection (via Reading List): Davis, J., & Elliot, S. 'Early Childhood Environmental Education -‐ Making it Mainstream Online: Read the exemplars for Year 2 on the Geospace site: http://www.geogspace.edu.au/core-‐units/f-‐4/exemplars/year-‐2/overview-‐ y2.html and for Year 3 -‐ http://www.geogspace.edu.au/core-‐units/f-‐ 4/exemplars/year-‐3/overview-‐y3.html 10 April MIND SEMESTER BREAK WEEK 7 17 April Inquiry 3 Continued See Week 6 Inquiry 3 Continued See Week 6 Readings WEEK 8 24 April (ANZAC DAY TUESDAY 25 APRIL) Inquiry 4 -‐ Teaching and Learning about how Society Works – Civics and Citizenship • Civics and Citizenship Strand for Year 3 • Early citizenship in F-‐2 • Citizenship in the EYLF • ‘Taking Action’ – The purpose of Inquiry based teaching and the ‘So What?’ HighUse Collection (via Reading List): Browett, J., & Ashman, G. (2008). Thinking globally: Global perspectives in the early years classroom. Carlton South: Curriculum Corporation. (p p 24-‐27) Online: NQS PLP Newsletter No64 – Independence and Agency http://www.earlychildhoodaustralia.org.au/nqsplp/wp-‐ content/uploads/2013/10/NQS_PLP_E-‐Newsletter_No64.pdf Online: Every Child Magazine – Engaging Children’s Voices -‐ http://www.earlychildhoodaustralia.org.au/our-‐publications/every-‐child-‐ magazine/every-‐child-‐index/every-‐child-‐vol-‐18-‐3-‐2012/engaging-‐childrens-‐voices-‐ free-‐article/ Module 3: Teaching and Learning -‐ Investigating Early Childhood Social Science Pedagogy Week Beg Weekly Fcous Readings WEEK 9 1 May Inquiry 5 – HASS Inquiry Skills and Inquiry-‐based Pedagogies • HASS Inquiry Skills • Inquiry Processes • Inquiry Pedagogies • Models and Strategies HighUse Collection (via Reading List): Murdoch, K. (1998) Classroom connections: Strategies for integrated learning. Prahran: Eleanor Curtain Publishing (pp1-‐10) Online Reading: HASS Scope and Sequence Chart http://k10outline.scsa.wa.edu.au/__data/assets/pdf_file/0020/24833/HASS_Scop e_and_Sequence.pdf Online Reading: Geogspace – F-‐4 geographical Inquiry http://www.geogspace.edu.au/core-‐units/f-‐4/inquiry-‐and-‐skills/year-‐f-‐4/s-‐ overview.html Online reading: AC History Units – Historical Inquiry Skills http://www.achistoryunits.edu.au/teaching-‐history/historical-‐skills/teachhist-‐ skills.html WEEK 10 8 May SSE3260 – Semester 1, 2017 Edith Cowan University, School of Education Values integrity, respect, rational inquiry and the pursuit of personal excellence 9 WEEK 11 15 May Online Reading: NQS PLP Newsletter No 45. http://www.earlychildhoodaustralia.org.au/nqsplp/wp-‐ content/uploads/2012/10/NQS_PLP_E-‐Newsletter_No45.pdf Online Reading: Bushby, B. (2012) Inquiry learning is deep learning. Every Child Magazine, 18 (2) http://www.earlychildhoodaustralia.org.au/our-‐ publica=ons/every-‐child-‐magazine/every-‐child-‐index/every-‐child-‐vol-‐18-‐2-‐ 2012/inquiry-‐learning-‐deep-‐learning-‐free-‐ar=cle/ Reread from Week 2 Online: Queensland Studies Authority (2006) Negotiating Curriculum: The Project Approach. Available from http://www.qsa.qld.edu.au/downloads/early_middle/ey_lt_negotiating_curric.pd f Online: Queensland Studies Authority (2011) Understanding emergent curriculum in practice. Available from https://www.qsa.qld.edu.au/downloads/early_middle/qklg_pd_mod3_exa1_eme rg_curric.pdf WEEK 12 22 May Inquiry 6 -‐ Documentation for effective teaching and learning • Planning Processes • Planning Templates • Assessment and monitoring learning • Collecting evidence of learning in HASS for 0-‐5 • Linking Assessment & Social Science Inquiry Online: Murdoch, K. (2016) Inquiry learning – journeys through the thinking processes. Available from: http://static1.squarespace.com/static/55c7efeae4b0f5d2463be2d1/t/55ca9b31e 4b0cf5cb3c4ba2e/1439341361238/inquirylearning.pdf HighUse Collection (via Reading LIst): Curriculum Council of Western Australia. (2002). Making progress: Focusing on achievement – S&E: Investigation, communication. Osborne Park: Curriculum Council of Western Australia. Week 13 29 May 5 June STUDY WEEK 12-‐23 June EXAM FORTNIGHT BLACKBOARD WEBSITE This unit is supported by the Blackboard Web learning environment. Unit Outlines, notices, lecture outlines, additional reading material and web links are accessible on this site. Staff will constantly upgrade the information for students on this site on a weekly basis or as required. Students are able to initiate discussion threads through blackboard to make comments and ask questions about