Institute of Early Childhood ECH230: Human Society, Understa
Institute of Early Childhood ECH230: Human Society, Understanding代写
Institute of Early Childhood
ECH230: Human Society, Understanding
Semester 2, 2016
About this Unit
A very warm welcome to ECH 230 Human Society: Understanding Diversity!
This unit outline provides an overview of what to expect from this unit, as well as some
of the approaches that we will be taking in introducing you to the art of teaching topics
related to the understanding of history and society.
This unit is designed to raise awareness of issues around history, society and
human diversity. It is anticipated that through unpacking past and present
understandings of history, social justice and citizenship, this unit will provide you with
a critical awareness and appreciation of concepts such as shared heritage, environmental
sustainability and civic participation in personal, local and global contexts. By
encouraging you to explore the world and your place in it as teachers of young children,
our primary goal in this unit is to encourage you to think critically about the theory,
practice and pedagogy of being a teacher and a learner. Part of this process is to
consider and challenge your own perspectives. Within the group of students enrolled in
this unit, there is likely to be a range of varying ideas about how best and what to teach
young children. We welcome and acknowledge this range and are hoping that this unit
will give you an opportunity to think deeply about your own goals and philosophies as a
The unit also encourages students to engage with alternative pedagogical
approaches to the study of history, with a view to promoting the use of integrated,
inquiry-based methods in planning and implementing units of study. In this unit, you
will explore theoretical and philosophical underpinnings for the Board of Studies
History K-10 Syllabus.
Please allow yourself time to read through the whole unit outline to gain an overview of
the unit and what is expected of you before you begin any assignment work. It is also advised
that should you have a question, you first read over the unit outline before posting questions
online or to teaching staff. If you do have any other questions about the unit outline or content,
please contact your tutor or the unit coordinator.
Important Notice About Syllabus Documents
Some important curriculum changes are currently underway, which affect this
unit but are also important for you as teachers to keep in mind, these include:
1. The HSIE K–6 Syllabus (1998) will be replaced by the History K–10 and Geography
K–10 syllabuses as they are implemented in K–6 schools.
2. In 2016, all K–6 schools will continue to teach the Cultures, Environments and Social
Systems and Structures strands in the current HSIE K–6 Syllabus and teach the new
History syllabus in place of the Change and Continuity strand.
3. When K–6 schools begin teaching the new Geography syllabus in 2017, it will be in
place of the Cultures, Environments and Social Systems and Structures strands in
the current HSIE K–6 Syllabus.
As such, an underlying requirement of this unit is that you become familiar with
the NSW Board of Studies History K-10 Syllabus. Whilst, you will be asked to read
through certain passages of the History syllabus as part of your weekly readings, you
are strongly encouraged to download a full copy of the Syllabus, as soon as possible,
from the NSW Board of Studies website: http://syllabus.bos.nsw.edu.au/hsie/historyk10/
and to begin to familiarise yourself with this. You will be asked to refer back to
this syllabus throughout your tutorials and on campus sessions. Your assessment tasks
will also require you to make links back to this syllabus document.
As concepts of history, culture and society are relevant to areas of investigation
and inquiry across early childhood, we will also be unpacking links to the Early Years
Learning Framework (EYLF) (DEEWR, 2009), which is the national curriculum for
children in early childhood settings (birth to five years). This can be accessed at:
We sincerely hope you enjoy your studies throughout this unit and that you feel
comfortable at all times to share both personal and professional views about the topics
presented and discussed. As you will be asked to reflect on some challenging ideas,
your active participation will enhance the learning and teaching experience not only for
fellow students, but also for the staff teaching on the unit!
Teaching staff & methods of delivery
Unit coordinator Catherine Jones
Teaching staff Catherine Jones
Lectures All lectures are online and available on ECHO360 via iLearn.
Tutorials 1 x 2 hour weekly tutorials for internal students, on Tuesday.
Timetable / location details for these tutorials can be found on
the university website at: http://www.timetables.mq.edu.au/
2 compulsory full day on campus sessions on the 22nd & 23rd
of September from 9am to 5pm. Timetable / location details
for these on campus sessions can be found on the University
website at: http://www.timetables.mq.edu.au/
iLearn Unit content and discussion forums will be available through the
iLearn website: https://ilearn.mq.edu.au/login/MQ/.
As a 3-credit point unit, ECH230 will involve 13 weeks of work over Semester
2. The expectation on 3 credit point units is that students will plan to spend 9 hours per
week on their studies to meet the requirements of the unit. Time management is an
essential component of being a teacher and learner, and you are encouraged to plan and
organise your time from the beginning of the semester. Although the amount of time
spent each week on your studies in this unit will vary according to assignment deadlines
etc., it is expected that you will divide this time (of 9 hours per week) roughly as
1. 3 hours x face-to-face (1 hour lecture / 2 hour tutorial). In order to be eligible for
a passing grade, Internal Students must participate in at least 80% of all tutorials
– punctuality is expected. Consistent lateness or absence will jeopardise a
2. 3 hours x reading / taking notes (see pp. 10-20 for full reading list for semester).
3. 2 hours x research on-line for teaching resources / topics of interest and
preparation for assignments
4. 1 hour x weekly reflection
1. 3 hours x face-to-face equivalent (1 hour lecture / 2 day on-campus session mid
2. 3 hours x reading / taking notes (see pp. 10-17 for full reading list for semester).
