School of Education 教育学 assignment 代写

School of Education 102104 THEORISING PLAY Credit Points: 10 1783-Master of Teaching (Birth-5 Years/Birth-12 Years) & 1708- Bachelor of Arts-Pathway to Teaching (Birth-5 Years/Birth-12 Years) WESTERN SYDNEY UNIVERSITY ACKNOWLEDGES TRADITIONAL OWNERS With respect for Aboriginal cultural protocol and out of recognition that its campuses occupy their traditional lands, Western Sydney University acknowledges the Darug, Gundungurra, Tharawal (also historically referred to as D’harawal) and Wiradjuri peoples and thanks them for their support of its work in their lands (Greater Western Sydney and beyond). UNIT COORDINATOR: PRATHYUHSA SANAGAVARAPU 1H/Autumn 2017 H OW TO USE THIS  L EARNING  G UIDE This Learning Guide supplements the unit outline and is designed to help you navigate through the unit. It will help you focus on what you need to do for classes and the various assessment tasks. You should consult the relevant sections of the Learning Guide as you plan your study – it will highlight the main things that you should be getting out of the resources available and provide guidance on teaching activities and class preparation. The Learning Guide also offers some study tips to assist you in developing the skills and techniques of an effective learner at university level. In addition to acquiring information and skills relevant to this unit, you should also focus on developing the habits and tools of a successful university student. As an adult learner you need to take control of your own learning and ensure your own success. This learning guide is specifically designed to help you achieve this. ICON KEY  Reading  Activity  Important Information  Deadline  Online Activity  Warning Hint  Toolkit  Checklist A standard set of icons is used throughout the learning guide to make navigation easier. Use the icons to quickly identify important information, things you need to do and hints for doing them. S TAFF  C ONTACTS Unit Coordinator/Tutor: Name: Dr. Prathyusha Sanagavarapu Phone: 97726651 Campus: Bankstown Building 4 Room G18 Email: p.sanagavarapu@westernsydney.edu.au Mail:  School of Education Western Sydney University Locked Bag 1797 Penrith NSW 2751 Tutors Name: Natalie Trinder Phone: TBA Campuses: Bankstown Building: Room TBA Email: n.trinder@westernsydney.edu.au Director of Academic Program Name: Dr. Kumara Ward Phone: 02 97726329 Campus: Bankstown Building 4.G. 19 Email: k.ward@westernsydney.edu.au Administration Support Officer Name: Vanessa Lane  Phone: 02 97726561 Campus: Bankstown Building Building 1 Room 1.1.180 (Reception) Email: ecenquiries@westernsydney.edu.au C ONSULTATION  A RRANGEMENTS vUWS  Use vUWS to contact your Unit Coordinator. Phone  Phone your Tutor or Unit Coordinator or Administration Officer. On Campus By appointment with the Tutor or Unit Coordinator during the semester. Full-time teaching staff display their schedule on/next to their office door. T HIS  L EARNING  G UIDE IS DESIGNED TO SUPPORT YOUR LEARNING . It should be read in conjunction with the Unit Outline.  1 0 2 1 0 4 T H E O R I S I N G P L A Y  1 H / A U T U M N 2 0 1 7 3 T ABLE OF  C ONTENTS How to use this Learning Guide ............................................................................................. 2 Student feedback and improvements to the unit ................................................................... 4 Special Requirements ............................................................................................................ 4 Course learning outcomes and how this unit relates to your course ....................................... 4 How this unit relates to your Learning PORTFOLIO? ............................................................... 5 Unit Learning Outcomes ........................................................................................................ 6 Learning and Teaching Schedule ............................................................................................ 7 Assessment Summary .......................................................................................................... 10 Assignment 1 Critical Review of Readings ............................................................................ 10 Assignment 2: Report on a chosen topic of play and learning ........................................... 15 Assignment 3 Case study on a focus child’s play ................................................................... 20 In the event of an accident ............................................................................................. 26 Assignment Submission Details............................................................................................ 31 Learning Resources .............................................................................................................. 32 Academic literacy support for assignment preparation ........................................................ 34 You and This Unit ................................................................................................................ 35 Links to Key Policies and Student Information ...................................................................... 37 1 0 2 1 0 4 T H E O R I S I N G P L A Y  1 H / A U T U M N 2 0 1 7 4 S TUDENT FEEDBACK AND IMPROVEMENTS TO THE UNIT The University values student feedback in order to improve the quality of its educational programs. As a result of students’ feedback on this Unit, the following key areas of good practice have been identified: Unit content; Teaching staff and their support; Flipped classroom teaching; Online learning modules; Captivate presentations; Tutorial discussions. The Students’ quotes below attest the positive learning experiences of past students in this unit. Online learning: Captivate was simple to use; I enjoy online module; I really like the idea of flip classroom; I found it was done really well. You can clearly see a lot of work and effort has been put into organising the flipped classroom and it really worked well for me; videos were very interesting and educational. Assessments: The assignment was very clear and provided a lot of opportunities for learning; I found the case study assignment really beneficial and relevant to the real world; clear instruction and explanation about the context of unit and assignment; feedback on assessment was helpful; I enjoyed the assessments. Learning: I actually learnt something while coming to class compared to other classes; textbook was very useful in all tasks. Based on student feedback the following changes and improvements to this unit have been made: 1. Added a new Assignment 1 as a low risk assessment to provide formative feedback to students early in the semester. 2. Changed Assignment 2 (previously Assignment 1) from an essay to a report with reduced weighting 3.  Removed the 10-day field placement in an early childhood setting attached to this unit in the previous years.  S PECIAL  R EQUIREMENTS You need to have access to a computer/mobile device where the Internet can be used to logon to e- learning  (vUWS)  and  with  access  to  Adobe  Acrobat  Reader  downloadable  from http://www.adobe.com/products/acrobat/readstep2.html. Computer labs are located on each campus for student use and there are provisions for students to access online materials at each campus library. C OURSE LEARNING OUTCOMES AND HOW THIS UNIT RELATES TO YOUR COURSE This unit explores the role of play in children’s development and learning. It is one of many M. Teach units that provide opportunities for you, as a Pre-service Teacher, to prepare for your future employment as a teacher and to engage with the key elements of  the Australian Professional Standards for Teachers (APST)  and the Australian Children’s Education and Care Quality Authority (ACECQA) standards for early childhood teaching. You will develop skills in pedagogy and practice within the area of Physical Development, Health, and Physical Education (PDHPE) Syllabus. The knowledge and skills developed in the other units of study in the course can be applied in this unit. Similarly, the knowledge and skills developed in this unit can be applied in other units in the course, in particular your professional experience units in the M. Teach. Theorising Play is a core unit for students in the M. Teach (Birth-5 years/Birth-12 years) and an Education Studies Major unit for students in the BA (Pathway to Teaching Birth -5/Birth-12). This unit is offered on-campus as a combination of face-to-face tutorials and online lectures and taught using a Flipped Classroom approach, where face to face lectures are replaced with online content. As a Pre-service Teacher, you will have engaged with the elements of the Professional Standards for Teachers at the graduate level, as described by  ‘The Authority’ , one of the accrediting organisations for the Master of Teaching (Birth-5 years/Birth- 12 Years) course, when studying this unit. Play provides a foundation for children’s development, learning and wellbeing in the early years. An integral part of this unit will be the focus on inquiry, emphasising a critical approach to play and its 1 0 2 1 0 4 T H E O R I S I N G P L A Y  1 H / A U T U M N 2 0 1 7 5 pedagogical potential to facilitate children’s development and wellbeing. Various theoretical orientations and sociocultural perspectives will be considered in the study of play. Further, the unit provides guidelines to educators for implementing play based curriculum, an integral component of The Early Years Learning Framework (EYLF) as well as the Health and Physical Education curriculum in the school years. Students will apply their knowledge of theory and research to undertake a case study of a child and make recommendations for practice. Students must complete the WSU’s online Child Protection Awareness Training before undertaking the Case Study. The unit provides guidelines to educators for implementing play based curriculum, an integral component of The Early Years Learning Framework as well as the Health and Physical Education curriculum in the school years. It provides opportunities for you to develop skills in relation to the following Professional Standards for Teachers, Standard 1 (know students and how they learn), Standard 4 (Create and maintain supportive and safe learning environments) and Standard 5 (Assess. provide feedback and report on student learning), set out by The Authority. It also covers Areas 1(Psychology and child development), 2 (Education and curriculum studies, 3 (Early childhood pedagogies), 4 (Family and community contexts), 5 (History and philosophy of early childhood) in the ACECCQA requirements for early childhood teachers. These areas are mapped to the unit learning outcomes below. This unit contributes most prominently to the following Western Sydney University graduate attributes: 1. Applies knowledge through intellectual inquiry in professional or applied contexts. 2. Brings knowledge to life through responsible engagement and appreciation of diversity in an evolving world. 3. Demonstrates comprehensive, coherent and connected knowledge. This unit supports the following course outcomes Graduates of the M. Teach (Birth-5 Years/Birth-12 Years) will be provided with the opportunities to:   Demonstrate mastery of theories, principles, and concepts of childhood, family, community and education and their application in diverse contexts.   Critically analyse, synthesize and reflect on complex information and theories and apply these understandings within diverse childhood and education contexts.   Justify pedagogical practices and provide professional advice that is informed by established research.   