content, assignments and other unit related issues. It is expected that students enrolled in this unit will use this site as a support to the teaching and learning activities. Specific and individual questions should be emailed to tutors and/or the Unit Coordinator. SSE3260 – Semester 1, 2017 Edith Cowan University, School of Education Values integrity, respect, rational inquiry and the pursuit of personal excellence 10 ASSESSMENT The Course and Unit Delivery and Assessment Policy is available by following this direct link http://www.ecu.edu.au/GPPS/policies_db/policies_view.php?rec_id=0000000387 There are 2 assessment points for SSE3260: Assessment 1: Written Assignment 60% Assessment 2: Unit Exam 40% Assessment Type Marks % Due Submission instructions Written Assignment Program Review (2000 words) 60% Week: Week 8 Date: Monday 1st May Time: by 8.00am. Submitted through Turnitin link via Blackboard (Assessment tab). Exam Written Exam 40% Week: Exam weeks 12 – 23 June Time: TBA Details published on SIMO before the exam. ASSIGNMENT INFORMATION Assignment Title: Early Childhood HASS Program Review Due: Week 9, Monday 1st May Time: 8.00am (Please note: Late submissions are penalised at a rate of 5% per day late. Late submissions will be accepted up until 5pm Friday 5th May after which a grade or zero (0) will be recorded and the assignment will not be marked. See http://intranet.ecu.edu.au/student/my-‐studies/study-‐advice/assignments) TASK: Students are required to examine an Early Childhood HASS Teaching and Learning Program and prepare a written paper to report the findings in relation to its overall effectiveness for learning and teaching HASS in early childhood. DETAILS: Students should select one (1) of the Early Childhood HASS Teaching and Learning Programs from the three (3) listed below. These are currently available to and used by early childhood educators in WA P-‐3 and Australian F-‐3 contexts. • A unit of work written for the Department of Education (NSW). Unit Title: Personal and Family Histories. Available from https://syllabus.bostes.nsw.edu.au/assets/global/files/history_es1_sampleu1.pdf • A unit of work written for the Department of Education (NSW). Unit Title: Past and Present Family Life. Available from https://syllabus.bostes.nsw.edu.au/assets/global/files/history_s1_sampleu1.pdf • A unit of work written for the Department of Education (NSW). Unit Title: Community and Remembrance: https://syllabus.bostes.nsw.edu.au/assets/global/files/history_s2_sampleu1.pdf The report should reflect critical thinking and reflection in relation to the questions listed below. • To which year level in W.A. is the program most relevant and what HASS content descriptors and elaborations does the program explicitly or indirectly address? What General Capabilities and Cross Curriculum Priorities does the program address? To what extent does the program develop the content and support learning? SSE3260 – Semester 1, 2017 Edith Cowan University, School of Education Values integrity, respect, rational inquiry and the pursuit of personal excellence 11 • What early childhood teaching and learning theory and pedagogical principles & practice are reflected in the overall organisation and approach of the program? To what extent does the program reflect Inquiry-‐ based approaches. • To what extent does the program utilise appropriate teaching and learning strategies and contexts to support learning? • Is the program easy for an early childhood educator to implement? Is it stimulating, motivating to teach. Is it engaging and relevant to young children’s lives? To what extent does it promote active and informed citizenship • Would you implement this program? What may need to be modified to make it more effective as a student centred, differentiated curriculum? SSE32600 ASSIGNMENT Q&A What is the word count for the SSE3260 assignment? The word count is 2000 words excluding direct quotations and in-‐text/end text referencing. A strict maximum of 2200 will be accepted without penalty including in-‐text referencing, direct quotations and characters. Submissions that are over this maximum will be penalised at 1% per 100 words. An introduction and conclusion should be provided and this is included as part of the total/overall word count. To keep within the maximum word count, students should not overuse direct quotations. Rather, students should synthesise ideas from readings and use their own expression to