3. 2 hours x research on-line for teaching resources / topics of interest and
preparation for assignments
4. 1 hour x weekly reflection
5. External Students: Participate in all on-campus sessions – punctuality is
At 200 level, you are expected to be responsible for your own learning. It is
essential that you read the set readings and attend the lecture before each tutorial or on
campus session; as this will enable you to participate actively in all class discussions
and to enhance and extend your thinking and learning.
External Students: On Campus Days
There are two on campus sessions for external students enrolled in this unit,
these are on the 22nd and 23rd of September, 2016 and are compulsory for ALL external
students. If you foresee problems in attending these sessions, please let the unit
coordinator know as soon as possible. Non-attendance can lead to exclusion from the
unit, so it is essential that you discuss difficulties or concerns with the unit coordinator
at the beginning of the semester.
You are required to sign-on for each day at the Centre for Open Education in
X5B from 8.30am (the on campus days start at 9am). Your tutor will also take
attendance at the start of the session on each day. Failure to register unless the
coordinator is otherwise advised will imply non–completion of the session. Because
of the important nature of the sessions it is essential that students be in the relevant
lecture or seminar room on time. Lecturers have expressed concern at the disruption
caused by the late arrival of students. Students will be advised via iLearn
announcements of the rooms they will be assigned to before the on campus days.
All lectures will be digitally recorded live and available through the ECHO360
facility for you to listen to weekly. Lecture slides will also be posted on the unit website.
In case you have difficulty with this ECHO360 connection, you may request that
specific copies of the recorded lectures be sent to you. If you have any difficulties
receiving materials, please contact the Centre for Open Education, as the lecturers do
not have any responsibility for the dispatch of these materials.
Expectations: Unit Website
The website for this unit is available via: https://ilearn.mq.edu.au/login/MQ.
You can access the website using your Macquarie University login details. In order to
engage fully with the unit, you are encouraged to participate actively in on-line
discussions. These discussions should provide you with opportunities to share insights
based on your experience and readings on the unit, and to clarify points of interest and /
or uncertainty. It is expected that as adult learners, you will engage, assist and unpack
ideas together throughout the semester. Please keep in mind the following expectations
regarding your use of the unit website:
1. It is important that you remain courteous to fellow teachers and learners. As this
is a tertiary level unit for prospective teachers, please do not write
ungrammatically and do not use this facility to “let off steam”. The website
is a shared communication tool and it is disrespectful to fellow students and staff
to use it to vent. Please ensure that all messages are polite, focussed and contain
the information needed for the audience to make a considered response.
2. It is important that you check the website regularly (at least twice a week) to
keep up to date with unit content, announcements, changes and information.
3. Links to stimuli for weekly reflections will be accessible online, you need to
ensure you access these in order to complete your reflections (see pp. 18-21).
4. You will also need to access the website to submit your assignments. Please read
over assignment information, submission criteria, academic honesty guidelines
and extension request guidelines carefully before submitting your assignments
5. Your fellow students may not wish to read through questions which have
already been answered, please check the unit outline and prior posts on the unit
website to check that your question has not already been answered.
6. Any inappropriate or off the topic messages may be removed and offending
students may face disciplinary action.
7. The purpose of the online discussion facility is to allow you to share your ideas
and responses to the issues covered in the unit, as you might do in a face-to-face
tutorial discussion; it is not for your personal correspondence with other
members of the unit. Please use the private mail facility for those conversations.
It is expected that throughout this unit, you will achieve the following learning
outcomes. These outcomes are related to the Australian professional standards for
graduate teachers, the Macquarie University graduate capabilities, and the ACECQA
curriculum specifications. For this unit, the outcomes require that students will:
1. Develop an awareness of issues around human diversity (across history and
society), and the professional and pedagogical implications of concepts such as
social justice, environmental sustainability, civic participation, informed
citizenship, shared heritage and multiple perspectives in personal, local and
2. Analyse their own perspectives towards diversity and recognise the importance
of their role (as learners and teachers) in building children’s knowledge about
history and diverse communities.
3. Understand their responsibility to practice inclusive and socially just pedagogies
in teaching within diverse contexts, including in relation to children’s culture,
religion, ability, linguistic diversity, socio-economic circumstances and any
other form of difference and/or diversity.
4. Become familiar with the NSW Board of Studies History Syllabus and gain
insight into the theoretical and philosophical viewpoints that have shaped the
5. Analyse and evaluate issues facing children and families who are considered to
be socially isolated and at risk for poor educational outcomes with specific focus
on children from Indigenous and children from NESBs1, and children who
6. Engage with alternative pedagogical approaches to the study of diversity, human
society, the environment and history, with a view to promote the use of
integrated, inquiry based methods in planning and implementing units of study.
1 NESB refers to Non English Speaking Backgrounds.
The required and recommended readings for this semester will be available
entirely online via the e-reserve section in the library’s website. You can access these
readings from the library website: www.lib.mq.edu.au. The required and recommended
readings for this semester are noted below. Read over the unit overview to see which
segments of the readings are to be completed each week (page numbers or chapter
numbers are provided), the unit overview also provide information about the match up
of readings with lectures and reflections across the semester (pp. 19-20).
The required and recommended texts for each week are outlined below. You
will also be referred to passages of the syllabus documents (the History syllabus and the
EYLF) throughout the semester. You will also need these for assignments and
reflections, tutorials and on campus sessions. Please ensure you have access to these.
These are accessible online:
Board of Studies NSW. (2012). History K-10 syllabus. Sydney: Board of Studies NSW.