Integrate knowledge of curriculum content, concepts and processes and a repertoire of pedagogies to design innovative and inclusive educational environments that extend children’s learning. H OW THIS UNIT RELATES TO YOUR  L EARNING  PORTFOLIO? The development of a learning portfolio, highlighting evidence of your learning, has been embedded into the Master of Teaching (Birth – 5 Years / Birth – 12 Years). The approach requires you to capture and gather artefacts from each of your units, reflect on them in relation to your learning progress and professional development, and store them in your Weekly Learning Portfolio. The learning portfolio will have seven key components for you to focus upon: planning, teaching, assessment, reflection, relationships, teaching philosophy and professional identity. As you progress through your course, your learning portfolio will develop into a rich source of evidence for you to demonstrate your successful achievement of the Graduate Professional Standards for Teachers. 1 0 2 1 0 4 T H E O R I S I N G P L A Y  1 H / A U T U M N 2 0 1 7 6 The key component of the learning portfolio relevant to this unit is: Assessment which is introduced in Theorising Play and further developed and assured in later units in the Master of Teaching (Birth – 5 Years) and Master of Teaching (Birth – 12 Years) courses as outlined below. Unit Number  Unit Name  Learning Portfolio Key Component/s Level of Development 102104  Theorising Play  Assessment  Introduced 101803  Literacy in the Early Years  Assessment Developed 102109  Professional Experience Birth - 2 Years  Assessment  Developed 101625  Inclusive Practices  Assessment  Developed 101802  Investigating with Mathematics, Science and Technology Assessment  Assured 102110  Professional Experience 3 - 5 Years  Assessment  Assured 101586  Primary English and Literacy 2  Assessment  Assured 102111  Professional Experience K – 6  Assessment  Assured U NIT  L EARNING  O UTCOMES The following unit learning outcomes are aligned to the course learning outcomes (CLO) above and the Australian Professional Standards for Teachers (APST) (see vUWS site). On successful completion of this unit, you should be able to: 1. Evaluate the importance of play for children’s development, learning, health and wellbeing and their physical education (ACECQA 1.1; APST: 1.1). 2. Analyse the major theories and contemporary research relating to play, development and learning and the implications for early childhood educators (ACECQA 3.7, 5.2; APST: 1.4). 3. Explain the diversity in children’s play contexts, family values and practices and opportunities provided for children’s play and the relevance of these for planning children’s play in prior-to-school and school contexts (ACECQA 2.2, 4.5). 4. Propose plans for children’s play, development and learning, including active play, movement activities and games (ACECQA 1.4, 2.8; APST:1.3, 5.1). 5. Apply a case study approach to understanding children’s play, development, and learning (ACECQA 6.5; APST: 1.2). 1 0 2 1 0 4 T H E O R I S I N G P L A Y 1 H / A U T U M N 2 0 1 7 7 L EARNING AND  T EACHING  S CHEDULE Unit Calendar – 1H 2017 Date Week Beginning  Topic  Learning Activities  Reading and other Preparations Links to Outcomes 20 February WEEK 1 F2F Tutorial What is play and why to think about children’s play?  See Week 1 learning materials folder on the unit’s vUWS site. Complete at least one pre-class reading/s and online activities before coming to the face-to-face tutorial. Attempt to do the remaining activities after the tutorial. Week 1 reading for Assignment 1- Critical Review of Readings. Fleer, M. (2013). Perspectives on play: In (pp.1-25) Play in the early years. Cambridge, UK: Cambridge University Press. 1,2, 3 27 February WEEK 2 Changing perspectives of play and diversity in play See Week 2 learning materials folder on the unit’s vUWS site for lecture notes, a list of activities and readings to complete. Week 2 reading for Assignment 1- Critical Review of Readings Choose one reading from these two readings below for the Critical review. Fleer, M. (2013). Infants' and children's perspectives on play. In Play in the early years (pp. 30-60). Cambridge, UK: Cambridge University Press. OR Fleer, M. (2013). Families at play. In Play in the early years (pp. 61-74). Cambridge, UK: Cambridge University Press. 1,2,3 6 March WEEK 3 F2F Tutorial An overview of theories of play See Week 3 learning materials folder on the unit’s vUWS site. Complete at least one pre-class reading/s and online activities before coming to the face-to-face tutorial. Attempt to do the remaining activities after the tutorial. Week 3 reading for Assignment 1- Critical Review of Readings. Fleer, M. (2013). Classical, grand, developmental and post-developmental theories of play. In Play in the early years (pp. 99-136). Cambridge, UK: Cambridge University Press. 1,2,3 13 March WEEK 4 Documenting children’s play See Week 4 learning materials folder on the unit’s vUWS site for lecture notes, a list of activities and readings to complete. Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2015). Programming and planning in early childhood settings. Australia: Cengage Learning. Chapter 9. Department of Education, Employment, Employment and Workplace Relations. (2009). Belonging, being and becoming: The early years learning framework for Australia. Canberra, Australia: Commonwealth of 4,5 1 0 2 1 0 4 T H E O R I S I N G P L A Y 1 H / A U T U M N 2 0 1 7 8 Australia. Department of Education, Employment, Employment and Workplace Relations. (2011). My Time, Our Place. Framework for school age care in Australia. Canberra, Australia: Commonwealth of Australia. 20 March WEEK 5 F2F Tutorial A case study approach to studying children’s play, development and learning. See Week 5 learning materials folder on the unit’s vUWS site. Complete at least one pre-class reading/s and online activities before coming to the face-to-face tutorial. Attempt to do the remaining activities after the tutorial. McDevitt, T. M., & Ormrod, J. E. (2013). Using research to understand children and adolescents. In Child development and education (5th ed., pp. 36-65). Upper Saddle River, NJ: Merrill. Assignment 1: Submit draft copy of Assignment 1 through Turnitin on 20 March. Check the Originlaity Report before submitting the final copy on 27 March. 4,5 27 March WEEK 6 Play for physical development /learning and health and wellbeing See Week 6 learning materials folder on the unit’s vUWS site for lecture notes, a list of activities and readings to complete. Board of Studies, NSW. (2007). Personal development, health and physical education K-6: Syllabus. Sydney, Australia: Author. Maynard, T., & Waters, J.(Eds.) (2014). Exploring outdoor play in the early years. Maidenhead, England: Open University Press. Assignment 1 Final Turnitin Submission: Due on 27 March 2017 at 5.00pm 1,2,3 3 April WEEK 7 F2F Tutorial Play for socio-emotional developments/learning See Week 7 learning materials folder on the unit’s vUWS site. Complete at least pre-class reading/s and online activities before coming to the face-to-face tutorial. Attempt to do the remaining activities after the tutorial. Irby, B. J., & Brown, G. (2011). Gender and early learning environments. Charlotte, NC: Information Age Pub. Museum Victoria: Play & folklore: http://www.museum.vic.gov.au/playfolklore . 1,2, 3 10 April WEEK 8 Intra-session break 17 April WEEK 9 F2F Tutorial Parramatta students will have their class on Monday 24 April due to Easter Monday being 17 th -Check Allocate+ Play for cognition, language, and literacy See Week 8 learning materials folder on the unit’s vUWS site. Complete at least one pre-class reading/s and online activities before coming to the face-to-face tutorial. Attempt to do the remaining activities after the tutorial. Gupta, A. (2009). Vygotskian perspectives on using dramatic play to enhance children's development and balance creativity with structure in the early childhood classroom. Early Child Development and Care, 179(8), 1041-1054. Assignment 2: Submit draft copy of Assignment 2 through Turnitin on 21 April. Check the Originlaity Report before submitting the final copy on 28 April. 1,2, 3 1 0 2 1 0 4 T H E O R I S I N G P L A Y 1 H / A U T U M N 2 0 1 7 9 24 April WEEK 10 Play curriculum See Week 10 learning materials folder on the unit’s vUWS site for lecture notes, a list of activities and readings to complete. Fleer, M. (2013). Play in the curriculum. In Play in the early years (pp. 137-166). Cambridge, UK: Cambridge University Press. Assignment 2 Final Turnitin Submission: Due on 28 April 2017 at 5.00pm 4,5 1 May WEEK 11 F2F Tutorial Play pedagogy and cultural technologies See Week 11 learning materials folder on the unit’s vUWS site. Complete at least one pre-class reading/s and online activities before coming to the face-to-face tutorial. Attempt to do the remaining activities after the tutorial. Fleer, M. (2013). Cultural technologies and play. In Play in the early years (pp. 189-215). Cambridge, UK: Cambridge University Press. Palaiologou, I. (2016). Teachers’ dispositions towards the role of digital devices in play-based pedagogy in early childhood education Early Years, 36 (3), Pages: 305-321 | DOI: 10.1080/09575146.2016.1174816 4,5 8 May WEEK 12 Planning for and organising play See Week 12 learning materials folder on the unit’s vUWS site for lecture notes, a list of activities and readings to complete. Fleer, M. (2013). Planning for play development. In Play in the early years (pp. 167-188). Cambridge, UK: Cambridge University Press. 4,5 15 May WEEK 13 F2F Tutorial Assessing play See Week 13 learning materials folder on the unit’s vUWS site. Complete at least one pre-class reading/s and online activities before coming to the face-to-face tutorial. Attempt to do the remaining activities after the tutorial. Fleer, M. (2013). Assessing play, assessing through play and assessing for play. In Play in the early years (pp. 216-236). Cambridge, UK: Cambridge University Press. 4,5 22 May WEEK 14 Being a play activist  See Week 14 learning materials folder on the unit’s vUWS site for lecture notes, a list of activities and readings to complete. Fleer, M. (2013). Being a play activist. In Play in the early years (pp. 237-248). Cambridge, UK: Cambridge University Press. Assignment 3: Submit draft copy of Assignment 3 through Turnitin on 22 May. Check the Originlaity Report before submitting the final copy on 29 May. 4,5 WEEK 15  Assignment 3- Case Study Report: Final Turnitin copy: Due on 29 May 2017 at 5.00pm A SSESSMENT  S UMMARY  Assessment for this unit will be based on the following components: A SSIGNMENT  I TEM D UE  D ATE W EIGHTING L INK TO  U NIT L EARNING O UTCOMES  Assignment 1 Critical review of readings on theories of play and learning. Word Limit – Three 200 word reading responses Due to Turnitin: Draft Copy: 20 March, 2017 Final date for submission to Turnitin: 27 March, 2017, 5.00 pm 20%  1,2,3 Assignment 2 Report on a chosen topic relating to theories of play and learning. Word Limit –  1000 words Due to Turnitin: Draft Copy: 21 April, 2017 Final  date  for  submission  to Turnitin:28 April, 2017, 5.00 pm. 30%  1,2,3 Assignment 3 3a. Child protection online training (Hurdle task before taking 3b) 3b. Case study of a child’s play. Word Limit- 2000words Online training and test Due to Turnitin: Draft Copy: 22 May, 2017 Final date for submission to Turnitin: 29 May, 2017, 5.00 pm Satisfactory or unsatisfactory 50% 4, 5 Please note, word/time limits are +/- 10% of the total listed. All assessment items are mandatory. A combined overall mark of at least 50% is required to pass the unit. A SSIGNMENT  1 C RITICAL  R EVIEW OF  R EADINGS  This assignment requires you to submit three 200 word reading responses. See Teaching Schedule on page 7 of this Learning Guide for the three set readings for the Critical Review. The purposes of this assignment are to develop students’ in- depth reading and analytical skills and their knowledge of theories relating to children’s play and learning. What is a critical review? A critical review is an analysis of ideas presented in a text or a reading. Its purpose is to understand the connections between different ideas presented in the reading and to critique the underlying assumptions of the author/s and theory/ theoretical ideas in the reading. Therefore, in this assignment you have to go beyond summarising simple facts or ideas presented in a reading or a journal article. D UE DATE : 27 M ARCH , 2017, 5.00 PM L ENGTH : T HREE  200 WORD RESPONSES  (T OTAL  600 WORDS) A SSIGNMENT  1 D ETAILS In order to complete this assignment, follow the steps given below: 1 0 2 1 0 4 T H E O R I S I N G P L A Y 1 H / A U T U M N 2 0 1 7 11  In weeks 1-3, read the set weekly reading for the Critical Review Assignment. See the Teaching Schedule, page 7 of this Learning Guide. You can only access these readings from your text book. Due to copyright restrictions, you cannot access them online. Therefore, buy your textbook ASAP.  