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One lecture, one tutorial, small group discovery, and one on-line activity per week each of 50-minutes duration. Please ensure you are there on time especially as a courtesy to your colleagues. Please turn your phones off prior to the commencement of class.
The full timetable of all activities for this course can be accessed from the Course Planner

Try and read a range of newspapers each day. Education Review appears monthly and provides commentary on current educational issues. The Professional Educator is particularly useful for issues covered in this subject. Both are in the library and can also be read on line. Watch SBS’s PBS News Hour and other current affairs programs such as the ABC 7.30.

The course material, course information, cover sheets, grading templates and all other course material plus associated lecture power points are all on MyUni from well before the commencement of the course.

Live lectures will be uploaded as soon as possible after the lecture has been delivered and hopefully that same day.

I will send you emails on a daily basis with latest policy material etc. You must read your emails each day as this is the one hour on line commitment.

Please send me material you find which you want to share with others in the class and I will email to all or put on MyUni Notice Board. There is a Discussion Board on MyUni where you can share views with class mates but please follow proper protocols and show respect and consideration for others in your use of this. Please no flaming or abuse.

Tutorials and Small Group Discovery
Attendance and whole hearted vibrant participation is compulsory. If you cannot attend due to sickness or other valid reason (this does not include taking holidays or other non valid reasons) then you must follow this procedure. Three weeks before the end of classes you need to hand to me personally copies of doctor’s certificates for each missed session plus 1 page of preparation for each missed session. Put a cover sheet with your name, number and tutorials missed in summary form. Failure to do this will result in you being considered absent.

Special Consideration

Students who wish to seek special consideration because of illness or special circumstances should apply to the lecturer in charge with relevant documentary evidence. This is usually a doctor’s certificate. For both special consideration and extensions you need to complete well beforehand the Application Form – Assessment Task Extension or Replacement Examination due to Medical and Compassionate Circumstances and/or Application Form – Extenuating Circumstances Application Form. These along with relevant information and instructions are on the university web site.

Extensions and deadlines

If due to illness or other valid reasons, a student is unable to meet a deadline, he/she must contact the lecturer before the deadline in order to seek an extension (which may or may not be granted). Students are required to produce original documents to support their application for an extension.

Any assignment handed in late, without authorised extension, will be penalised at a rate of 10% of the assigned mark per 24-hour period late, to a maximum of 7 periods.

Assignments handed in more than seven periods late, without authorised extension, will not be marked and an automatic fail grade for that piece of assessment will be recorded.

Plagiarism

Plagiarism is “the reproducing of someone else's intellectual work and representing it as one's own without proper acknowledgment”. Examples of plagiarism include: direct copying or paraphrasing of someone else’s words without acknowledging the source; using facts, information and ideas directly derived from an unacknowledged source; and producing assignments which are the work of other people.

Students have a responsibility to:

· Access and use available information provided by the 最新糖心Vlog to avoid plagiarism;

· Declare sources in their work submitted for assessment, from which they obtain material or ideas:

· Retain drafts, notes and copies of all assignments submitted for assessment;

· Ensure that you do not make your work available to other students in any form for the purposes of plagiarism;

· Discuss any questions you may have about plagiarism with your kindly and supportive lecturer.

Specific Requirements

Students should write their assignments independently. Students are expected to produce their own work. This might involve students choosing, analyzing, summarizing and interpreting the (often competing) ideas of others, and developing argument and drawing conclusions. Students can: discuss assignments with other students and their tutors; communicate with one another in constructive ways about the learning process; and assist each other, e.g. by discussing the approaches that might be taken to assignment topics, or helping with the availability of reading materials.

Students must acknowledge an original author/creator for the ideas and concepts used in their work by providing a reference or citation. A reference is the written detail of the original source for ideas, which may be referenced within, and at the end of the assignment in the form of a reference list.