Retrieved from http://syllabus.bos.nsw.edu.au/hsie/history-k10/.
Early Years Learning Framework
Department of Education Employment & Workplace Relations (DEEWR). (2009).
Belonging, being & becoming: The early years learning framework for
Australia. Barton, ACT: Commonwealth of Australia. Retrieved from
Week 1: Introduction to Unit: History and Human Society
Levstik, L. S., & Barton, K. C. (2011). CHAPTER 1: Past, present, and future: The
sociocultural context for studying history. Doing history (4th ed., pp. 1-10).
Abingdon, Oxon: Routledge.
Robinson, K. (2011). CHAPTER 2: Facing the revolution. Out of our minds:
Learning to be creative (2nd ed., pp. 19-47). Oxford: Capstone Publishing.
Week 2: Social Justice & Democracy
Pelo, A. (2008). Introduction: Embracing social justice in early childhood education. In
A. Pelo (Ed.), Rethinking early childhood education (pp. ix-xvi). Milwaukee:
Rethinking Schools, Ltd.
Mac Naughton, G. (2005). Introduction: Beyond quality, towards activism. Doing
Foucault in early childhood studies (pp. 1-18). London: Routledge.
Freire, P. (2005). THIRD LETTER: I came into the teacher training program
because I had no other options. Teachers as cultural workers: Letters to those
who dare teach (pp. 61-70). Colorado: Westview Press.
Moss, P. (2011). Democracy as first practice in early childhood education and care.
In R. E. Tremblay, M. Boivin & R. Peters (Eds.), Encyclopedia on early
childhood development [online] (pp. 1-7). Montreal, Quebec: Centre for
excellence for early childhood development and strategic knowledge cluster
on early childhood development. Retrieved from: http://www.childencyclopedia.
Week 3: Socio-historical Analysis
Mac Naughton, G. (2005). CHAPTER 5: Seeking the ‘Otherwise’: Re-meeting
relations of ‘race’ in early childhood classroom histories. Doing Foucault in
early childhood studies (pp. 146-187). London: Routledge.
Cannella, G. S. (2002). CHAPTER VIII: Reconceptualising early education as the
struggle for social justice. In J. L. Kincheloe (Ed.), Deconstructing early
childhood education (pp. 157-173). New York: Peter Lang Publishing, Inc.
Cannella, G. S. (2002). CHAPTER II: Genealogy of childhood. In J. L. Kincheloe
(Ed.), Deconstructing early childhood education (pp. 19-44). New York: Peter
Lang Publishing, Inc.
Wong, S. (2007). Looking back and moving forward: Historicising the social
construction of early childhood education and care as national work.
Contemporary Issues in Early Childhood, 8(2), 144-156. doi:
Week 4: Young Children & History
von Heyking, A. (2004). Historical thinking in the elementary years: A review of
current research. Social Studies Research and Teaching in Elementary Schools,
39(1). Retrieved from:
Barton, K. C., & Levstik, L. S. (1996). "Back when God was around and everything":
Elementary children's understanding of historical time. American Educational
Research Journal, 33(2), 419-454. doi: 10.2307/1163291
Van Sledright, B., & Brophy, J. (1992). Storytelling, imagination, and fanciful
elaboration in children’s historical reconstructions. American Educational
Research Journal, 29(4), 837-859. doi: 10.3102/00028312029004837
Week 5: Pedagogical Approaches to History, Diversity & Society
Walters, S. (2008). Fairness first: Learning from Martin Luther King Jr. and Ruby
Bridges. In A. Pelo (Ed.), Rethinking early childhood education (pp.151-154).
Milwaukee: Rethinking Schools, Ltd.
Quintero, E. (2007). CHAPTER 10: Critical pedagogy and young children’s worlds.
In P. McClaren & J. L. Kincheloe (Eds.), Critical pedagogy: Where are we
now? (Vol. 299, pp. 201-207). New York: Peter Lang Publishing, Inc.
Long, S., Volk, D., López-Robertson, J., & Haney, M. J. (2014). 'Diversity as a verb'
in preservice teacher education: Creating spaces to challenge the profiling of
young children. Contemporary Issues in Early Childhood, 15(2), 152-164. doi:
McLachlan, J. (2006). No it’s not ok: Drawing a line in the sand. In A. Fleet, C.
Patterson, & J. Robertson, (Eds.). Insights: Behind early childhood pedagogical
documentation. Sydney: Pademelon Press.
Week 6: Intercultural Understandings
Sarra, C. (2007). Young and black and deadly: Strategies for improving outcomes for
Indigenous students. In M Keeffe & S. Carrington (Eds.), School and diversity
(2nd ed., pp. 74-89). Sydney: Pearson Australia.
Mundine, K. (2010). Flower girl. In M. Giugni & K. Mundine (Eds.), Talkin' up and
speakin' out: Aboriginal and multicultural voices in early childhood (pp. 11-22).
Sydney: Pademelon Press.
Mac Naughton, G. & Davis, K. (2001). Beyond ‘othering’: Rethinking approaches
to teaching young Anglo-Australian children about Indigenous Australians.
Contemporary Issues in Early Childhood, 2(1), 83-93. Retrieved from:
Simon, R. I. (1994). CHAPTER 7: Forms of insurgency in the production of popular
memories: The Columbus quincentenary and the pedagogy of countercommemoration.
In H. A. Giroux & P. McClaren (Eds.), Between borders:
Pedagogy and the politics of cultural studies (pp. 127-142). London: Routledge.