represent the ideas and then include an in-‐ text reference to the source of the idea. How should the SSE3260 Written Assignment be presented? • Attach an ECU assignment cover sheet at the beginning of the assignment. Read the declaration statement and ensure it is signed or ‘checked’. • Format the assignment using 1.5 spacing and a simple size 12 type-‐faced font (Arial, Calibri, Helvetica or Times New Roman.) • Include a ‘Title’ page with unit code, assignment title, your name and student number, due date and your total word count clearly indicated. • Use headings and sub-‐headings to clearly indicate each section of the report. • Use the ECU approved in-‐text and end-‐text referencing format and include an end-‐text reference page. • Include page numbers and a ‘header’ to each page with your name and student number. How do I submit my SSE3260 assignment? All parts of this written assignment are to be saved as ONE DOCUMENT and submitted electronically through the ‘TURNITIN’ link BEFORE the due date and time. The TURNITIN link is accessed through the SSE3260 Blackboard (BB) site. The BB Turnitin link will be open the week before the due date if you wish to submit earlier. A receipt will be emailed to your student email and YOU MUST retain a copy of your Turnitin receipt as proof of submission. What is TURNITIN? TURNITIN is a web-‐based tool that helps prevent plagiarism by comparing your assignment to a database of published articles and papers. It will also compare your assignment to that of other students who have submitted their assignments to determine its originality. Any match to online sources must be referenced to avoid penalties. The Unit Coordinator will review any match, to the work of another student. Process and penalties may be applied in accordance with the Academic Misconduct Rules. The Misconduct Rules are available online at: http://www.ecu.edu.au/__data/assets/pdf_file/0010/378316/academic_misconduct_rules_students.pdf SSE3260 – Semester 1, 2017 Edith Cowan University, School of Education Values integrity, respect, rational inquiry and the pursuit of personal excellence 12 Students can avoid high originality matches by ensuring direct quotations are used to a minimum and correctly referenced. Students should also seek to synthesise ideas from a range of sources and rework the ideas into their own thinking and expression. What if I can’t get my assignment completed by the due date? Students can apply for an extension of the due date of an assessment. There are strict grounds for application and approval of extensions. Familiarise yourself with the details and process at http://intranet.ecu.edu.au/student/my-‐studies/study-‐assistance/assignments . How is the SSE3260 assignment assessed? The assignment is marked and graded according to the extent to which the content demonstrates the criteria. The criteria are presented in a ‘rubric’ indicating the performance standards and associated marks. The marking rubric for the written assignment can be found on Blackboard under the Assessments tab and in this Unit Plan. It is essential you familiarise yourself with the criteria, ask questions to clarify your understanding and then, prior to submitting your assignment, reconcile what you have done with what is expected in the task. Will I get feedback on my SSE3260 assignment? 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. Attendance in lectures and tutorials is essential as information relevant to this assessment task forms part of the course content. Please talk to your tutor if you have any additional questions that have NOT been addressed in these forums. IMPORTANT GENERAL ASSIGNMENT INFORMATION Important Assignment Information is available at http://intranet.ecu.edu.au/student/my-‐studies/study-‐ advice/assignments and includes details on : ! General Requirements ! Presentation of Assignments ! Academic misconduct, plagiarism, cheating ! Assignment submission dates ! Extensions to assignment submission dates ! Submission of assignments ! Assignment Cover sheets • The ECU Referencing guide covers the most common referencing questions and can help you in referencing your academic work • Feedback will be provided within 10 working days of the submission of the assignment. Contact your tutor immediately should you need any clarification on comments or marks. • It is the responsibility of each student to keep an electronic copy of their assignment and as proof of