PROSPECTIVE STUDENTS Education (Early Years) Handbook for - College of Education, Training and Leadership School of Health and Education December ...
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Education (Early Years)
Handbook for
PROSPECTIVE STUDENTS
College of Education, Training and Leadership
School of Health and Education
December 2017TABLE OF CONTENTS
WELCOME TO EDUCATION (Early Years) .............................................................................................. 1
STAFF CONTACT DETAILS ..................................................................................................................... 2
COURSE EXPECTATIONS ....................................................................................................................... 2
SUBJECT EXPECTATIONS....................................................................................................................... 3
ATTENDANCE ....................................................................................................................................... 4
SUBJECT EVALUATION .......................................................................................................................... 4
ACADEMIC AND ADMINISTRATIVE SUPPORT ....................................................................................... 3
LECTURER/SUBJECT COORDINATORS............................................................................................. 4
YEAR LEVEL COORDINATORS ......................................................................................................... 4
COURSE COORDINATOR ................................................................................................................ 4
PROFESSIONAL PLACEMENT COORDINATOR ................................................................................. 4
COURSE ADMINISTRATOR ............................................................................................................. 4
ASSESSMENT AND GRADING................................................................................................................ 4
GRADING AND MARKS................................................................................................................... 5
DUE DATES .................................................................................................................................... 5
LATE PENALITES ............................................................................................................................ 5
EXENSIONS FOR ASSESSMENT ....................................................................................................... 5
SPECIAL CONSIDERATION ..................................................................................................................... 6
ACADEMIC COURSEWORK.................................................................................................................... 6
PRESENTATION OF YOUR WORK ................................................................................................. 6
WORD LIMITS ............................................................................................................................. 7
PROFESSIONAL PLACEMENT.................................................................................................................7
HIGHER EDUCATION RULES AND POLICIES ........................................................................................... 7
ACADEMIC PROGRESS ................................................................................................................. 7
ACADEMIC INTEGRITY ................................................................................................................. 7
DEFINITION OF PLAGERISM ......................................................................................................... 7
TURNITIN .................................................................................................................................... 9
REFERENCING ............................................................................................................................. 10
LIBRARY................................................................................................................................................ 10
INTER-MELBOURNE POLYTECNIC LIBRARY BOOK LOAN ............................................................... 10
INTER LIBRARY LOANS................................................................................................................. 10
ELECTRONIC DATA BASES ............................................................................................................ 11
SERVICES AND FACILITIES ..................................................................................................................... 11
ACCESS TO COMPUTERS ........................................................................................................... 11
STUDENT PORTAL ..................................................................................................................... 11
MOODLE .................................................................................................................................. 11
STUDENT SERVICES................................................................................................................... 12KOORIE SERVICES ..................................................................................................................... 12
INTERNATIONAL STUDENT SUPPORT ........................................................................................ 12
COUNSELLING .......................................................................................................................... 12
DISABILITIES STUDENT SERVICES .............................................................................................. 12
PARKING ON CAMPUS .............................................................................................................. 13
OTHER IMPORTANT INFORMATION ..................................................................................................... 13
CENTRELINK ............................................................................................................................. 13
ENROLLMENT RECORDS ........................................................................................................... 13
BEHAVIOUR CODE AND STUDENT SAFETY ................................................................................. 13
SECURITY.................................................................................................................................. 13
EQUAL OPPORTUNITY .............................................................................................................. 13
SMOKING POLICY ..................................................................................................................... 13
CAMPUS MAP ....................................................................................................................................... 14
PLACEMENT SCHEDULE......................................................................................................................... 15WELCOME TO THE BACHELOR OF EDUCATION (Early Years)
COURSE RATIONALE
The Bachelor of Education (Early Years) suite of subjects offers a distinctive approach to learning
and teaching that focuses on identifying, responding and enhancing your student experiences in
Higher Education at Melbourne Polytechnic.