Week 7: Integrated Units of work: The Reggio & Project approaches
Harris Helm, J., & Katz, L. (2011). CHAPTER 1: Projects and young children Young
investigators: The project approach in the early years (pp. 1-10). New York:
Hewett, V. (2001). Examining the Reggio Emilia approach to early childhood
curriculum. Early Childhood Education Journal, 29(2), 95-100. doi:
Berdoussis, N. (2008). Stretching starfish: Children’s theories. In C. A. Wein (Ed.),
Emergent curriculum in the primary classroom: Interpreting the Reggio Emilia
approach in schools. (pp. 96-110). New York: Teachers College Press; in
conjunction with Washington, DC: NAEYC
Blank, J., Damjanovic, V., Peixoto da Silva, A. P., & Weber, S. (2014). Authenticity
and "standing out": Situating the project approach in contemporary early
schooling Early Childhood Education Journal, 42(1), 19-27. doi:
Merz, A. H., & Glover, M. (2006). Are we there yet?: One public school's journey
in appropriating the Reggio Emilia approach. Scholarlypartnershipsedu, 1(1),
28-46. doi: http://opus.ipfw.edu/spe/vol1/iss1/5
Week 8: High Stakes Testing: Assessment of Young Children’s Learning
Rudolph, S. (2012). ‘You have more of a heart and you put it into it.’ Exploring
perspectives of NAPLAN with grade three children. The challenge: re search
for a new culture of childhood, Reggio Emilia-Australia Information Exchange,
16 (2), 8-12.
Janesick, V. J. (2007). CHAPTER 13: Reflections on the violence of high-stakes
testing and the soothing nature of critical pedagogy. In P. McClaren & J. L.
Kincheloe (Eds.), Critical pedagogy: Where are we now? (Vol. 299, pp. 239-
248) New York: Peter Lang Publishing, Inc. Retrieved from:
Bradbury, A. (2011). Rethinking assessment and inequality: The production of
disparities in attainment in early years education. Journal of Education Policy,
26(5), 655-676. doi: 10.1080/02680939.2011.569572
Wrigley, T., Lingard, B., & Thomson, P. (2012). Pedagogies of transformation:
Keeping hope alive in troubled times. Critical Studies in Education, 53(1), 95-
108. doi: 10.1080/17508487.2011.637570
Lingard, B. (2010). Policy borrowing, policy learning: Testing times in Australian
schooling. Critical Studies in Education, 51(2), 129-147. doi:
Week 9: Global Context
Connolly, P., & Hayden, J. (2007). Introduction: From conflict to peace building. In P.
Connolly, J. Hayden & D. Levin (Eds.), From conflict to peace building: The
power of early childhood initiatives - Lessons from around the world (pp. 5-10).
Redmond, WA: World Forum Foundation
Connolly, P., & Hayden, J. (2007). CHAPTER 1: From conflict to peace building.
In P. Connolly, J. Hayden & D. Levin (Eds.), From conflict to peace building:
The power of early childhood initiatives - Lessons from around the world (pp.
11-18). Redmond, WA: World Forum Foundation
Penn, H. (2005). CHAPTER 1: Global inequalities. Unequal childhoods: Young
children’s lives in poor countries (pp. 1-18). London: Routledge.
Penn, H. (2005). CHAPTER 3: Understanding early childhood. Unequal childhoods:
Young children’s lives in poor countries (pp. 45-65). London: Routledge.
Week 10: Place-based Understanding
Fleet, A., & Britt, C. (2011). CHAPTER 10: Seeing spaces, inhabiting places:
Hearing school beginners. In D. Harcourt, B. Perry & T. Waller (Eds.),
Researching young children's perspectives: Debating the ethics and dilemmas
of educational research with children (pp. 143-162). Oxon: Routledge.
Comber, B. (2013). Schools as meeting places: Critical and inclusive literacies in
changing local environments. Language Arts, 90(5), 361-371. Retrieved from:
Ritchie, J. (2012). Early childhood education as a site of ecocentric counter-colonial
endeavour in Aotearoa New Zealand. Contemporary Issues in Early Childhood,
13(2), 86-98. doi: 10.2304/ciec/2012.13.2.86
Week 11: Families and the Community
Hadley, F. (2012). Early childhood staff and families' perceptions: Diverse views about
important experiences for children aged 3-5 years in early childhood settings.
Contemporary Issues in Early Childhood, 13(1), 38-49. doi:
DeWesse-Parkinson, C. (2008). Talking the talk: Integrating Indigenous languages
into a head start classroom. In A. Pelo (Ed.), Rethinking early childhood
education (pp. 175-176). Milwaukee: Rethinking Schools, Ltd.
Hedges, H., & Lee, D. (2010). 'I understood the complexity within diversity':
Preparation for partnership with families in early childhood settings. Asia-
Pacific Journal of Teacher Education, 38(4), 257-272. doi:
Fox, K. R. (2010). Children making a difference: Developing awareness of poverty
through service learning. The Social Studies, 101(1), 1-9. doi:
James, A. (2011). To be (come) or not to be (come): Understanding children’s
citizenship. The ANNALS of the American Academy of Political and Social
Science, 633(1), 167-179. doi: 10.1177/0002716210383642
Week 12: Environmental Sustainability
Pramling Samuelsson, I. (2011). Why we should begin early with ESD: The role of
early childhood education. International journal of early childhood, 43(2), 103-
118. doi: 10.1007/s13158-011-0034-x
Kennelly, J., Taylor, N., & Serow, P. (2012). Early career primary teachers and
education for sustainability. International Research in Geographical &
Environmental Education, 21(2), 139-153. doi: 10.1080/10382046.2012.672680
Kriewaldt, J., & Taylor, T. (2012). CHAPTER 19: Geography and history's role in
education for sustainability. In T. Taylor, C. Fahey, J. Kriewaldt & D. Boon
(Eds.), Place and time: Explorations in teaching goegraphy and history (pp.