submission their Turnitin receipt. SSE3260 – Semester 1, 2017 Edith Cowan University, School of Education Values integrity, respect, rational inquiry and the pursuit of personal excellence 13 • If you are dissatisfied with an assessment outcome, you must contact your lecturer or unit coordinator to arrange an Informal Result Query. If issues cannot be resolved at this level, you may wish to consider an appeal, details available at: www.ecu.edu.au/SSC/Assessment/appeals/index.html ECU STUDENT CHARTER All students are advised to read the ECU Student Charter: http://www.ecu.edu.au/prospectus/charter/ SSE3260 – Semester 1, 2017 Edith Cowan University, School of Education Values integrity, respect, rational inquiry and the pursuit of personal excellence 14 RUBRIC Early Childhood HASS Program Report (60%) The assessment of the assignment tasks for SSE3260 will be based on the degree to which the learner can: Performance Standards/Associated % of marks allocated Unsatisfactory. Limited 30% PASS Beginning 55% CREDIT Sound 65% DISTINCTION Very good 75% HIGH DISTINCTION Outstanding 90-‐100% Identify and describe the content of the W.A. P-‐10 Curriculum: HASS, GC’s and CCPs addressed by the program. (10 marks) Too few or mostly incorrect HASS content descriptors and elaborations identified. Limited description or details provided. Low-‐level content knowledge evident. Very limited identification of other aspects of the curriculum. Satisfactory knowledge of curriculum content with need for more analysis evident. Most obvious HASS content descriptors and elaborations identified with some description. Brief description of the links to the General Capabilities and Cross Curriculum Priority/ies. Some details omitted. Sound knowledge of curriculum content evident through simple descriptions. Good description of appropriate content descriptors and elaborations for knowledge & understandings and skills. Clear description of appropriate links to one of the General Capabilities and some of Cross Curriculum Priority/ies. Very good knowledge of curriculum content evident. Succinct, clear and knowledgeable description of all relevant HASS content descriptors and elaborations. Detailed description of many of the links to the General Capabilities and Cross Curriculum Priority/ies. Excellent knowledge of curriculum content evident. Articulate and highly knowledgeable description of the HASS content descriptors and elaborations covered in the program. Comprehensive and well informed explanation and identification of the extent to which the program addresses the General Capabilities and Cross Curriculum Priority/ies. Explain the extent to which the identified curriculum content is developed by the program. (10 marks) Limited analysis. Limited explanation. Knowledge and understanding not evident Simple explanation. Sound explanation with justification. Very good explanation with thoughtful evaluative justification. Thorough explanation. Evaluative comments justified with evidence of deep knowledge and understanding. Use credible sources to analyse and explain the pedagogical principles and practices reflected in the program, in particular Inquiry-‐based approaches. (15 marks) Limited analysis evident. Incorrect principles and practices identified and described. Explanations indicated limited knowledge and understanding. Ineffective reference to sources. Simple explanation of the main pedagogical approach reflected in the program. Only major principles and practices identified. Limited detail in descriptions. Minor use of course sources to support explanations and descriptions. Sound knowledge and understanding of foundational early childhood pedagogical principles and practices. Clear descriptions with some links to examples in the program. Credible sources from course readings used to support explanations. Very good knowledge and understanding of many early childhood pedagogical principles and practices. Clear descriptions with links to specific details in the program. Credible sources from course readings and further reading used to support explanations. Excellent knowledge and understanding of early childhood pedagogical principles and practices. Articulate descriptions with links to specific details in the program. Credible sources from course readings and further reading used to support explanations. Use knowledge of effective approaches, strategies, contexts and resources to discuss the quality of the program