The program has five key philosophical principles that drive the delivery of its courses and
engagement with students within its teacher education programs, namely:
1. Equity and social justice
2. Multiple perspectives about teaching, learning and children
3. Leadership and advocacy
4. Intentional and strategic teaching
5. Critical reflection
Within this, the program has studies across four areas:
1. Pedagogy and curriculum theory
2. Professional studies
3. Discipline studies
4. Child growth, learning and development
Drawing on the philosophical principles to explore the content areas ensures the program is
conceptualized and delivered with a spirit of intellectual enquiry while supporting a unified
program approach to content resulting in students experiencing a coherent and holistic learning
and teaching environment.
The Bachelor of Education (Early Years) team are committed to innovations that support the
guiding principles of the program and the achievement of your professional goals. Lecturers are
focused on ensuring your success here at Melbourne Polytechnic and are more than willing to
support you through your studies. They are available for one-on-one meetings and small group
meetings to explain, discuss and extend aspects of your studies and to build study skills and
strategies to support your academic work. The program has established an Academic Literacy
Liaison Officer (ALLO) whose role includes study support and the development of students’
academic and general literacy skills.
This is a start to an exciting academic experience and the entire Education (Early Years) team at
Melbourne Polytechnic is looking forward to working with you to achieve your goals.
Please do not hesitate to get in touch with any member of the Bachelor of Education (Early Years)
staff to discuss study needs and other issues as the year progresses. We are always happy to help!ENTRY RATIONALE
The Bachelor of Education (Early Years) Course Handbook is available to prospective students via the MP
course enquiry website (https://www.melbournepolytechnic.edu.au/courses/bachelor-of-education-early-
years). The Handbook includes information on the course rationale, approach to selection for course entry
and the threshold requirements for selection.
The course is designed to move beyond a technicist approach to teaching that focusses on the transmission
of knowledge, towards the understanding that teaching is about developing transformative practices that
are political, strategic and reflexive. The course has specific foci on:
• Intentional and strategic teaching;
• Social justice and equity;
• Leadership; and
• Multiple perspectives.
MP has designed selection criteria and an interview process to ensure that applicants can clearly
demonstrate both academic and non-academic competences needed for effective teacher practice.
MP is committed to assessing an applicant’s whole of study experience, life experience and aptitude for
teaching and learning. Therefore, the selection methodology effectively:
1. Responds to broader social equity considerations through improving access into higher education
study for non-traditional applicants.
2. Ensures that applicants are offered places according to their dispositional aptitude for teaching as
assessed through interview and enhanced by the CLARA (Crick’s LeArning for Resilient Agency)
analytic tool.
3. Empowers and supports applicants to make an informed decision about the course.
This selection approach is research-based (Peck, 1983). This research indicated that there was no single
selection method of pre-service teacher training which constituted a strong predictor of teacher success.
However, the interview outcome, central to the MP approach was identified as a stronger indicator for
teacher success than academic achievement alone. It is noted that interview has a potentially strong
relationship for elucidating an applicant’s “readiness to learn pedagogical knowledge and skills” as well as
“attitudes towards teaching” (Casey & Childs, 2007).
Recent research (Deakin, Crick, Goldspink, Foster, 2015) has indicated the importance of identity in learning
and teaching. It suggests that a person’s potential for creating deep learning and student engagement is
linked to the way they narrate themselves as teachers; those who more effectively create deep learning
environments tell stories of themselves as learners rather than as teachers. A person’s identity is shaped by
personal and communal stories and networks of relationships (Bloomer, 2001), which determines a person’s
engagement with learning opportunities, either as teacher or student. This research aligns with the
Australian National Goals for Education (MCEETYA, 2008); particularly with regard to Goal 2 which highlights
the need for skills associated with successful learners, confident and creative individuals.
The MP approach responds to national social inclusion agenda for widening participation in Australian higher
education of non-traditional students and target groups (first-in-family, low SES, students with English as an
additional language, Indigenous Australians, people with disabilities). It does this by using alternative
selection criteria, which evidence a student’s capability as described in the preceding and the following
sections.Data such as course progression and retention suggest that there is no discernible difference in the
outcomes of students entering through different pathways.
SPECIFIC SELECTION PROCESS
The elements of the selection criteria have been designed to provide the basis of longitudinal
analysis of Pre-Service Teacher growth and development in the areas of academic skills and
knowledge; pedagogical knowledge and practice; and the development of a sense of education
purpose that is consistent with the course aims and themes. The data gathered at program entry is
correlated with data collected at program exit to provide an evidence base for the selection
process.