341-354). Sydney: Pearson Australia.
McNichol, H., Davis, J. M., & O’Brein, K. R. (2011). An ecological footprint for an
early learning centre: Identifying opportunities for early childhood sustainability
education through interdisciplinary research. Environmental education research,
17(5), 689-704. doi: 10.1080/13504622.2011.572161
Week 13: Children as Citizens making History
Larkins, C. (2014). Enacting children’s citizenship: Developing understandings of
how children enact themselves as citizens through actions and acts of
citizenship. Childhood, 21(1), 7-21. doi: 10.1177/0907568213481815
Kjørholt, A. T. (2002). Small is powerful. Childhood, 9(1), 63-82. doi:
Makman, L. H. (2002). Child crusaders: The literature of global childhood. The Lion
and the unicorn (Brooklyn), 26(3), 287-304. doi: 10.1353/uni.2002.0033
Overview of the Unit
Lecture Readings Reflection
Week 1 2 Aug
to the unit:
2. EYLF (p. 7;
3. Levstik &
No reflection Prof. Jacqueline
Week 2 9 Aug 16 Social justice
1. Pelo (2008,
(2006) & RSA
Week 3 16 Aug 16 Sociohistorical
Week 4 23 Aug 16 Young
No reflection Rosemary Dunn
Week 5 30 Aug 16 Pedagogical
23, 27, pp.
2. EYLF (pp.
Week 6 6 Sept 16 Intercultural
Week 7 13 Sept 16 Pedagogical
2. EYLF (pp.
Mid-Semester Break 19th-30th September 2016
Week 8 4th Oct
Excursion Report (40%) 1000 words 9.10.2016
This assignment is to
be submitted through Turnitin on
iLearn by 10pm.
*NB Please ensure that you
plan to complete your
excursion well in advance to
enable you to submit your
report on time.
Planned Unit of Study (30%
Part A: (10%) Overview
Part B: (20%) PYP
Part A: 500
Part B: No
more than 3
This assignment is to be
submitted through Turnitin on
iLearn by 10pm.
Reflections (10%) 250-500
words a week
Weekly submission by 10pm
Assignment 1 (20%)
Word Limit: 1000 words
Due Date: 28.8.2016
Using the theoretical knowledge gained from the first weeks of lectures and
readings, for this assignment, you need to critically analyse one custom, superstition, or
‘taken-for-granted’ socio-historically emerging phenomenon (an example will be
provided in the lecture). You need to choose one and consider how these phenomena
have emerged through history, how they have been socially constructed and influenced
by political, ethical, social and contextual factors. Please think carefully about the
phenomena you choose – for the purpose of this assignment, it would be wise to choose
a phenomena that has links to education or young children.
You will be provided with a set of questions that you need to answer using the
readings and lectures as well as researching on your own about the phenomena you
have chosen. Be sure to choose a phenomenon that critically answers these questions!
Some examples that you might like to choose from include:
Box 1: Assignment 1 – sample customs, superstitions, or taken-for-granted
1. The idea that “children should be seen and not heard”
2. The idea that “girls wear pink and boys wear blue”
3. The idea that “intelligence is about your IQ”
4. The idea that “English and maths are more important than other subjects like dance,
drama, or history”
Please Note: Please disregard information in lecture 3, week 3 about the assignment.
To address the criteria for the assignment, you need to address the following
criteria/questions for your chosen phenomenon. These are:
1. Explain the selected phenomena and critically unpack why it has come to be
accepted or “true” (what purpose did this belief serve [historically and now], to
whom, and why? Give a brief historical overview)
2. Where did this phenomenon come from? How did it come about? Why? What
changes took place to make this phenomenon emerge and what was the
significance of these changes? (i.e. address social context, historical, political,
economic and cultural factors and significant events and catalysts)
3. How does this phenomenon affect ‘ways of thinking, being and doing’ in
contemporary society? (Think of subtle, institutional and engrained ways of
4. What social justice and equity issues might these phenomena have caused
throughout history? (Whom this has privileged? Who has been silenced?)
5. Consider two questions you could ask others in thinking critically about this
phenomenon (you could also link this to thinking about social justice and equity
issues identified in previous question, or implications to support children being
active and well-informed citizens?) and make links to the History K-10 syllabus
– use the continuum of skills, these links do not have to be in early childhood
(e.g. ES1), they can be across the curriculum, you just need to ensure that you
Assignment 1 Marking Criteria
1. Thoughtful engagement with unit ideas and content (lecture and readings)
2. Demonstrated understanding of socio-historical construction of phenomena
3. Demonstrated understanding of the social, historical, political, economic or cultural
factors that have influenced certain understandings of children or education today.