Start with skimming each reading and identify its key points and the overall thesis or arguments of the author/s in each reading.  Read the reading/s again critically to identify the main ideas, theoretical concepts, assumptions and the evidence that the author/s used to support the ideas, concepts, and assumptions.  Draw the implications of the ideas or concepts presented in each reading for promoting children’s play, development and learning and for families and educators’ practices.  Write your response for each reading using the template given below and make sure to include information relating to each sub-heading in the template.  Edit the response and correct all writing, citation, referencing and presentation errors. Ensure all assessment standards are addressed in the response.  Submit, in draft, the three 200 word responses in three separate templates to Turnitin.  Submit the final copy of three 200 word responses or a total of 600 words for three readings in three separate templates to Turnitin on the final due date. Template for writing the Critical Review of weekly reading/s Weekly reading: Give the number (week 1 or 2 or 3) and its bibliographic details as per APA style Purpose/s What is the author/s trying to achieve in this reading? Is it to persuade readers, inform, describe, apply, and challenge an idea or a theory? Thesis or argument/s or theoretical perspectives What is the main thesis or argument or the theoretical perspectives that the author/s is trying to put forward ? Main point/s and assumptions What are the key points and assumptions of the reading and what evidence in the reading supports those ideas or assumptions? Critique and Links How do the various ideas or points or arguments link with each other and are there any limitations in the thesis or arguments or ideas proposed? Implications  What did you learn from this reading? Think about how the points and ideas presented in the reading could be used to promote children’s play, developments and learning and/or useful for families and educators’ practices. This template is adapted from a presentation on In-depth Reading by Dr. Neera Henderson (2014) - Academic Writing Support Staff- Western Sydney University. W HAT DO  I NEED TO SUBMIT ? A written 200-word response for three readings in three separate templates, covering all headings in the template. 1 0 2 1 0 4 T H E O R I S I N G P L A Y 1 H / A U T U M N 2 0 1 7 12  S UBMISSION DETAILS   Submit a draft of your assignment (not a PDF) to Turnitin by 20 March, 2017 so you have time to review your Originality Report and edit your work.   Submit an electronic copy of your final assignment to Turnitin by 27 March, 2017, 5.00 pm (include your reference list).   Assignments submitted (Final Turnitin Copy) after the due date and time, without an approved extension, will be penalised 10% per day for late submission.   You must keep a copy of your assignment. E XAMPLES OF ASSIGNMENT  1 This is a new assignment, therefore, no past exemplars/excerpts of assignments identified as a distinction/credit/pass are not available. However, resources that can help you in completing the assignment can be found in the assessment 1 folder on the Unit’s vUWS site. A SSESSMENT CRITERIA   Evidence of in-depth reading demonstrated through the identification of key points or assumptions, thesis or argument/s and the purpose/s of each reading.   Critical analysis of the thesis or arguments or theoretical perspectives in each reading.   Clearly  drawn  implications  of  the  reading  for  children’s play/development/learning and /or for families and educators.   Presents work professionally, with clear academic writing and within the word/time limit.   Uses the APA referencing style correctly for both in-text citations and reference list. A SSESSMENT  S TANDARDS The assessment standards outline what is expected for each of these criteria in order to pass this assignment, and to gain higher grades of credit, distinction and high distinction. All markers use these standards when assessing your work and you are strongly advised to use them to self-assess prior to submitting your assignment. 1 0 2 1 0 4 T H E O R I S I N G P L A Y  1 H / A U T U M N 2 0 1 7 Student Name  Student Number  Marker  /20 Assessment Standards for Critical Review Assignment 1 Criteria  FAIL  PASS  CREDIT  DISTINCTION  HIGH DISTINCTION 0-9.8/20  10-12.8/20  13-14.8/20  15-16.8/20  17-20/20 1  2  3  4  5 Evidence  of  In  -depth reading /5 Three set readings are not reviewed. Key points and purposes of each reading are not identified clearly. Information is presented verbatim from the reading/s. Three set readings are reviewed. Key points and purposes of each reading are identified clearly and presented in students’ own words. In addition to Pass, some attempt at synthesising the different ideas presented in each reading. In addition to Credit, clear synthesis of diverse ideas presented in each reading. In addition to Distinction, the diverse ideas presented in each reading are comprehensively and coherently synthesised Critical  analysis  of  key points or assumptions or theoretical ideas /5 The thesis or arguments and theoretical perspectives are not identified. No attempt at critiquing the main ideas or arguments or theoretical perspectives. The thesis or arguments and theoretical perspectives are identified clearly. Basic attempt at critiquing the main ideas or arguments or theoretical perspectives. In addition to Pass, some attempt at critiquing the main ideas or thesis or arguments or theoretical perspectives using the evidence presented within the set reading. In addition to Credit, the main ideas or thesis or arguments or theoretical perspectives are critiqued clearly using the evidence presented within the set reading. In addition to Distinction, the main ideas or thesis or arguments or theoretical perspectives are analysed clearly and are also and synthesised effectively using the evidence presented within the set reading. Implications of the readings for children/families/educators /5 No clear understanding of how the ideas presented in the reading could be used to promote children’s play, development and learning in early childhood settings and/or useful for families and educators’ practices. Basic understanding of how the ideas presented in the reading could be used to promote children’s play, development and learning in early childhood settings and/or useful for families and educators’ practices. In addition to Pass, clear understanding of how the ideas presented in the reading could be used to promote children’s play, development and learning in early childhood settings and/or useful for families and educators’ practices. In addition to Credit, Implications drawn are specific and highly practically applicable to children, families, and educators. In addition to Distinction, Implications drawn are original, showing strong understanding of the applications of the ideas in reading for children, families, and educators. Presents work professionally, with clear academic writing and within the word limit AND Uses the APA referencing style correctly for both in- text citations and reference list / 5 Review lacks structure; little evidence it has been edited; terminology  inappropriate; frequent spelling/ typographic errors. Poor paraphrasing or overreliance  on  quotes. Submitted  to  Turnitin; originality report detects some insignificant  matches. Significantly below or above Generally clear; review and is developed with student’s voice; sentences  coherent  and grammatically correct; within word/time  limit;  some typographic and /or spelling errors. Some  appropriate  use  of evidence but needs to be better integrated;  submitted  to Well-structured and coherent text;  effective  grammatical expression;  adheres  to word/time  limit;  uses appropriate terminology; minor typographic and /or spelling errors. Analysis well developed with student’s voice and supported by literature and research. Clear  and  concise  review; strengthened  by  relevant research; grammar and syntax mostly correct; cohesive text within  word/time  limit; discriminating  use  of appropriate vocabulary; few typographic or spelling errors. Well-structured review within the word/time limit; explicitly identifies  the  key  issues; cohesive, grammatically correct structure; very few typographic or  spelling  errors.  With competent  integration  of evidence, submitted to Turnitin; original work with insignificant matches. 1 0 2 1 0 4 T H E O R I S I N G P L A Y 1 H / A U T U M N 2 0 1 7 14 the word/time limit.  Turnitin;  originality  report detects  some  insignificant matches. Reference list is missing or mostly  incorrect.  In-text citations  omitted  or  used incorrectly. The 4 elements of the APA referencing style are present in most reference list, (creator, copyright date, title of work and source). Some attempt at appropriate in- text citation, formatting and punctuation  has  been demonstrated. All cited sources are included in the reference list. As for pass, and at least half of the reference list and in-text citations  are  correctly formatted  (Italics, capitalisation, regular text and spacing)  and/or  punctuated (alphabetically ordered, double spaced hanging indents, full stops and commas correctly positioned). In-text citations for direct quotes include page numbers. As for pass, and more than half of the reference list is correct formatted and/or punctuated, including complex citations or unusual source materials. The reference list and in-text citations are correctly formatted and  punctuated  throughout. See the Library APA Guide and APA style guide to electronic references. 1 0 2 1 0 4 T H E O R I N I N G P L A Y  1 H / A U T U M N 2 0 1 7 A SSIGNMENT  2: R EPORT ON A CHOSEN TOPIC OF PLAY AND LEARNING The purpose of this assignment is to develop students’ in depth knowledge of theories of play and learning and their practical application in early childhood settings. It requires you to produce an individual written report on how you as a future teacher would respond to a practical situation utilising your knowledge of theories of children’s play or learning. D UE  D ATE : 28 A PRIL , 2017, 5.00 PM . L ENGTH :1000 WORDS A SSIGNMENT  2 D ETAILS Choose one of the scenarios below: 1. Three-year-old Sally is playing at the play dough table with her educator. She asks the educator to show her how to do cookies with the play dough, after watching her friend making cookies with the play dough. Sally copies the educator’s steps of taking a piece of play dough, rolling and flattening it into a cookie and cutting it into shapes using the cookie cutter. Points to cover and questions to answer in your report:   Analyse Sally’s learning in this scenario using a related theory of learning and/or play.   If you were in the same situation, how would you respond to Sally’s request for help and extend her learning and/or play with the play dough?   Suggest three recommendations for extending Sally’s learning and/or play with the play dough and support your recommendations using recent literature. 2. During free play time, Daniel enters the dramatic play kitchen area and begins to put on the apron. Sam and Lily, who were playing in the dramatic corner, turn around and start to laugh at Daniel by saying, “you are a boy. You should not be cooking like a girl. Go away!”. Points to cover and questions to answer in your report:   Analyse Sam and Lily’s ideas of gender in this scenario using a related Play and or/learning theory.   