The process mandates that all prospective students are required to:
Academic Requirements Non-Academic Requirements
• Achieve a minimum ATAR of 65 for • Undertake the Crick LeArning for Resilient
Academic Year 2018. Agency (CLARA) online learning analytic
• Achieve a minimum ATAR of 70 for survey to facilitate a reflective dialogue
Academic Year 2019. during the interview on the candidates
• Demonstrate meeting the mandated entry learning dispositions. The dialogue is
requirements around English and important to connect with the applicant’s
Mathematics as evidenced by VCE understanding of the important connection
(Victorian Certificate of Education) between learning and teaching. Attend an
achievement or equivalent. interview with academic staff.
• Undertake a written task.
CLARA Diagnostic tool
Prior to attending the interview, applicants undertake the CLARA online survey. CLARA identifies
affective learning dispositions, which are considered essential to effective teaching practice. These
dispositions are identified as being those that teachers rely on to develop deep learning across
complex and diverse student cohorts. The dispositions that the CLARA survey report on are:
curiosity; creativity; sense making; belonging; collaboration; hope and optimism; mindful agency;
and openness to engage.
The CLARA data is not used as a pass / fail test score but rather as a vehicle for a deep reflective
discussion. It is important to note that the CLARA survey is a self-assessment tool and is designed to
supportively provoke reflection on how applicants perceive themselves as future teachers.
The Interview
An interview is included in the selection process for the Bachelor of Education (Early Years) to
provide applicants an opportunity to demonstrate the following entry requirements.
1. Demonstrated personal attributes suitable for teaching.
2. Capacity to undertake work at degree level as demonstrated in an interview.
Prospective students are required to all have a one-on-one interview with a member of the
teaching team with interviews via Skype offered to International students. Students are also set a
written task and the team is able to evaluate both oral and written skills. This is a more equitable
process that informs selection as the program team can assess their knowledge, skills andattributes and make judgments on potential students’ ability to succeed in a tertiary institution, not
just the score from their final year of schooling. In this way, we are able to select applicants with a
demonstrated passion and disposition for teaching and learning and know a little about their
desires and motivations in coming into study.
The questions that prospective students are asked at interview are designed to elicit the following:
• Motivation to teach
• Strong interpersonal/communication skills
• Willingness to learn
• Resilience
• Self-efficacy
• Conscientiousness
• Organisational and planning skills.
An interview rubric that represents an evaluation tool that supports objective and consistent
admission decisions to determine the above entry requirements for the course is provided in this
document.
The entry requirement demonstrated personal attributes suitable for teaching is evidenced by the
following qualities identified for selection of pre-service teachers by Feiman-Nemser (1990) and
Stead (2006). Each of the following is included as an interview criterion:
• sensitivity to others;
• flexibility;
• self-awareness;
• willingness and capacity to engage in self-reflection; and
• ability to view their work against the backdrop of world events and conditions and regard
community involvement and leadership as a professional responsibility.
The entry requirement capacity to undertake work at degree level as demonstrated in an interview
is evidenced by the following interview criteria:
• The applicant demonstrates some knowledge of the expectations of tertiary study in general
and the course in particular; and
• The applicant has identified a purpose for undertaking the course, including future study and/or
career ambitions appropriate to the course.
Written task
The written task is a supported simulation of an academic written assessment. It is a diagnostic tool
used to ascertain the level of academic written capacity that the student possesses. It is also used
as the basis of an informed conversation in the interview about the prospective student’s suitability
to undertake a bachelor level course.LANTITE testing In line with the philosophical and theoretical basis for the selection criteria, Melbourne Polytechnic does not require students to sit or successfully complete the LANTITE as a condition of entry. Instead, literacy and numeracy development is strategically placed in both curricular and co- curricular contexts throughout the course and that the development of student literacy and numeracy, personal, academic, and pedagogic is a measured outcome of the course. As a part of the selection process, it is made clear to applicants that, in line with government requirements, they will not be eligible to graduate until they have passed both components of the Test. Further to that, prospective students are required to undertake one literacy and one numeracy sample LANTITE test question; not as a pass or fail exercise but one designed to elicit diagnostic data.