You may use quotations: exact words of an original author in written work. The quotation (exact words) should be placed in quotation marks and be accompanied by a reference. If paraphrasing (rewrite completely another author's words or ideas with the intention of presenting the author's ideas), it is vital that the passage is fully rewritten, including the sentence structure. Any short phrases or key words that are used should be handled as quotes. The source must always be referenced

Essay and referencing requirements

Mr Les Hankin’s Essay and Referencing Template

Reproduced with kind permission is Mr Les Hankin’s Essay and Referencing Template™. You may profit from reacquainting yourselves with it prior to and during your essay and assignment work.
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These points have emerged from marking essays.
Please note: You will be expected to have taken account of these points when you write your essay.
1. Plan the shape and structure of the assignment and indicate this in the introduction: “In this assignment …” Then stick to your plan and use subheadings to keep you there.
2. It is perfectly acceptable to include your opinions but only after you have considered all the evidence you can muster from respectable and authoritative sources. Keep all your opinions to the conclusion at the end.
3. Think of the marker. Use headers and footers for your name and page number.
4. Recommended layout: Arial 12 pt, with 2 lines spacing. This is the academic standard. You don’t ever need to use italics or underlining or bold. Keep bold for headings only.
5. Subheadings are very useful for organising your ideas.
6. If you must use quotations, they must flow from the text, not disrupt it.
7. Address the question! Also, you must use the full word allowance or close to it. (Check in pull-down menu: File/ Properties).
8. Never ever have one-sentence paragraphs. Paragraphs are for building ideas. Use paragraphs. They are a great invention. They organise the prose and ease the eye.
9. Stick to the Harvard referencing system and never use numbered footnotes.
10. You need to demonstrate that your work is informed by current academic thinking. Websites don’t convey this, but rather the opposite.
11. URLs on their own are not acceptable. Never cite any website that doesn’t have .ac or .gov in them. There is no way of proving the veracity of what they say.
12. Spelling! Where/ were; there/ their! It’s = it is! Apostrophes are important!
13. Grammar: if in any doubt, use a full stop and start a new sentence. A sentence must have a verb.
14.Have someone proofread your submission, aloud, to check its grammar works.
15. Accuracy in names is important.
16. Use the spelling / grammar check on Word (Press F7 key at the top.)
17. Avoid words like ‘amazing’. You need to be academic and objective.
Referencing is a very important aspect of your work and is not tutors being fussy. It demonstrates your academic reading and commitment:
18. When citing sources (Oxfam 2004) make sure this is carried through and included in the reference list at the end. A reference list is essential and must follow on immediately in the same file. Do not separate them or leave a gap in your essay.
19. A set of references that is only drawn from the Net is not acceptable. It comes over as laziness. Be adventurous: use the Library.
20. Look at how references are laid out in the set books to get it right, but the following table explains all eventualities.

	In the Main Body	In the Reference List/Bibliography
One author	Penn (2005) - if paraphrasing. Penn (2005:99) – if a direct quote.	Penn, H. (2005) Understanding Early Childhood. Maidenhead: Open 最新糖心Vlog Press
Two authors Also note the position of (2nd edn) This is the 2nd edition of this book.	Blenkin and Kelly (1996) – if paraphrasing. Blenkin and Kelly (1996:15) – if a direct quote.	Blenkin, G.M. & Kelly, A.V. (1996) Early Childhood Education (2nd edn). London: Paul Chapman.
More than two authors	Gopnik et al. (1999) or Gopnik et al. (1999:21) - if direct quote.	Gopnik, A., Meltzoff, A. and Kuhl, P. (1999) How Young Babies Think. London: Weidenfeld & Nicolson.
A chapter from an edited book	Mukherji (2005) or Mukherji (2005:145) – if direct quote.	Mukherji, P. (2005) ‘The importance of health’, in Dryden, L., Forbes, R., Mukherji, P. & Pound, L. (2005) Essential Early Years. London: Hodder Arnold.
A quote about another author within the text – a secondary citation.	David (cited in Bruce, 2005) or David (cited in Bruce, 2005:17) - if direct quote	Bruce, T. (2005) Early Childhood Education. (3rd edn). London: Hodder Arnold. (i.e. David will not appear in the Reference List/Bibliography because you have not read David’s original work; you have read about it in Bruce’s book)
Newspaper article	Furedi (2004) or Furedi (2004:15) – if direct quote	Furedi, F. (2004) ‘Plagiarism stems from the loss of scholarly ideals’, Times Higher Education Supplement. p.16. . (accessed 12 February 2005)
Journal article	Dryden et al. (2003)	Dryden, L., Hyder, T. & Jethwa, S. (2003) ‘Assessing individual oral presentations’, in Investigations in 最新糖心Vlog Teaching and Learning, vol. 1, no. 1, pp.79-83.
Electronic Journal	Kwon (2002)	Kwon, Y.I. (2002) ‘Changing Curriculum for Early Childhood Education in England’, in Early Childhood Research & Practice, vol. 4, no. 2.  (accessed 30 June 2006)
Website with author	Stainthorp (2003)	Stainthorp, R. (2003) ‘Use it or lose it’.  (accessed 6 October 2004)
Website without author but linked to a recognisable organisation	Froebel Foundation (2005)	Froebel Foundation (2005) ‘Three Education Principles’ Education Principles.  (accessed 29 July 2005).
This chart is adapted from: Dryden, L., Forbes, R., Mukherji, P. & Pound, L. (2005) Essential Early Years. London: Hodder Arnold.