4. Demonstrated understandings of social justice and equity issues arising from the
5. Thoughtful links to history syllabus
6. Appropriate assignment layout and APA referencing
Assignment 2 (40%)
Word Limit: 1000 words
Due Date: 9.10.2016
Assignment 2 requires you to plan, go out and report on a self-organised
excursion and outline a series of integrated experiences that support student learning in
History through an integration diagram (with links to other key learning areas such as
Arts, English, Maths, PDHPE, Science and Technology). The purpose of the excursion
is to unpack the critical significance of a local site and it’s socio-cultural history
(consider the importance of encouraging children to explore the world and their place in
it). Assignment 2 asks you to outline integrated learning experiences and crosscurricular
links, planning for diversity in the classroom through considering multiple
ways of thinking, being, learning, teaching and doing with children. The assignment
asks you to briefly address legislative requirements and policies relating to excursions
(e.g. accessibility of excursion site for young children who experience disability and/or
respecting Indigenous culture and knowledge in relation to local sites).
Our expectation is that you will make informed decisions about your choice of
excursion, based on consideration of the following objectives of this assignment:
learning about and highlighting cultural, historical, social and physical diversity in your
local context; thinking about how excursions can be used as a starting point for learning
concepts related to history (e.g. shared heritage), citizenship society and diversity;
consideration of factors related to safety.
The main component of this is for you to investigate an excursion that children
can go on and to make strong, justified links back to the History K-10 syllabus. You are
asked to consider how history can be taught critically and through hands on research
with children (e.g. by considering strategies for developing your own and children’s i)
empathetic understandings, ii) sense of belonging, iii) shared heritage).
Note: as this a report, the use of subheadings is recommended.
You are required to plan your excursion well in advance of the report due date,
so that you will have plenty of time to think about and prepare your report. Your choice
of excursion should give you background information / insights and / or resources that
will enable you to begin planning a unit of study that is linked to one or more of the
strands outlined in the History syllabus.
Your report should include the following:
1. A description of the excursion site – you may choose to include jottings, sketches,
photographs and notes from your visit (in text or in an appendix)
2. A justification and rationale for your choice of excursion – why did you choose this
venue? What is its historical significance?
3. Consider what key socio-historical ideas you can unpack with children and what key
questions you could ask them (remember to draw on readings and syllabus here,
think about how you can engage children in thinking critically about key ideas)
4. Consider ideas on how you might use the excursion to plan a series of learning
experiences for young children using an integration diagram to show crosscurricular
links for these experiences (across KLA)(see appendix for examples of
Assignment 2 Marking Criteria
1. Thoughtful description of the excursion site
2. Thoughtful justification and rationale for the choice of excursion
3. Demonstrated understanding of key socio-historical ideas to be unpacked with
4. Demonstrated understanding of ways to engage in ‘hands-on’ history with young
5. Strong links to the history syllabus
6. Demonstrated understandings of the practicalities associated with taking children on
7. Thoughtful planning of learning experiences across the curriculum for young
children through the use of an integration diagram.
8. Appropriate assignment layout and APA referencing
Assignment 3 (30%)
Word Limit: 1500 words
Due Date: 6.11.2016
The final assignment is to be completed in two parts. It requires you to design a
‘unit of work’ – which also focuses on completing planning, programming and diverse
(summative and formative) assessments with young children. The purpose of this
assignment is to get you to consider how past and present impact on shared heritage and
informed citizenship by developing a project that involves children, families and the
community. For this assignment, you need to focus on making cross-curricular links, as
well as consider strategies for involving families and community members.
Our expectation is that you will be able to construct a unit of study that clearly
identifies a list of possible holistic learning outcomes related directly to engaging,
inquiry based learning experiences that make use of a range of resources and cater for
diverse abilities and interests. Your assignment should include the following:
Part A: Overview (10 marks)
1. A brief description of your intended project (which age group of children you will
be teaching, how long you intend the project to run, etc.).
2. A justification of your history project, which critically considers how children,
families and the community will be involved.
3. A clear focus on how past and present impact on concepts in the syllabus such as
shared heritage and informed citizenship.
Part B: The PYP2 (20 marks)
2 A blank PYP template will be provided to all students to assist in completion of this
4. A completed unit of work (spanning 6-8 weeks) using the PYP format that includes
holistic, sequential, comprehensive learning experiences that link strongly to the
History syllabus and other KLAs.
5. A consideration of formative and summative assessment strategies that will be used
to authentically evaluate children’s learning.
6. An identification of thoughtful (sustainable not tokenistic) strategies for involving
families and communities into your project.
Assignment 3 Marking Criteria
1. Thoughtful engagement with readings and lecture content
2. Demonstrated understandings of unit of work, with thoughtful cross-curricular
links and links to syllabus content
3. Thoughtful justification of unit of work that considers holistic, sequential and
engaging experiences to use with children
4. Thoughtful and inclusive approaches to formative and summative assessment –
that consider children’s diverse learning strengths and abilities.
5. Thoughtful and inclusive strategies for engaging families and the community
6. A clear and well-justified focus on how past and present impact on shared
heritage and informed citizenship.
7. Appropriate APA referencing
Assignment 4 – Reflections (10%)
As part of the requirements for this unit, you will be asked to complete one brief
reflection (300-500 words) per week3. There will be a forum online for you to post your
weekly reflections. Weekly reflections are due each week on Sunday by 10pm. There
are 10 reflections you need to complete overall. Reflections can range from 250-500
words. Each reflection is worth 1%.
The main purpose of the reflections is to get you to go “inward” (into yourself as
a teacher and learner), and to challenge your ideas and thoughts, philosophies and
teaching approaches by thinking about and writing or presenting ideas in different ways.