ENTRY INTERVIEW ASSESSMENT RUBRIC
Personal SELECTION CRITERIA RUBRIC
Attributes As evidenced through CLARA and Interview Questions
Criteria Low Medium High
Motivation to ⃝ Demonstrates low ⃝ Demonstrates some ⃝ Demonstrates an intrinsic
teach intrinsic motivation for intrinsic motivation for motivation for teaching, an
teaching, little understanding teaching, some understanding of the role of
of the role of teacher, has not understanding of the role of teacher, has sought
sought opportunities to teacher, has sought some opportunities to experience
experience teaching. opportunities to experience teaching
teaching.
Interpersonal ⃝ Demonstrates a low level ⃝ Demonstrates a medium ⃝ Demonstrates a high level
Communication of communication and level of communication and of communication and
skills collaboration skills. collaboration skills. collaboration skills.
Willingness to ⃝ Demonstrates low ⃝ Demonstrates medium ⃝ Demonstrates high
learn metacognition cannot metacognition can determine metacognition can determine
determine how to approach a how to approach a problem how to approach a problem
problem or task, monitor own or task, monitor own or task, monitor own
comprehension and evaluate comprehension and evaluate comprehension and evaluate
progress toward completion. progress toward completion. progress toward completion.
Resilience ⃝ Demonstrates low ⃝ Demonstrates some ⃝ Demonstrates high
perseverance and passion for perseverance and passion for perseverance and passion for
long-term goals. long-term goals. long-term goals.
Self-efficacy ⃝ Demonstrates a fixed ⃝ Demonstrates some ⃝ Demonstrates a growth
mindset i.e. treats intelligence evidence of a growth mindset mindset i.e. sees intelligence
as an innate ability, immune i.e. sees intelligence as as malleable and as a function
to the efforts of the individual malleable and as a function of of effort.
to improve it. effort.
Conscientiousness ⃝ Demonstrates a low level ⃝ Demonstrates a medium ⃝ Demonstrates a high level
of desire to do a task well, level of desire to do a task of desire to do a task well,
and to take obligations to well, and to take obligations and to take obligations to
others seriously. to others seriously. others seriously.
Organisational ⃝ Demonstrates a low level ⃝ Demonstrates a medium ⃝ Demonstrates a high level
and planning skills of organisational and level of organisational and of organisational and
planning skills. planning skills. planning skills.MEASUREMENT OF SELECTION CRITERIA EFFICACY
The following data sources are elicited and analysed as Measurement of Selection Criteria Efficacy.
The following table highlights the data sources and aggregation by entry cohorts.
Data Sources Data Aggregation by Entry Cohort
• Retention and attrition data • VTAC
• LANTITE data • Direct entry
• Student Evaluation of Quality (SEQ) of • Domestic
teaching survey data • International
• Student academic achievement data • PathwaysSTAFF CONTACT DETAILS
TEACHING STAFF
Staff Member Email Telephone
Eloise Thomson
eloisethomson@melbournepolytechnic.edu.au 9269 1990
Course Coordinator
Gracie Abela gracieabela@melbournepolytechnic.edu.au 9269 1390
Carol Hart
carolhart@melbournepolytechnic.edu.au 9269 1992
Academic Literacy Liaison Officer
Karen Hope karenhope@melbournepolytechnic.edu.au 9269 1390
Brendan Jacobs brendanjacobs@melbournepolytechnic.edu.au 9269 1390
Claudine Lam claudinelam@melbournepolytechnic.edu.au 9269 1990
ADMINISTRATIVE STAFF
Staff Member & Position Email Telephone
Veronica Plozza
veronicaplozza@melbournepolytechnic.edu.au 9269 1376
Placement Coordinator
Jane Williams
janewilliams@melbournepolytechnic.edu.au 9269 1390
Course Administrator
COURSE EXPECTATIONS
Successful completion of your qualification depends on a range of things and requires a solid and consistent
commitment to your study. We know that there are some markers for success in Higher Education study
and these include:
• A professional, respectful and engaged attitude to your learning.