If you were in the same situation, how would you respond to the girls’ comments?   Suggest three recommendations for promoting non-gendered play for the girls and support your recommendations using recent literature. Guidelines for completing Assignment 2 -Choose one of the above scenarios. Brainstorm it with your peers or on your own to understand the nature of play/learning and theories that may help to explain the play and learning in the scenario. -Begin with reading the two readings below to develop comprehensive knowledge of theories and to identify the theory/theories that relates to the scenario: Fleer, M. (2013). Classical, grand, developmental and post-developmental theories of play. In Play in the early years (pp. 99-136). Cambridge, UK: Cambridge University Press and MCDevitt, T.M., Ormrod, J.E., Cupit, G., Chandler, M., & Aloa, V. (2013). Child development and education. NJ: Pearson (Chapter 1). 1 0 2 1 0 4 T H E O R I S I N G P L A Y 1 H / A U T U M N 2 0 1 7 16 Re-read and analyse your chosen scenario to understand and explain the nature or types of play or learning and the topics and issue/s in the scenario using a relevant theory. From this analysis, suggest three recommendations to address the chosen issue or topic relating to children’s play or development or learning. Collect literature on the topic/s of play or learning in the given scenario to support your discussion, analysis and recommendations. Refer to recent literature published in the last five years on the topic. Refer to only text books, journal articles, research or government reports. Do not refer to non-peer reviewed sources or general websites: Wikipedia, Parenting sites or blogs. Refer to primary sources only. The minimum number of references that you need to refer to in this assignment are FIVE. Avoid cross references and citations in text books as they can be outdated. Present your discussion in a well-argued report addressing the below points:   A brief introduction to the scenario and what this report is about.   Specific answers to the questions and discussion of the ideas and issues relating to the scenario using a related theory of children’s play or learning.   Three relevant and practical recommendations to address the issue or problem identified for educators/ families/children or as appropriate to these stakeholders.   Support with recent, relevant literature and theory or theories.   Present your report using appropriate levels of academic writing, presentation, and referencing as per APA guidelines. W HAT DO  I NEED TO SUBMIT ? Assignment 2- A Written Report on one of two scenarios or topics of play and learning given in this Learning Guide.  S UBMISSION DETAILS   Submit a draft of your assignment (not a PDF) to Turnitin by 21 April so you have time to review your Originality Report and edit your work.   Submit an electronic copy of your final assignment to Turnitin by 28 April (include your reference list).   Assignments submitted after the due date and time, without an approved extension, will be penalised 10% per day for late submission. You must keep a copy of your assignment. A SSESSMENT CRITERIA   Clear identification and overview of the key ideas, questions and issues related to the chosen scenario.   Clear discussion of chosen issue/s relevant to the scenario.   Clear, relevant, and practical recommendations to address the chosen issue/s in the scenario for educators and/or families or children.   Uses theory and academic literature to identify and discuss the ideas and issues raised.   Presents work professionally, with clear academic writing and within the word limit AND Uses the APA referencing style correctly for both in-text citations and reference list. 1 0 2 1 0 4 T H E O R I S I N G P L A Y 1 H / A U T U M N 2 0 1 7 17 E XAMPLES OF ASSIGNMENT  2 This is a new assignment, therefore, no past exemplars/excerpts of assignments identified as a distinction/credit/pass are not available. However, resources that can help you in completing the assignment can be found in the assessment 2 folder on the Unit’s vUWS site. A SSESSMENT  S TANDARDS The assessment standards outline what is expected for each of these criteria in order to pass this assignment, and to gain higher grades of credit, distinction and high distinction. All markers use these standards when assessing your work and you are strongly advised to use them to self-assess prior to submitting your assignment. 1 0 2 1 0 4 T H E O R N I N G P L A Y  1 H / A U T U M N 2 0 1 7 18 Student Name  Student Number  Marker  /30 Assessment Standards for Report on a chosen topic of Play/development/learning- Assignment 2 Criteria  FAIL  PASS  CREDIT  DISTINCTION  HIGH DISTINCTION 0-14.7/30  15-19.2/30  19.5-22.2/30  22.5-25.2/30  25.5-30/30 1  2  3  4  5 Clear identification and overview of the key ideas, questions and issues related to the chosen scenario. /5 No clear overview with a vague summary of information, not all key ideas or questions in the chosen scenario are clearly identified. Clear overview with an outline and basic discussion and answers to all key questions of the scenario. Clear identification of one issue. In  addition  to  Pass,  the discussion and answers are specific to the scenario. In  addition  to  Credit,  the discussion  is  highly  specific, covering diverse ideas. In addition to Distinction, an excellent grasp of the context and key ideas related to the chosen scenario. Clear discussion of chosen issue/s relevant to the scenario. /5 The issue chosen is not relevant to the selected scenario. Very broad and basic mention of an issue without any details and further discussion. The issue chosen is broadly relevant to the topic /scenario. Basic details and discussion on the issue. In addition to Pass, the chosen issue is specific and relevant. The discussion of the chosen topic/issue is adequate In addition to Credit, the issue chosen is highly relevant and the discussion on the issue is in depth. In addition to Distinction, the chosen issue is very topical, and the discussion on the issue covers diverse perspectives. Clear, relevant and practical recommendations to address the chosen issue for educators or families or children /5 Recommendations did not relate to the issue identified. Three recommendations are not proposed. They are not clear or appropriate to educators and/or families or children. Recommendations relate broadly to the issue identified. Three recommendations are proposed. They are clear and appropriate to educators and/or families or children. In addition to Pass, recommendations are specific to the issue identified and practically applicable to educators and or families or children. In addition to Credit, the recommendations proposed are highly relevant and specific to the issue identified in the topic. They are also highly practical and applicable to educators/and or families and children. In addition to Distinction, recommendations proposed are original, showing strong understanding of the relevant issue, and covers diverse perspectives. Uses theory and academic literature to identify and discuss the ideas and issues raised. /5 References do not contribute to the points being made. Required 5 academic sources are not used. Little or no support from literature. No mention of appropriate theoretical concepts. Reference to inappropriate theory or misinterpretation of theoretical concepts. May contain some discussion unsupported by references but 5 academic sources are used. Some general links to theoretical concepts. In addition to Pass, discussion is supported with appropriate literature. Effectively utilises at least 6 academic sources. Discussion is supported by appropriate theoretical concepts. In addition to Credit, discussion is supported with highly credible literature. Effectively utilises up to -8 academic  sources.  Strong understanding of theory/theories demonstrated in the use of highly  relevant  theoretical concepts. In addition to Distinction, the discussion is led by student’s voice along with the support with strong support from literature. Effectively utilises 8 or more academic sources. Excellent understanding  of  theoretical perspectives  along  with  a thorough  analysis  and application  of  theoretical concepts. 1 0 2 1 0 4 T H E O R N I N G P L A Y  1 H / A U T U M N 2 0 1 7 19 Presents  work professionally,  with clear academic writing and within the word limit /5 Report lacks structure; little evidence  report  has  been edited;  terminology inappropriate;  frequent spelling/  typographic  errors. Poor  paraphrasing  or overreliance  on  quotes. Submitted to Turnitin; originality report  detects  some insignificant  matches. Significantly below or above the word/time limit. Generally  clear;  Report,  has introduction,  body  and conclusion;  developed  with student’s  voice;  sentences coherent  and  grammatically correct; within word/time limit; some typographic and /or spelling errors. Some appropriate use of evidence but needs to be better integrated; submitted to Turnitin; originality report detects some insignificant matches. Well-structured and coherent text;  effective  grammatical expression;  adheres  to word/time  limit;  uses appropriate terminology; minor typographic and /or spelling errors. Analysis well developed with  student’s  voice  and supported by literature and research. Clear and concise structure; strengthened  by  relevant research; grammar and syntax mostly correct; cohesive text within  word/time  limit; discriminating use of appropriate vocabulary; few typographic or spelling errors. Well-structured report within the word/time  limit;  explicitly identifies  the  key  issues; cohesive, grammatically correct structure; very few typographic or  spelling  errors.  With competent  integration  of evidence, submitted to Turnitin; original work with insignificant matches. Uses  the  APA referencing  style correctly for both in- text  citations  and reference list /5 Reference list is missing or mostly  incorrect.  In-text citations  omitted  or  used incorrectly. The 4 elements of the APA referencing style are present in most reference list, (creator, copyright date, title of work and source). Some attempt at appropriate in- text  citation,  formatting  and punctuation  has  been demonstrated. All cited sources are included in the reference list. As for pass, and at least half of the reference list and in-text citations are correctly formatted (Italics,  capitalisation,  regular text  and  spacing)  and/or punctuated  (alphabetically ordered, double spaced hanging indents, full stops and commas correctly  positioned).  In-text citations  for  direct  quotes include page numbers. As for pass, and more than half of the reference list is correct formatted and/or punctuated, including complex citations or unusual source materials. The reference list and in-text citations are correctly formatted and punctuated throughout. See the Library APA Guide and APA style  guide  to  electronic references. 