These reflections will take on many forms, you may be asked to write letters, take
photographs and give a brief explanation, complete a short story, poem or a “normal”
reflection. Each week you will be provided with ‘stimuli’, which are intended to
provoke your thinking, these stimuli will be accompanied with questions, which you
will be required to reflect on throughout the semester (see pp. 29-31).
It is important that you consider readings and lecture content within your
reflections, as this will provide you with an opportunity to engage critically and
analytically with questions and stimuli. You also need to make sure that you carefully
consider syllabus contents and readings for particular weeks reflections to show links!
There will be a designated space on iLearn for you to post your weekly reflections. At
the end of the semester, you have the option to collect reflections and turn it into a ‘time
capsule’ (see p. 22).
The expectations and steps for reflection completion are as follows:
1. Each week you need to listen to the lecture and complete the readings before
you complete your weekly reflection task so that you can make links to it (use
APA referencing throughout your reflections).
3 Not each week requires you to complete a reflection. Some weeks throughout the semester, e.g.
assignment weeks are without reflections (see pp. 29-31 for reflection week overview).
2. Watch/read the reflection stimulus for the week and think critically about why
this stimulus was used and what it asks you to think about (as a teacher/learner).
3. Consider the reflection questions, these will either be communicated to you via
the lecture, tutorial (internals) or online via a specific discussion forum.
Reflection Stimuli: Weekly Overview
Stimuli Reflection Required
Week 1 NO REFLECTION THIS WEEK
Week 2 Robinson, K. (2006, February).
Schools kill creativity [TED talk
video]. Retrieved from
Robinson, K. (2010). RSA animate –
changing education paradigms.
This week you need to watch Sir Ken
Robinson’s talks and write a letter to
yourself based on some questions that
will be asked in the lecture.
Week 3 Robinson, K. (2010, February). Bring
on the learning revolution [TED talk
video]. Retrieved from
Consider what teaching practices you
take for granted, think of some
questions you can ask yourself to
ensure your teaching practices are
equitable, fair, socially just and
consider the influence of sociohistorical
factors upon aspects of your
own teaching experience.
Week 4 NO REFLECTION THIS WEEK
Week 5 Malaguzzi, L. (1993). No way. The
hundred is there. In C. Edwards, L.
Gandini & G. Forman (Eds.), The
hundred languages of children: The
Reggio Emilia approach to early
This week you need to read
Malaguzzi’s poem and write some
ideas about 4-5 diverse ways of
teaching history to young children
(e.g. documentary, poetry, theatre,
4 Access this stimulus through the unit website.
5 You only need to reflect on the first poem presented, which is called “What I will”.
childhood education (p.vi). Norwood,
New Jersey: Albex.
etc). Be sure to make links to the
curriculum, consider cross-curricular
links here as well!
Week 64 GetUp. (2014, July 4). A history
lesson from Australia's self-appointed
'Prime Minister for Aboriginal
Affairs'. [photograph]: Getup.org.au.
Write a short reflection on what you
think intercultural understanding is,
and why it might be important to
consider as a teacher.
Week 7 Koyczan, S. (2013, February). To this
day... for the bullied and the beautiful
[TED talk video]. Retrieved from
This week’s reflection will ask you to
consider writing a short poem. The
questions to provoke thinking will be
provided in the lecture for this week or
Week 85 Hammad, S. (2010, December). “What
I will”. Poems of war, peace, women,
power [TED talk video]. Retrieved
This week you need to consider Suheir
Hammad’s poem and write a
reflection on what your experiences of
high-stakes testing have been. Think
about the pros and cons of testing and
the purpose of education/assessment.
Week 9 Nye, B. (2014). Bill Nye, science guy,
dispels poverty myths [video].
This week you will be asked to
consider Bill Nye’s talk and a question
for reflection will be provided in the
Week 10 NO REFLECTION THIS WEEK
Week 11 Ntaiya, K. (2012). A girl who
demanded school. [TED talk video].
Write a short reflection on how you
might engage families and the
community in teaching history?
Week 12 Gore, A. (2009). What comes after an Draw an image of what you think the
6 Optional: If you wish, at the end of the semester, you can collate your reflections into a ‘time
capsule’. This means that your reflections will be compiled together, and sent to you in the
future. In order for this to occur, you will have to do the following:
1. At the end of the semester, make sure all of your reflections are in a single word or pdf
2. Go to LetterMeLater and follow the instructions for sending an email to yourself in the
future, use the link provided here: http://www.lettermelater.com/forum.php?id=2
3. Write yourself a little note in the email with the date and context of your sending your
reflections to yourself.
4. Pick a date at some distance in the future (this could be any random date [e.g. 17.07.2019],
or another date 2, 3, 4 or 5 years from now, perhaps the year you graduate, anything you
5. Press send. This will then be a time capsule that will come to your email address at the
future date you have specified.
inconvenient truth? [TED talk video].
natural environment will look like in
the future if “history” is not made now
to stop the harmful effects humans
have on the environment. Accompany
your picture with a short explanation
of your drawing.
Week 13 TIME Staff. (2014). Interactive
timeline: Malala Yousafzai’s
extraordinary journey. Retrieved from
This final week is about your own
history. Write yourself a letter that is
to be opened in 10-20 years time.
Write about what kind of teacher you
hope to be – think about addressing
ways in which you might support
children’s sense of inquiry, social
justice, inclusion, active citizenship
and fairness. Consider as well what
you think the purpose of education is,
and what your role as a teacher is in
University Policy on Grading
Academic Senate has a set of guidelines on the distribution of grades across the range
from fail to high distinction. Your final result will include one of these grades plus a
standardised numerical grade (SNG).