for young children and the extent to which it promotes active and informed citizenship. (15 marks) Low-‐level knowledge and discussion. Many inaccuracies in the ideas presented. Unsubstantiated ideas. Ineffective reference to sources Simple or brief discussion of the quality of the program in relation to approaches, strategies, contexts or resources for learning and teaching in HASS. Most ideas presented were accurate with some need for further reading. Minor use of course sources within discussion. Good knowledge evident Quality of the program discussed in relation to some of the approaches, strategies, contexts and resources for HASS in early childhood. All ideas presented were correct. Credible sources from course readings within discussion. Clear discussion demonstrating very good knowledge. Quality of the program explored in terms of evidence-‐based approaches, strategies, contexts and resources for HASS in early childhood. Additional detail added depth to discussion. Credible sources from course readings and additional references used to support discussion. Highly articulate, well-‐ informed discussion of what constitutes quality in the sample early childhood HASS program. Discussion reflected deep thinking around of evidence-‐ based approaches, strategies, contexts and resources for HASS in early childhood. Credible sources from course readings and additional references used to support explanations. Suggest and justify appropriate modifications and recommendations to the layout, presentation, content and/or delivery of the HASS program to enhance its effectiveness as a student centred, differentiated curriculum. (10 marks) Suggestions not relevant to enhancing effectiveness of the program. Limited to no justification. Suggestions mainly minor or superficial. Some knowledge and understanding evident but more reading and thinking required. Several suggestions for modification to enhance the effectiveness of the program. All suggestions. Ideas justified with reference to course readings. Good knowledge demonstrated. Several thoughtful ideas presented. Ideas clearly justified with reference to course readings and additional references. Very good knowledge demonstrated. Several key adaptations and modifications presented that will have a high level impact on the effectiveness of the program. Ideas clearly justified with reference to course readings and additional references. Excellent knowledge demonstrated. ECU English Language Measure and Academic Literacy & Compliance – Feedback (no associated marks, however marks will be deducted for papers OVER allocated word count – 1%/100 words and for less than satisfactory English Language Proficiency.) EPL Sentence Structure ELP Low Proficiency Contains incorrect or inappropriate aspects of writing that obscure meaning in many places. This includes: sentence completeness, sentence length, phrase/clause order, use of conjunctions, word order and punctuation. ELP Developing Proficiency Contains incorrect or inappropriate aspects of writing that obscure meaning in some places. This includes: sentence completeness, sentence length, phrase/clause order, use of conjunctions, word order and punctuation. ELP Moderate Proficiency Aspects of writing are mostly accurate. Mistakes rarely affect clarity of meaning. Minor editing needed to clarify the meaning, along with careful proofreading to correct technical errors. ELP High Proficiency Contains aspects of writing that are appropriate and allows clarity of meaning. This includes: sentence completeness, sentence length, phrase/clause order, use of conjunctions, word order and punctuation. ELP Word use Contains incorrect or inappropriate aspects of writing that obscure meaning in many places. This includes: word choice, word form, omissions/redundancy, verb tense/agreement, spelling and apostrophes. Contains incorrect or inappropriate aspects of writing that obscure meaning in some places. This includes: word choice, word form, omissions/redundancy, verb tense/agreement, spelling and apostrophes. Contains aspects of writing that are mostly accurate. Mistakes rarely affect meaning. This includes: sentence completeness, sentence length, phrase/clause order, use of conjunctions, word order and punctuation. Contains aspects of writing that are appropriate and allows clarity of meaning. This includes: word choice, word form, omissions/redundancy, verb tense/agreement, spelling and apostrophes. Academic