1 0 2 1 0 4 T H E O R I I N G P L A Y  1 H / A U T U M N 2 0 1 7 20 A SSIGNMENT  3 C ASE STUDY ON A FOCUS CHILD ’ S PLAY The purpose of this assignment is to help you plan for a focus child’s play by applying a case study approach and in-depth investigation of the child’s play, developments and learning. This assignment requires you to write an individual research report from an in-depth investigation of your focus child’s play. Note: You must have completed WSU’s online Child Protection Training before you begin this assignment. Child Protection Training will be available to you from the beginning of semester. You must complete this training before 31 March 2017. You must obtain informed consent from the child’s parent or caregiver before commencing any observations on a child. Permission given by other people on behalf of the parent or caregiver is not valid and cannot be accepted. Failure to submit the Parent Consent Form may result in a fail grade. D UE DATE : 29 M AY , 2017, 5.00 PM . L ENGTH : 2000 WORDS  ( EXCLUDING ATTACHMENTS / APPENDICES ) A SSIGNMENT  3 D ETAILS What is a case study? The case study method of investigation brings together a wide range of information on one child or a specific issue, gathered through interviews, observations, test scores, work samples, artefacts and so on. “The aim is to obtain as complete a picture as possible of that child’s psychological functioning and the experiences that led to it” (Berk, 2006, p. 48). The case study approach helps you to apply your recommendations specifically to your focus child. How do I conduct a case study? Read the example below to understand how to do a case study? Samantha, a student in the Play unit, chose 2-year-old John as her focus child in consultation with the child’s family. After speaking to John’s parents a few times, Samantha understood that John is very interested in socio-dramatic play and that he is highly imaginative. She became interested to know, if it is John’s dramatic play that is contributing to his imagination, which is currently advanced and is beyond what is expected in his stage of development. Therefore, she wanted to investigate- “How John’s pretend play is contributing to his imagination”. To answer this question, Samantha collected information on a) John’s home and family contexts, his play, routines, and other community experiences using a parent questionnaire and b) conducted five observations when he was playing in home corner and engaged in socio-dramatic play with peers. She then analysed all information collected from the child’s family, and her own observations to understand HOW his socio-dramatic play was promoting his imagination and specifically analysed observations for imagination skills. To avoid bias in her analysis, she cross-checked her analysis with related theory and research and The Early Years Learning Framework. This analysis of the information from various sources has helped her to find answers or explain John’s interest in socio-dramatic play and to answer the question of how his play socio-dramatic play was promoting his imagination. From this analysis, Samantha came up with three recommendations to further extend and support John’s socio-dramatic play and imagination. Finally, Samantha prepared a report on her research into John’s play and imagination and submitted it to University for marking. 1 0 2 1 0 4 T H E O R I I N G P L A Y  1 H / A U T U M N 2 0 1 7 21 Steps in Case Study research Step 1: Find a Focus Child First find a focus child in the 0-12 years’ age group to complete the Case Study assignment. You can choose the child either from A) your network of friends or extended family or B) from your work setting, i.e. an early childhood setting or OOSH service. Option B is available only to students already working in an early childhood setting that caters for children from Birth-12 years. Students wanting to complete the Case study assignment in their work setting must seek verbal approval from the Unit Coordinator and then written permission from their Supervisor in the work setting. Attach the written permission from the supervisor to the Assignment 3. After finding a focus child from your networks / work setting, explain and discuss the requirements of Assignment 3 to the parent/s or caregiver/s or educators using this Learning Guide. Hand the consent form to the parent/s or caregiver/s to seek their written approval to collect information and to observe their child. Assure confidentiality with the information collected from them. Seek separate permission to take photos and artefacts and to use them in your assignment. There is a consent form on the vUWS site in the Assignment 3 folder. Parents may not consent to photos and photos are not essential in the report. Gently remind parent/s or caregiver/s about the need to return the consent form as soon as possible. Develop rapport and trust with the focus child and their family or caregivers before conducting observations or collecting other information from the family. STEP 2: Choose a specific topic and question for the Case Study Research Choose a specific topic for your case study in consultation with the child’s parent/s or caregiver/s and supervisor (if applicable). Some examples for the case study topics are:   Peer interactions in group play   Enhancing pretend play   Developing handedness through constructive play   Improving pronunciation through linguistic play   Scaffolding imagination through socio-dramatic play and so on. After choosing a specific Case study topic, then come up with a specific question for the study. For example, if you chose the topic of peer interactions in group play, your research question could be: Why is my focus child not interacting with peers in group play and how I can extend my focus child’s peer interactions through group play? Also, be clear with the purpose/s of the case study: Ask questions such as why I am doing the case study and what are its purposes and what do I want to achieve from the case study and what are its benefits for my focus child/family/educators? PS: Choose your focus child first and then a specific topic and research question for your case study. When selecting the topic take into account your focus child’s current strengths in play/learning/developments, individual needs and interests as well as family’s needs and priorities for their child’s play, development and learning. STEP 3: Collect information needed to answer your research question Child’s background/family information (Essential): Collect information on your focus child’s age, culture, gender, position in the family, siblings, routines at home, and his or current play or learning or developmental strengths, interests, needs and family’s priorities and expectations for their child’s play/developments and so on. You can either use an interview or a questionnaire and/or daily conversations to collect this information. 1 0 2 1 0 4 T H E O R I I N G P L A Y  1 H / A U T U M N 2 0 1 7 22 PS: If you are doing this assignment in your work setting, you must first show the questions to your supervisor/director before interviewing the parent/s or sending them a questionnaire. All students are encouraged to bring a copy of their questionnaire to the tutorials for discussion and finalisation in week 9 of the semester. Complete FIVE observations (Essential) When selecting your method/s for observations, consider running records, anecdotes, and learning stories as they enable you to capture details of young children’s play and interactions. You can also use photo observations but you need to ensure that you have a separate permission to take photos of your focus child and to use them in Assignment 3. If you are using photo observation, you must include a narrative and the context of the photo observation, as photos on their own do not tell anything. Observe your focus child’s play at different times of the day and in different activities to gain further insights into your chosen topic using your chosen methods. In total, you need to have FIVE observations. Make sure those observations are specific and relevant to your case study question. A copy of the anecdote or narrative observation template is in the assignment 3 folder on the vUWS site. For other types of observations e.g., learning stories you may use a different template. Try to record as many details a possible in each observation, i.e. what the child does and says, how he or she plays, his or her interactions with peers and caregivers, the type of play materials he or she uses in play and so on. Also, try to take detailed notes without disrupting the child’s natural play. The tone of writing must be positive. You must record only what you see and hear and avoid a negative tone of writing. PS: Avoid writing observations as summaries of your child’s activities. Collect observations on children’ play rather than their routines such as meal and sleep times, drop off and pick-ups, unless they are important and required to answer your research question. Talk to the child’s educator/s (as applicable) (Essential) Interview the child and/or collect the child’s work samples/ artefacts (Optional) PS: You need to seek separate permission for collecting the artefacts and for taking photos of children. STEP 4: Analyse the information collected from families/educators and your observations 1. Five Observations First analyse all FIVE observations to find answers for your research question. For example, if your research question is on finding an answer to why your focus child is not interacting with peers then the analysis of all your observations should be just on that point. For example, in your analysis you may focus on reasons for disinterest such as limitations and issues in his/her physical, language, socio-emotional development and learning or a mis-match in children’s play interests. Remember, the aim of the analysis is to find an explanation or specific answers for your research question. This analysis will help you to write the discussion in section 2. Take into account the contextual factors and other background information such as age, gender etc. in drawing conclusions on the child’s play, learning and development. Examples of how to document and analyse observations are available on the unit’s vUWS site in the assignment folder. You will also get hands on practice in documentation and interpretations in the face-to-face tutorial classes. Also read: McDevitt et al. (2013), Chapter 2 for details on how to collect data using observation, interviews, case study and so on. 1 0 2 1 0 4 T H E O R I I N G P L A Y  1 H / A U T U M N 2 0 1 7 23 PS: The analysis of each observation should be supported by related theory or theories, research literature and The Early Years Learning Framework (DEEWR, 2009)/My Time, Our Place (2011). It is not enough to support your interpretations only with the EYLF outcomes. 2. Information from family/ educators/Artefacts Similarly, analyse information collected from the child’s family/ educators/Artefacts to find answers for your research question or explain it. Appropriately support this analysis as well with theory, literature and EFLF outcomes. STEP 5: Suggest Recommendations Provide recommendations that are relevant to your focus child and his or her family and educators to extend your focus child’s play, development and learning in the early childhood settings and to address the issues identified in the data analysis. Avoid making broad generalisations and judgemental comments about the family’s practices or the child’s behaviours, development, play or learning. Step 6: Write the Case Study Report Write the Case Study Report and organise the contents into four sections. Include the information listed below under each section. Section 1 (500 words) The aims of the Section 1 is to give an overview to the case study/ research question, introduce your focus child and his /her family and provide information on the child’s background and provide a clear justification for the case study. What information to include in Section 1?  A general introduction to the case study research outlining the objectives and purposes of the Case Study and the report.  An introduction to your focus child and details of his/her personal and family background and family experiences and so on (age, gender, culture, interests, play at home, daily routines, siblings, family expectations etc.).  Specific research question and justification for choosing the question, i.e. why you chose this research question? how this research is going to benefit the child/family/educators?  Support  the  selection  of  the  research question/topic using the information collected from the family/ your conversations with educators (if applicable), relevant theory, research literature and/or the learning outcomes of The Early Years Learning Framework appropriately.  Outline the structure for the case study report or what information is presented in different sections of the report. Section 2 (1100 words) The purposes of this section is to explain or provide answers for the case study research question using the analysed data collected from family, your observations, educators and artefacts. 