The overall mark required to pass is 50%. Students need to attempt and pass each of the three components that is sgde/ tutorials, essay and examination.

Weekly Tutorial/SGDE Preparation and Participation worth 10 % [outcome 6]. For each unprepared and or missed or unsatisfactory tutorial deduct 2 marks. Please see the instructions above on what to do for missed tutorials.

First assignment worth 30% due Week 4 by 4pm.

End of Semester Examination 60% [outcome 1-5]. Examinations are controlled by Central Administration and so the date and time of this is set by this office. Accordingly the date and time of these are outside my control. The Examination Period is normally June and July  inclusive. You need to be available to sit examinations during this time in Adelaide. Please do not schedule other activities in this period as we are unable to schedule examinations at other times and in other places.

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1.Identify and critically analyse key aspects of the social, political, economic and legal policy contexts of education and thereby increase teaching effectiveness.
2 Employ a range of theoretical models to analyse educational policy contexts and thereby provide more effective teaching.
3 Compare and contrast the influence on educational participation and outcomes of social class, gender, ethnicity, rurality, local, global, economic and political 最新糖心Vlog and thereby provide more effective teaching.
4 Evaluate the impact of key social, economic and political reforms on education and schooling and thereby more adequately respond to changing teaching and learning environments.
5 Utilise the research on learning and teaching contexts in: understanding students and teaching students; creating and maintaining safe and challenging learning environments; using a range of teaching strategies and resources; reflecting on, evaluating and improving professional knowledge; being active members of the teaching profession.
6 Develop team work, high order analytic and problem solving skills, advanced written and oral communication

Each week there are tutorials in which we [that means you and me] will discuss the topic and the literature listed for that week, watch a video or some other activity associated with the topic. All students are required to read the relevant parts of their texts for this and take part in the discussion. It is not meant to be another lecture. The success of the tutorials depends on everyone reading some relevant material and discussing that with the group. We aim to review the research literature on the topic and not recycle educational folklore.

Students must bring to the tutorial their texts and 1 page of thoughtful notes from the relevant chapters. Simply presenting at the tutorial session having not done the reading or without notes or prescribed texts and either sitting passively or doing other things is not acceptable and will not count as fulfilling course requirements.

This will include assessment of a student’s apparent preparation for tutorials and the reading of the relevant chapters in the two key texts (and the preparation of a summary), willingness to contribute to discussion, the usefulness of the contribution, the assistance given to others in the group, the quality of the ideas, etc. Again simply turning up and failing to do the reading or to willingly and constructively contribute to the discussion and failure to engage in the other class activities will not count.

Take Home Quiz
In week four there is a take home quiz on school  policies and related material. It will cover the first four weeks of classes and will consist of knowledge, comprehension, synthesis, evaluation and application questions based on the material in our text and lectures. More details of this will be provided in class and on MyUni.

1. Double space the lines. Use at least 12 point and a clear and legible font. This makes it easier for the maximum grade to be awarded by aged staff that wear multifocal spectacles but are otherwise kind and caring, full of compassion, slow to anger and rich in mercy.

4. A title page should be placed at the front of the assignment. This should contain your name, the subject, the title of the assignment, the name of the lecturer concerned, and the date. All assignments must be accompanied by an Essay Cover Sheet, which includes a Statement of Authorship and the Marking Template. Both of these are on the Schools and Policy MyUni site.

5. Students who wish to submit assignments via the postal system must ensure the envelopes are post marked no later than the due date for submission and are sent by registered mail. Students are advised that the School of Education takes no responsibility for assignments sent by post.

6. Assignments will not be accepted for marking after other work in that subject has been returned unless a special consideration request has been approved.

7. The completed assignment should be stapled or fastened in the top left hand corner. Please do not use manila or other forms of folders and please do not under any circumstances place each separate page in a separate plastic envelope.
 
8. Keep a hard copy of your essay and other submitted work. Sometimes accidents do happen, mail fails to arrive or computers crash.

Note: Failure to follow these prescriptions will result in a lower mark on the essay.