Literacy Significant editing needed to clarify the meaning, along with extensive proofreading to correct technical errors. Some editing needed to clarify the meaning, along with extensive proofreading to correct technical errors. Minor editing needed to clarify the meaning, along with careful proofreading to correct technical errors. Meaning is clear and needs only a light proofread to correct technical errors. Academic Compliance (APA) Limited or non-‐compliance to academic writing conventions. Deductions for OVER WORD COUNT are calculated at 1%/100 words Mostly complies with academic writing conventions. Complies with academic writing conventions with only minor errors. Complies with academic writing conventions. LATE PENALTY (5%/day – MAX 5 days) Assignments will not be graded if more than 5 working days late: i.e. if submitted after C.O.B on the 5th day. 1 day -‐2.5 marks 1 day -‐2.5 marks 1 day -‐2.5 marks 1 day -‐2.5 marks 1 day -‐2.5 marks Deduction = SSE3260 – Semester 1, 2017 Edith Cowan University, School of Education Values integrity, respect, rational inquiry and the pursuit of personal excellence 15 EXAM The Exam for SSE3260 is worth 40% of the total unit mark. Exam period commencing 12 – 23 June, 2017. The exam will provide you with the opportunity to demonstrate your knowledge of the practical and theoretical components of the unit and will draw on your understandings, thinking and reflections on the content covered in your readings, lectures, tutorials and online material. The exam will be a 3 hour exam. Details will be provided towards the end of semester. There will be support workshops to assist you in preparing. SSE3260 – Semester 1, 2017 Edith Cowan University, School of Education Values integrity, respect, rational inquiry and the pursuit of personal excellence 16 APPENDIX A: THE AUSTRALIAN PROFESSIONAL TEACHER STANDARDS (The Graduate Standards related to the outcomes and content of SSE3260.) STANDARD Focus KNOWLEDGE 1. Know students and how they learn 1.1 Physical, social and intellectual development and characteristics of students 1.2 Understand how students learn 1.3 Students with diverse linguistic, cultural and religious and socio-‐economic backgrounds 1.4 Strategies for teaching Aboriginal and TS Islander students 1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities 1.6 Strategies to support full participation of students with disability 2. Know the content and how to teach it 2.1 Content and teaching strategies of the teaching area 2.2 Content selection and organisation 2.3 Curriculum, assessment and reporting 2.4 Understand and respect Aboriginal and TS Islander people to promote reconciliation between Indigenous and non-‐Indigenous Australians 2.5 Literacy and numeracy strategies 2.6 Information and Communication Technology (ICT) PRACTICE 3. Plan for and implement effective teaching and learning 3.1. Establish challenging learning goals 3.2. Plan, structure and sequence learning programs 3.3. Use teaching strategies 3.4. Select and use resources 3.5. Use effective classroom communication 3.6. Evaluate and improve teaching programs 3.7. Engage parents/carers in the educative process 4. Create and maintain supportive and safe learning environments 4.1. Support student participation 4.2. Manage classroom activities 4.3. Manage challenging behaviour 4.4 Maintain students safety 4.5. Use ICT safely, responsibly and ethically 5. Assess, provide feedback and report on student learning 5.1. Assess student learning 5.2. Provide feedback to students on their learning 5.3. Make consistent and comparable judgements 5.4. Interpret student data 5.5. Report on student achievement ENGAGEMENT 6. Engage in professional learning 6.1 Identify and plan professional learning needs 6.2 Engage in professional learning and improve practice 6.3 Engage with colleagues and improve practice 6.4 Apply professional learning and improve student learning 7. Engage professionally with colleagues, parents/carers and the community 7.1 Meet professional ethics and responsibilities 7.2 Comply with legislative, administrative and organisational requirements 7.3 Engage with the parents/carers 7.4 Engage with professional teaching networks and broader communities SSE3260 – Semester 1, 2017 Edith Cowan University, School of Education Values integrity, respect, rational inquiry and the pursuit of personal excellence 17 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 the copyright.