• A willingness to listen to others and to actively contribute.
• A willingness to actively seek help when needed.
• The ability to take responsibility for your learning and study timetable – to organise yourself and
your time; to be able to study independently outside of your direct class contact time.
• The completion of all tasks and requirements including set weekly readings.
Students who commit to these things are usually successful in achieving their qualification.SUBJECT EXPECTATIONS
Success in your subjects also depends on a range of things including:
• Remember that there are usually 4 hours of contact time per subject.
• Completion of all assessment tasks – it is very difficult for a student to pass a subject when they have
missed submitting an assessment piece.
• Completion of all hurdle tasks – hurdle task is ungraded but MUST be completed in order to pass a
subject. You will not pass the subject without completing its hurdle tasks assigned (whenever
applicable).
Success in your subjects also requires a commitment to study outside of your direct class contact time. This
is a normal part of Higher Education study. You MUST ensure you allow enough time to study. Spending at
least 4 to 6 hours per subject outside of the direct class time will help to ensure that you are more successful
in your studies.
ATTENDANCE
You are expected to attend and participate in all classes, as these are vital to your learning on this course.
Class rolls will be marked at the beginning of every class and late arrivals and absences recorded. If you are
absent, it is your responsibility to find out what has been missed.
Those students who do not attend regularly are more likely to perform poorly. You should note the
following:
• If you are unable to attend, you should leave a message for your Subject coordinator.
• It is essential that you attend at certain times when you are involved in group work or assessments.
• If you have any problems with accessing subject materials on Moodle contact your Subject
coordinator.
• You must be on time for all classes. Your lecturer has the right to refuse you entry into the
classroom if you are late.
SUBJECT EVALUATION
You will be expected to participate in the evaluation of all subjects at the end of each semester by
completing a Subject Evaluation Questionnaire (SEQ). This process is important as it provides you the
opportunity to feedback the good and challenging parts of each subject so we can consider these and
improve our work with you.ACADEMIC AND ADMINISTRATIVE SUPPORT Note: Academic staff are NOT always available to deal with your queries. The easiest way to contact most academic staff is via email which they check on a regular basis during the semester. Some staff will provide you with office hours during which they will answer queries by email and be contactable by telephone. LECTURERS / SUBJECT COORDINATORS Each subject will have one subject coordinator, but in addition to this there may be a number of lecturers/tutors who contribute to the teaching of that subject. The subject coordinator will be your key contact for any subject specific questions. However, you will receive contact details for each member of staff – if you have particular questions about one of their classes or lectures, you may contact them individually. If you have a problem or question relating to a particular subject you can either discuss the issue with the subject coordinator during class, or make an appointment to speak with him or her outside of class. Each subject coordinator will provide you with information about how to contact them at the beginning of the semester. You will also find staff email addresses listed under the Staff Contact Details section of this document. YEAR LEVEL COORDINATORS The whole of study experience is also supported within the program through the dedicated year level coordinators. These coordinators take a lead in the pastoral care of students whilst also leading and managing the subject delivery to ensure program staffs are delivering a cohesive and integrated program. COURSE COORDINATOR If you have any queries about the course that do not relate to the issues highlighted above, or if you have an urgent issue, contact the course coordinator. PROFESSIONAL PLACEMENT COORDINATOR The Professional Placement Coordinator, Veronica Plozza, will arrange your placements in childcare, kindergarten and primary school for you. Prior to every placement, you will be required to attend a placement briefing and complete and Placement Quiz on-line. These briefings are compulsory, as we need to ensure that you understand your responsibilities on placement. You will be notified about these Placement Briefings by academic staff. You will also receive your placement details and placement documentation before your placement commences. If you have any concerns regarding placement, please make a time to meet with Veronica. Note that placements are difficult to secure as there many institutions requiring placements for their students. Students must not directly contact any potential placement site without consulting Veronica. Policies and information regarding placement are available from the Placement General Manual, which is available on Moodle. We strongly encourage students to read this document before attending placement.
ACADEMIC LITERACY LIASION OFFICER (ALLO)
Students enrolled in the Bachelor Education Early Years Program benefit from extensive literacy and
academic literacy support.