1 0 2 1 0 4 T H E O R I I N G P L A Y  1 H / A U T U M N 2 0 1 7 24 What information to include in section 2:   Methods used to collect data and their justification: provide an outline of the various methods you have used to collect data for your case study (i.e. questionnaire, observations, artefacts and so on). Clearly justify why you chose these several methods and support your selection with literature/references. For example, if you chose anecdotal observations you must clearly say how and why they are suited and important in your case study. Similarly, justify the need to collect parent conversations  or  interviews  /artefacts  using  published literature/references.   Results of the case study and discussion of the findings of the case study: What did your results say about the case study or what explanation or answers you could provide for the research question using the analysis drawn from your own observations, the child’s family and educators, and artefacts. Support this discussion with relevant theory, research literature and the learning outcomes of The Early Years Learning Framework. Section 3 (400 words) The purposes of this section is to provide recommendations drawn from the discussion and analysis of all data collected in the case study research. What information to include in Section 3?  Three specific strategies or recommendations to extend your focus child’s learning, development and play, specific to your chosen topic or research question. Make sure those recommendations are practical and appropriate to families, educators and specific to your focus child and the selected topic of case study.  A general conclusion to the report outlining your key findings. Keep to the word count specified for each section of the report. Submit the completed report with the reference list, parent consent, and all the appendices through Turnitin as one document. If you are using photos, make sure you convert the whole document into a pdf document for uploading, as it is difficult to upload large word documents through Turnitin. See page 28 of this Learning Guide for instructions on how to combine all documents into one single file to upload through Turnitin. Please note: Do not include details of the questionnaire, five observations, artefacts and so on in this section. Keep those details in the appendix. NOTE: you do not need to plan and or implement play or learning experiences at the home/ e.c setting 1 0 2 1 0 4 T H E O R I I N G P L A Y  1 H / A U T U M N 2 0 1 7 25 Section 4: Appendix (No Word Count)  What information do I need to include in the Appendix?   Details of all five observations, their analysis and recommendations to extend the focus child’s play/developments/learning and specific to the case study topic.   A copy of the questionnaire and/or notes from informal conversations with parent/s or caregiver/s and/or staff.   Artefacts/ children’s work samples (only if you collected these – optional).   Parent Consent Form.   A Copy of permission form Centre Director/supervisor (applicable only to students who completed this assignment in their work setting). PROFESSIONAL AND ETHICAL CONDUCT OF CASE STUDY 1 0 2 1 0 4 T H E O R I I N G P L A Y  1 H / A U T U M N 2 0 1 7 26   First and foremost, complete WSU Online Child Protection Training before undertaking the Case Study.   Politely introduce yourself to the selected family and explain the assignment 3 requirements and the need to choose a focus child. Seek written permission from the selected child’s parent/s/caregiver/s to conduct the study on their child. Take with you a copy of WSU Insurance letter and Student Profile form.   Be Punctual and let the child’s family or the centre director know if you are unable to visit the child/setting.   Be friendly and respectful in all communication.   Keep the information collected private and confidential and do not identify the child/parent/home/child care setting individually. Use pseudonyms, instead of the first and last names in writing your report. When referring the centre, do not give its registered name/address. Just refer to it as: the selected child care.   Dress appropriately and make sure that your clothing covers you adequately allowing for bending down to work with children.   Turn  off  your  mobile  phone  while  interacting  with  the child/family/educators.   Be attentive to the focus child and not engrossed in documenting observations. Wear a WSU student name badge whilst visiting the focus child. o The WSU student name badge will have the student’s Given Name, Surname & WSU logo on the first line and the words “Pre-Service Teacher” on the second line. o The purchase price of the WSU student name badge is $8.00 at the time of finalising this Learning Guide. o Please purchase your name badge from the University store either online at: http://theuniversitystore.com.au/, or in-store at your home campus.   Maintain your own personal health and wellbeing.   Inform the unit coordinator if there are any issues in relation to conducting the Case study professionally and ethically as soon as they are identified.   Take a copy of WSU’s Insurance letter and Student Profile form with you. In addition, students with an Academic Integration Plan and with adjustments such as bending, lifting, back care, repetitive tasks, manual handling or in a wheel chair must speak with The Academic Course Advisor for Professional Experience, Denise Fraser at WSU and the unit coordinator before undertaking the Case Study. Students also need to take adequate care and responsibility to keep themselves safe and well at all times. Students must report any injury to The Academic Course Advisor for Professional Experience, Denise Fraser and unit coordinator, Dr. Prathyusha Sanagavarapu as soon as possible. I N THE EVENT OF AN ACCIDENT Pre-service teachers who are involved in an accident travelling to or from a setting should initially seek appropriate medical care and follow the reporting procedures in their school. Contact should be made with the Professional Experience Unit on (02) 4736 0262 ASAP. 1 0 2 1 0 4 T H E O R I I N G P L A Y  1 H / A U T U M N 2 0 1 7 27 Most frequently asked questions related to this assignment 1. Do I need to analyse all FIVE observations, suggest recommendations, and support the analysis with theory/literature/EYLF outcomes? The answer is YES. This analysis will help to provide an explanation for your focus child’s play/developments/learning , relating to your chosen case study topic or research question. 2. Can I do more than one observation in each visit? The answer is YES and you are in fact encouraged to do so. 3. Do I need to include photos of my focus child in the assignment and will I lose marks if I did not have photos? The answer is NO. Your marks are based on the content of the assignment, not the photos. 4. How long should each observation be or what is the minimum word count for each observation? There is no set limit on the word count or length of time to spend on each observation, but ensure that each observation and its details are not more than 1-2 paragraphs. 5. Are observations included in the total word count? The answer is NO. The observations, reference list and anything else included in the appendix is not counted. 6. Should I include the details of observations with the analysis, recommendations in Section 2? The answer is NO. All observations should be included in the Appendix. The analysis that is drawn from the observation, however, is to be used to support the discussion in section 2. W HAT DO  I NEED TO SUBMIT ?   Case Study Report   Appendices (Parent Consent form, Five observations, parent interview and/or questionnaire; artefacts/focus child’s works/Centre Director’s or Supervisor’s written permission (only if applicable).  S UBMISSION DETAILS Submit a draft of your assignment (not a PDF) to Turnitin by 22 May, 2017 so you have time to review your Originality Report and edit your work. Submit an electronic copy of your final assignment to Turnitin by 29 May, 2017, 5.00 pm (include your reference list). This final Turnitin copy MUST have the following attachments: Case Study Report, Parent Consent form, Details of Five observations, Parent interview and/or questionnaire, artefacts/focus child’s works AND. (Also, submit the Director’s Permission where applicable). Assignments submitted after the due date and time, without an approved extension, will be penalised 10% per day for late submission. You must keep a copy of your assignment. E XAMPLES OF ASSIGNMENT  3 Past exemplars/excerpts of Case Study Reports identified as a distinction/credit/pass can be found in the assessment folder on the Unit’s vUWS site. However, they are to be to be used as general guides only when completing the Case Study assignment because the requirements for the Case study assignments have changed from this year. Students in this unit are no longer required to complete this assignment through a 10-day placement in an early childhood setting, unlike in the previous 1 0 2 1 0 4 T H E O R I I N G P L A Y  1 H / A U T U M N 2 0 1 7 28 years. Therefore, the requirements for the Case Study assignment are different to the previous years. A SSESSMENT CRITERIA  Covers all the areas of the report clearly and adheres to ethical requirements, including the submission of parent consent form and signed attendance log.  Draws on and integrates a relevant theory or theories into discussion.  Draws on and integrates academic literature into discussion.  Presents work professionally, with clear academic writing and within the word, limit and uses APA referencing style correctly, including competently integrating evidence.  Uses the APA referencing style correctly for both in-text citations and reference list. A SSESSMENT  S TANDARDS The assessment standards outline what is expected for each of these criteria in order to pass this assignment, and to gain higher grades of credit, distinction and high distinction. All markers use these standards when assessing your work and you are strongly advised to use them to self-assess prior to submitting your assignment. 1 0 2 1 0 4 T H E O R I I N G P L A Y  1 H / A U T U M N 2 0 1 7 29 Student Name  Student Number  Marker  /50 Assessment Standards for Case Study Assignment 3 Criteria  FAIL  PASS  CREDIT  DISTINCTION  HIGH DISTINCTION 0-24.5  25-32  32.5-37  37.5-42  42.5-50 14 18 20 23 30 Covers all areas of the report clearly and adheres to ethical requirements, including the submission of parent consent form. / 30 Case study research question is not identified or answered clearly. Data gathered from families/ observations/centre staff is insufficient. Limited or no analysis of data collected; No clear implications or inappropriate implications. No/unclear conclusions and recommendations to extend the child’s play/development /learning. Ethical and professional research processes are not adhered to Parent consent form and signed attendance log not submitted.  Clear identification of the research question and clear answers are provided to the question. Data gathered from families/observations/centre staff is adequate. Basic analysis of data collected. Conclusions and recommendations are proposed to extend the child’s play/development /learning. Professional presentation without any bias or unsubstantiated comments. Ethical and professional research processes are adhered to. Parent consent and signed attendance log submitted. In addition to Pass, clear justification for the case study research question. Data gathered from observations/families /child/staff is highly relevant and specific to the case study question. Clear analysis and interpretation of data collected. Clear and specific conclusions are drawn with recommendations/implications to extend the child’s play/development /learning. In addition to Credit, Critical analysis and interpretation of data gathered. Conclusions, implication and recommendations proposed to extend the child’s play/development /learning are individualised and very specific to the chosen case study question. In addition to Distinction, outstanding understanding and analysis of the research question with evidence from multiple sources. Critical analysis and clear interpretation of data gathered. Clearly drawn implications and highly individualised recommendations to extend the child’s play/development /learning and are responsive to all families and educators as well.  1 2  3  4  5 Draws on and integrates a relevant theory or theories into discussion /5 Little or no mention of appropriate theoretical concepts. Reference to inappropriate theory/theories or misinterpretation of theoretical concepts.  