For an explanation of the policy see
Grades will be awarded at the completion of the unit according to the following criteria.
HD High Distinction 85-100%
Provides consistent evidence of deep and critical understanding in relation to the
learning outcomes. There is substantial originality and insight in identifying, generating
and communicating competing arguments, perspectives or problem solving approaches;
critical evaluation of problems, their solutions and their implications; creativity in
application as appropriate to the discipline.
D Distinction 75-84%
Provides evidence of integration and evaluation of critical ideas, principles and theories,
distinctive insight and ability in applying relevant skills and concepts in relation to
learning outcomes. There is demonstration of frequent originality in defining and
analysing issues or problems and providing solutions; and the use of means of
communication appropriate to the discipline and the audience.
Cr Credit 65-74%
Provides evidence of learning that goes beyond replication of content knowledge or
skills relevant to the learning outcomes. There is demonstration of substantial
understanding of fundamental concepts in the field of study and the ability to apply
these concepts in a variety of contexts; convincing argumentation with appropriate
coherent justification; communication of ideas fluently and clearly in terms of the
conventions of the discipline.
P Pass 50-64%
Provides sufficient evidence of the achievement of learning outcomes. There is
demonstration of understanding and application of fundamental concepts of the field of
study; routine argumentation with acceptable justification; communication of
information and ideas adequately in terms of the conventions of the discipline. The
learning attainment is considered satisfactory or adequate or competent or capable in
relation to the specified outcomes.
F Fail 0-49%
Does not provide evidence of attainment of learning outcomes. There is missing or
partial or superficial or faulty understanding and application of the fundamental
concepts in the field of study; missing, undeveloped, inappropriate or confusing
argumentation; incomplete, confusing or lacking communication of ideas in ways that
give little attention to the conventions of the discipline.
Academic Honesty & Plagiarism
The University defines plagiarism in its rules: "Using the work or ideas of
another person and presenting this as your own without clear acknowledgement of the
source of the work or ideas.” Plagiarism is a serious breach of the University's rules and
carries significant penalties. Students must read the University's practices and
procedures on plagiarism. These can be found on the web at:
The policies and procedures explain what plagiarism is, how to avoid it, the
procedures that will be taken in cases of suspected plagiarism, and the penalties if you
are found guilty. Penalties may include a deduction of marks, failure in the unit, and/or
referral to the University Discipline Committee.
IEC Assignment Submission & Extension
Please follow these guidelines when you submit each assignment:
§ Allow a left and right-hand margin of at least 2cm in all assignments.
§ Please type all assignments using 12-point font and 1.5 spacing.
§ All assessments must be submitted through turnitin in .doc or .pdf format for
§ Faculty assignment cover sheets are NOT required for this unit.
Draft Submissions & Turnitin Originality Reports
§ Students may use Turnitin’s Originality Report as a learning tool to improve their
academic writing if this option is made available in the unit.
§ Students are strongly encouraged to upload a draft copy of each assessment to
Turnitin at least one week prior to the due date to obtain an Originality Report.
§ The Originality Report provides students with a similarity index that may indicate if
plagiarism has occurred. Students will be able to make amendments to their drafts
prior to their final submission on the due date.
§ Only one Originality Report is generated every 24 hours up to the due date.
When preparing your assignments, it is essential that:
§ Students must retain a copy of all assignments before submission, and retain the
copy until your final grade for the subject has been received;
§ Marks will be deducted if you submit your assessment late (refer to the ‘late
assessments’ section below for more details);
§ Unless there are exceptional circumstances, no assessment will be accepted after
the date that the assessment has been returned to other students.
§ If an assessment is considered to be below passing standard, another staff member
on the unit will provide a second opinion. No failed assessment may be resubmitted.
• Students are responsible for checking that their submission has been successful and
has been submitted by the due date and time.
• Late submissions due to last minute technical difficulties will incur a lateness
A deduction of 5% of the total possible mark allocated for that assessment would be
made for each day or part day that assessment is late, weekends counting as two days.
For example, if an assessment is worth 20 marks and you submit it 2 days late, you will
have 2 marks (2 x 5% of 20 marks) subtracted from your awarded mark.
In extenuating circumstances, students may apply to the unit coordinator for an
extension to the assessment due date. Reasons for the extension need to be documented
through the special consideration form accessible through ask.mq.edu.au and supported
(e.g., a doctor’s certificate in the case of illness). Note that:
§ Students MUST speak with the unit coordinator prior to submitting their request
§ Extensions will only be granted in receipt of the completed form submitted through
ask.mq.edu.au plus documentation.
§ Emails are not appropriate means of extension requests. It is essential that you plan
ahead and organise your study time effectively. Poor time management is not grounds
for an extension.
§ In the case of computer malfunction, a draft of your assignment may be requested.
Please ensure that you print out a draft regularly, so that it is available for submission
§ Extensions are usually not granted on the due date.
All assignments should cite and provide full bibliographical details of all material that
you have used to inform or support your ideas. At the Institute of Early Childhood,
students are required to use the American Psychological Association (APA) referencing
procedures. Full details about how to cite and reference correctly can be found in Perrin
(2015) and in the IEC Referencing Guide on iLearn. All students will need to download
teaching and learning
experiences, as such; we hope that you will share your thoughts and evaluations of this
unit with us! Lastly, we hope you have an engaging semester!
Institute of Early Childhood ECH230: Human Society, Understanding代写