Some general links to theoretical concepts.  Demonstration of a clear understanding and use of theoretical concepts. Good understanding of theoretical concepts with some analysis and application of theoretical concepts. Excellent understanding of theoretical perspectives along with a thorough analysis and application of theoretical concepts.  1 0 2 1 0 4 T H E O R I I N G P L A Y  1 H / A U T U M N 2 0 1 7 30 Draws on and integrate academic literature into discussion. /5 In general, discussion is not supported by literature or references used do not contribute to points being made. A minimum of five academic or credible references are not used. Predominant use of quotes rather than paraphrases. May contain some discussion unsupported by literature and/or references which are not fully integrated into the discussion. Utilises at least 5 academic or credible references. Attempts to paraphrase information from other references. Discussion is generally supported with appropriate literature. Effectively utilises at least 6 academic or credible references. Attempts to clearly paraphrase information from other references.  Discussion is clearly supported with appropriate and relevant literature. Examples and references are fully incorporated into the discussion. Effectively utilises at least-8 academic or credible references, including some research references. Led by student’s voice. Discussion is clearly supported with appropriate and relevant literature which is used to draw out extra levels of analysis and meaning. Led by student’s voice. Examples and references are fully integrated into the discussion. Effectively utilises 8 or more academic or credible references, including many research references.  Presents work professionally, with clear academic writing and within the word limit /5 Report lacks structure; little evidence report has been edited; terminology inappropriate; frequent spelling/ typographic errors. Poor paraphrasing or overreliance on quotes. Submitted to Turnitin; originality report detects some insignificant matches. Significantly below or above the word/time limit. Generally clear report and has introduction, body and conclusion; developed with student’s voice; sentences coherent and grammatically correct; within word/time limit; some typographic and /or spelling errors. Some appropriate use of evidence but needs to be better integrated; submitted to Turnitin; originality report detects some insignificant matches. Well-structured and coherent text; effective grammatical expression; adheres to word/time limit; uses appropriate terminology; minor typographic and /or spelling errors. Analysis well developed with student’s voice and supported by literature and research. Clear and concise structure; strengthened by relevant research; grammar and syntax mostly correct; cohesive text within word/time limit; discriminating use of appropriate vocabulary; few typographic or spelling errors. Well-structured report and is within the word/time limit; explicitly identifies the key issues; cohesive, grammatically correct structure; very few typographic or spelling errors. With competent integration of evidence, submitted to Turnitin; original work with insignificant matches. Uses the APA referencing style correctly for both in-text citations and reference list /5 Reference list is missing or mostly incorrect. In-text citations omitted or used incorrectly. The 4 elements of the APA referencing style are present in most reference list, (creator, copyright date, title of work and source). Some attempt at appropriate in- text citation, formatting and punctuation has been demonstrated. All cited sources are included in the reference list. As for pass, and at least half of the reference list and in-text citations are correctly formatted (Italics, capitalisation, regular text and spacing) and/or punctuated (alphabetically ordered, double spaced hanging indents, full stops and commas correctly positioned). In-text citations for direct quotes include page numbers. As for pass, and more than half of the reference list is correct formatted and/or punctuated, including complex citations or unusual source materials. The reference list and in-text citations are correctly formatted and punctuated throughout. See the Library APA Guide and APA style guide to electronic references. 1 0 2 1 0 4 T H E O R I I N G P L A Y  1 H / A U T U M N 2 0 1 7 31 A SSIGNMENT  S UBMISSION  D ETAILS C OVER  S HEET When submitting your assignment through Turnitin, you do not need to submit a signed cover sheet. You agree to the declaration on the cover sheet as part of the online submission process. T URNITIN Assignments must be submitted to Turnitin. Include your reference list in your submission. After the due date Turnitin will generate an Originality Report (usually within 24-48 hours after the due date and time). What is Turnitin? Turnitin is an online web-based text-matching software that identifies and reports on similarities between documents. It is widely utilised as a tool to improve academic writing skills. Help with Turnitin is available through the library. You will find links to video clips, FAQ and help sheets at:  http://library.westernsydney.edu.au/uws_library/guides/turnitin Why Turnitin? Turnitin supports the development of your academic writing and referencing skills. You will find the Turnitin Originality Check useful for editing your paper and avoiding inappropriate use of other's work and plagiarism. Students in the past have found it has helped them refine their skills; however, you do need to provide yourself with enough time to consider the Originality Report and to edit your work. Special instructions on how to insert the Parent Consent form and signed Attendance Log to the Case Study Turnitin assignment. Follow the steps below to combine MSWord and PDF documents so that you can create one single file to submit through Turnitin:   Remember to submit your assignment one week prior to the due date to give yourself time to check referencing through Turnitin.   Originality Check Reports may take 24 hours or longer to be returned, usually longer closer to the due date, therefore do not leave this important step to the last minute. 1 0 2 1 0 4 T H E O R I I N G P L A Y  1 H / A U T U M N 2 0 1 7 32 1. Scan the Parent and/or Director consent form to PDF (this renders it a smaller file so that when it is turned into an image it is smaller also). 2. Save as 'image' JPG. 3. Open the destination Word document (your assignment ) and place cursor where inserted JPG is to go. 4. Go to 'Insert' in the options at the top of the screen and down to photo 5. Choose 'Picture from file'. 6. Using the file directory, locate the image to be inserted and click on it. 7. Picture will now be embedded into the MS Word document – Click save. 8. Go to 'Insert' in the options at the top of the screen and down to photo 9. Choose 'Picture from file'. 10. Using the file directory, locate the image to be inserted and click on it. 11. Combined image will be created from the original PDF that was saved as a JPEG) – Click save. E XTENSION OF  A SSESSMENT  D UE  D ATE If you need to apply for an extension of time to complete an assessment task, then please contact the Unit Coordinator with a Request for Extension form, which is available from the WSU website or Student Central. Where special consideration is sought for misadventure or extenuating circumstances during a teaching period, you should complete a Special Consideration online application, which will be processed by the Unit Coordinator. You may apply for an Extension up to two days after the assignment is due. Applications must be submitted no later than 5.00pm on the second working day after the due date of the assessment task. If the extension is not approved late penalties will apply. You will need to provide documentary evidence to explain your situation when requesting an assignment extension (e.g. a medical certificate or letter from a counsellor). An extension will not be granted if you have not provided this evidence. You may be asked to show evidence that you have completed a draft of your assignment. L ATE  S UBMISSION OF  A SSIGNMENTS A student who submits an assessment late without approval for an extension will be penalised by 10% per day up to 10 days, i.e., marks equal to 10% of the assignment’s weight will be deducted as a “flat rate” from the mark awarded. For example, for an assignment that has a possible highest mark of 50, the student’s awarded mark will have 5 marks deducted for each late day; Saturday and Sunday each count as one day. Assessments will not be accepted after the marked assessment task has been returned to students who submitted the task on time. R ETURN OF  A SSIGNMENTS  Your marks and feedback on your assignments will be available on the unit’s vUWS site as assignments in this unit are marked online. L EARNING  R ESOURCES  P RESCRIBED  T EXT Australian  Curriculum,  Health  and  Physical  Education,  Retrieved  from http://www.australiancurriculum.edu.au/health-and-physical-education/curriculum/f-10?layout=1 Fleer, M. (2013). Play in the early years. Australia: Cambridge University Press. 1 0 2 1 0 4 T H E O R I I N G P L A Y  1 H / A U T U M N 2 0 1 7 33   E SSENTIAL  R EADINGS Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2015). Programming and planning in Schedule for chapters to read. Department of Education, Employment, Employment and Workplace Relations. (2009). Belonging, being and becoming: The early years learning framework for Australia. Canberra, Australia: Commonwealth of Australia. Department of Education, Employment, Employment and Workplace Relations. (2011). My Time, Our Place. Framework for school age care in Australia. Canberra, Australia: Commonwealth of Australia. Fleer, M. (2013). Play in the early years. Australia: Cambridge University Press. Gupta, A. (2009). Vygotskian perspectives on using dramatic play to enhance children's development and balance creativity with structure in the early childhood classroom. Early Child Development and Care, 179(8), 1041-1054. Irby, B. J., & Brown, G. (2011). Gender and early learning environments. Charlotte, NC: Information Age Pub. Maynard, T., & Waters, J.(Eds.) (2014). Exploring outdoor play in the early years. Maidenhead, England: Open University Press. MCDevitt, T.M., Ormrod, J.E., Cupit, G., Chandler, M., & Aloa, V. (2013). Child development and education. NJ: Pearson: McLachlan, C., Fleer, M., & Edwards, S. (2013). Early childhood curriculum (2nd ed.). Cambridge, England: Cambridge University Press Cambridge University Press. Palaiologou, I. (2016). Teachers’ dispositions towards the role of digital devices in play-based pedagogy in early childhood education Early Years, 36 (3), Pages: 305-321 | DOI: 10.1080/09575146.2016.1174816   R ECOMMENDED  R EADINGS American Psychological Association, (2010). Publication manual of the American Psychological Association. (6th ed.). Washington, D.C.: Author. There is a link on the library page. Board of Studies NSW, (2007). Personal Development, Health and Physical Education (PDHPE) syllabus  K-6.  Retrieved  from  http://k6.boardofstudies.nsw.edu.au/go/personal- development-health-and-physical-education-pdhpe Fleer, M. (2010). Early learning and development: Cultural-historical concepts in play. Retrieved from http://site.ebrary.com Frost, J. L., Wortham, S. C., & Reifel, S. (2012). Play and child development (4th ed.). Boston, MA: Pearson. Gronlund, G. (2010). Developmentally appropriate play: Guiding young children to a higher level. Retrieved from http://ebookcentral.proquest.com/lib/UWSAU/detail.action?docID=927903 Hughes, A. M. (2015). Developing play for the under 3s: The treasure basket and heuristic play (3rd ed.). Retrieved from http://ebookcentral.proquest.com Museum Victoria: Play & folklore: http://www.museum.vic.gov.au/playfolklore . Pellegrini, A. D., Hoch, J., & Symons, F. J. (2013). Observing children in their natural worlds: A methodological primer (3rd ed.). New York, NY: Psychology Press. Rogers, S. (2011). Rethinking play and pedagogy in early childhood education concepts, contexts and cultures. Retrieved from http://ebookcentral.proquest.com/ 1 0 2 1 0 4 T H E O R I I N G P L A Y  1 H / A U T U M N 2 0 1 7 34 Shonkoff, J. P. (2010). Building a new biodevelopmental framework to guide the future of early childhood policy. Child Development, 81(1), 357-367. K EY  W EBLINKS There is a comprehensive range of helpful web links on vUWS. A CADEMIC LITERACY SUPPORT FOR ASSIGNMENT PREPARATION  FINDING INFORMATION AND REFERENCING The Western Sydney University Library website provides a number of online resources that will assist you when completing your assignments. It is recommended you complete at least the first two online modules if you have not already done so.  Make use of the library staff and the School of Education Liaison Librarian – they are there to help you. Have you tried the online librarian? You can chat with a librarian from home. This facility can be accessed from the library home page. A CADEMIC WRITING  The School of Education ‘Effective Communication at University’ vUWS site includes a folder titled Academic Writing, which contains a comprehensive Academic Writing Guide. This resource is divided into 12 chapters, including: understanding the task, reading and note-taking, essay writing, features of academic writing, academic argument and using evidence, and grammar in academic writing The past exemplars/excerpts of assignments that are provided on this Unit’s vUWS site are also valuable in terms of understanding the expectations of your assignments. Additionally, the marking rubrics provide guidance for writing your assignments and it is important that, as you write, you consistently check your assignments against the criteria and standards. The Library Study Smart website (www.westernsydney.edu.au/studysmart) provides support for academic writing and reading, critical thinking, academic integrity, exams, numeracy, and using Successful Searching  http://library.westernsydney.edu.au/uws_library/guides/online-tutorials Arts Information Basics  http://library.westernsydney.edu.au/main/module1-the-search-strategy Online librarian: Chat with a librarian from home http://library.westernsydney.edu.au/main/ Referencing: You are expected to use the APA style. The library provides a range of citing resources. APA Referencing Style Guide http://library.westernsydney.edu.au/main/sites/default/files/cite_APA.pdf APA Central  http://apastylecentral.apa.org.ezproxy.uws.edu.au/#/ I-Cite  https://library.westernsydney.edu.au/main/guides/referencing- citation/i%3aCite APA Frequently Asked Questions http://www.apastyle.org/learn/faqs/index.aspx 1 0 2 1 0 4 T H E O R I I N G P L A Y  1 H / A U T U M N 2 0 1 7 35 technology to support your learning. You can also find the Library Study Smart vUWS site in your My vUWS unit list. The Library Study Smart service also includes Study Smart Advisors who are available in all campus libraries to help you with your academic writing. Check the Study Smart Advisor hours: http://library.westernsydney.edu.au/main/services/study_smart/location_time , and drop into your campus library for a 30-minute consultation. If a Study Smart Advisor is not available or you are not on campus, you can chat with an experienced tutor online via the YourTutor service. Look for the YourTutor link in the left hand menu of any of your unit vUWS sites. Peer Assisted Study Sessions (PASS) is a free and voluntary student centred learning program offered face to face or online. In PASS you will meet and work collaboratively with other students from your unit to understand the unit content and develop study strategies to help improve your academic performance. See www.westernsydney.edu.au/pass for timetable information. N UMERACY In your program vUWS site you will find a folder titled School of Education Numeracy Support. In this site, you will find resources designed to assist you with preparation for the Numeracy Assessment Task. For ongoing numeracy support, you may also access further learning materials from the Mathematics Education Support Hub (MESH) (http://westernsydney.edu.au/mesh/mesh) or their vUWS site at http://ceam.uws.edu.au/cgi-bin/auth/auto-register.pl?st2_ssd_improvemaths_2012_1 Y OU AND  T HIS  U NIT A TTENDANCE On-campus sessions are designed to scaffold your learning and assist you to complete your assessment tasks. You should endeavour to attend all scheduled classes. If there is a legitimate reason for an absence, then the tutor should be emailed as a courtesy to explain the absence. Attendance rolls will be taken to verify attendance. Why attend the on-campus sessions? Your learning is enhanced. Your learning is scaffolded to assist you to complete assessment tasks. You can get better marks because you know what is required in assignments. You have the opportunity to ask questions and clarify your understandings. You get to know your lecturers and they you. You get to know your fellow students, allowing you to form support and study groups. B LENDED  L EARNING This unit uses Flipped Classrooms- a blended approach to enable you, as an independent learner, to engage with the key concepts and content in your own time and at your own pace. Your engagement with the online materials, and independent study, is essential in addition to attendance at on campus tutorials for your successful completion of this unit. 1 0 2 1 0 4 T H E O R I I N G P L A Y  1 H / A U T U M N 2 0 1 7 36 W HAT IS EXPECTED OF YOU AND WHAT YOU CAN EXPECT FROM STAFF AT  WSU S TUDENT RESPONSIBILITIES AND CONDUCT Student Responsibilities Familiarise yourself with University policies on assessment and examinations. Familiarise yourself with the Inherent Requirements for your course: http://www.uws.edu.au/ir/inherent_requirements/ inherent_requirements_for_teaching_courses_postgraduate Ensure that you understand the requirements, including timetables, for examinations and other assessments tasks. Access the unit vUWS site at least weekly for learning activities, resources, information discussions and assignment submission. Ensure you read and understand the assessment requirements and note the submission dates, and seek assistance from the lecturer and/or unit coordinator when needed. Notify relevant staff (e.g. lecturer, unit coordinator, disability adviser) as soon as possible prior to, or at the beginning of, the semester to have special requirements accommodated. Submit your own individual and unassisted assessment work, except as otherwise permitted. Cheating, plagiarism, fabrication or falsification of data will be severely dealt with. Behave ethically and appropriately, avoiding any action or behaviour, which would unfairly disadvantage or advantage another student. Where group work is assigned, ensure that every group member has the opportunity to contribute in a meaningful way to the assignment. Allocate time for independent study when it suits you during each week to complete your readings, research and assignment preparation. It is expected you will have completed the nominated readings and any other required preparation prior to the on-campus tutorials. Student Conduct and Behaviour Attend all on-campus sessions and complete all online activities– failure to attend is often the main cause for low final grades. Respect the needs of other students who are participating in any class activities. Pay attention in lectures and tutorials – these provide key information for all examinable material. Do not use mobile phones to surf the web or check emails during the lecture and tutorials and do not have ongoing conversations with fellow students during the lecture or if another student is presenting work in the tutorials. Use vUWS discussion boards constructively – they are there for interaction between the students and between teaching staff and the students. Unfounded criticisms will be removed from the relevant discussion board. If you have a concern about this unit, other students or teaching staff, contact your Unit lecturer or tutor in the first instance. If the matter is not resolved, then you may contact the unit coordinator (see inside front cover). If you would prefer to speak to someone else, you are advised to contact the Director of Academic Program responsible for the unit. Please note the Director of Academic Program may refer your concern to a delegate to review and to respond to you. The University also has a Complaints Resolution Unit (see link below). Staff in that unit can provide you with advice on addressing your concerns within the School and, in some circumstances, they may undertake an investigation. Concerns must be raised with the Complaints Resolution Unit within a six-month timeframe. http://www.uws.edu.au/about_uws/uws/governance/complaints_management_and_re solution 1 0 2 1 0 4 T H E O R I I N G P L A Y  1 H / A U T U M N 2 0 1 7 37 W HAT YOU EXPECT FROM THE TEACHING TEAM Staff Responsibilities Assess students' work fairly, objectively and consistently and when in doubt consult initially with the Unit Coordinator, the Academic Course Advisor or the Director of Academic Program. Provide students with appropriate, helpful and explanatory feedback on all work submitted for assessment. Make reasonable accommodation (e.g. length of time to complete) in assessment tasks and School of Education 教育学 assignment 代写

examinations for students with special requirements and to seek assistance from the Disability Advisor and Counsellor where appropriate and needed. Ensure deadlines for the submission of examination papers to the Academic Registrar are met. Immediately report to the unit coordinator any instances of student cheating, collusion and/or plagiarism. L INKS TO  K EY  P OLICIES AND  S TUDENT  I NFORMATION Refer to this web site for relevant WSU policies: http://policies.uws.edu.au/students.php S TUDENT MISCONDUCT Misconduct refers to plagiarism, cheating, collusion and other listed misconduct for which serious penalties potentially apply. It also includes, but is not limited to, the harassment, abuse and vilification of a member of the University directly or by other means of communication; the unreasonable disruption of staff or students or other WSU members from undertaking their normal activities at the University; a failure to follow reasonable directions of an employee of the University; or behaviour that is inappropriate in an activity. Read the disclaimer before you upload your assignment to Turnitin for online submission. By doing this you agree to the following:  I hold a copy of this assignment if the original is lost or damaged.  I hereby certify that no part of this assignment or product has been copied from any other student’s work or from any other source except where due acknowledgement is made in the assignment.  I hereby certify that no part of this assignment or product has been submitted by me in another (previous or current) assessment, except where appropriately referenced, and with prior permission from the Lecturer/Tutor/ Unit Co-ordinator for this unit.  No part of the assignment/product has been written/ produced for me by any other person except where collaboration has been authorised by the Lecturer/Tutor/Unit Co-ordinator concerned.  I am aware that this work will be reproduced and submitted to plagiarism detection software programs for the purpose of detecting possible plagiarism (which may retain a copy on its database for future plagiarism checking). School of Education 教育学 assignment 代写