The Program has an academic literacy professional who supports the students in developing their literacy
skills to ensure that the graduating cohort has attained optimum literacy proficiency before entering the
profession of early years educators.
Students are also offered one-on-one and group support and assistance with essay writing.
COURSE ADMINISTRATOR
The course administrator, Jane Williams, is available in Building F, Room 117 between 9am and 5pm,
Monday to Friday. She is able to provide you with general course-related advice, or pass on any
urgent/important messages to the teaching staff. Contact the administrator by telephone on 9269 1390.
ASSESSMENT AND GRADING
Assessment is the way in which you demonstrate achievement of the learning outcomes associated with
each subject. There are different ways that you can demonstrate understanding e.g. essays, reports, oral
presentations and exams. Each subject tutor will give guidance as to the criteria, which will be applied to
your work to determine your grade and you will find marking criteria and assessment information on
Moodle.
You will get information on your progress throughout the year and you will have the opportunity to have
regular discussions with staff about your assessment feedback.
Once you have handed in your work, it will be marked and written feedback relating to the marking criteria
will be given to you normally within two weeks. If feedback is going to be delayed, you will be informed of
when it will happen. The grade, which you get for summative assessment throughout the semester, is
provisional until the Chief Examiners meet at the end of the semester.
GRADING AND MARKS
The following codes and grading scales will be used to report on your academic achievements.
Code Grade Marks Achieved
HD High distinction 80 – 100%
D Distinction 70 – 79%
CR Credit 60 – 69%
PA Pass 50 – 59%
N Fail 0 – 49%DUE DATES
Assessment pieces are submitted throughout the semester. We work hard to stagger the due dates of these
pieces to try to lessen the study and submission load. It is your responsibility to ensure that you are aware of
due dates. Make sure you get your assessment in on time to avoid any issues! You are also strongly advised
to ensure you plan your workload and give yourself plenty of time to complete your assessment tasks.
LATE PENALITIES
If you hand in work late then penalties will be applied to your marks as follows:
• Work submitted after the deadline but within TEN (10) working days of the deadline will have 5% of
the mark deducted per working day for each day that it is late.
• Work submitted after 10 days of the agreed deadline will not be marked and you will receive a fail
grade.
It is possible to apply for extensions of assignment due date, however, there needs to be a legitimate reason
for this. You also need to provide supporting documentation along with your request for extension (e.g.
medical certificate, evidence of computer issues, evidence of personal issues). Extensions on the grounds of
not prioritising workload and study, or leaving it to the last minute are not reasonable grounds for extension.
Extension requests must be lodged BEFORE the assignment submission due date.
EXTENSIONS FOR ASSESSMENTS
To qualify for an extension, you must first have the permission of the subject coordinator. If you do not have
the permission of the subject coordinator, you do not have an extension and work submitted late will be
penalised. You MUST obtain permission BEFORE the assignment deadline.
In order to obtain an approval of extension, you will first need to discuss your circumstances with the
relevant subject coordinator. You will also need to fill in and submit the Higher Education Request for
Assessment Extension Form, together with all relevant supporting documents to your subject coordinator
prior to the coursework submission due date.
You can download the Request for Assessment Extension Form from the Student Portal.
You will be advised of the outcome of the request within 2 working days after the form is submitted.
Coursework that is not submitted by the extended due date without further approval will attract a loss of 5%
of the mark awarded per working day up to a total of 10 days. After this time, your coursework will not be
marked and you will be awarded a FAIL grade.
SPECIAL CONSIDERATION
Students who are experiencing problems that are affecting all of their studies (rather than merely one
piece of assessment) can apply for Special Consideration in the following instances:
i. their work at any time during the academic year has been affected to a significant degree by
illness or other cause;
ii. they have been prevented from preparing or presenting all or part of an assessment by
disabling or serious illness or other significant cause; or
iii. they were adversely affected during the performance or completion of an assessment as a
result of illness or other cause.
Acceptable grounds for the awarding of special consideration include:i. Medical reasons – including temporary disability;
ii. Loss or bereavement – death of a close family member or friend, relationship breakdowns;
or
iii. Hardship / Trauma – recent victim of crime, severe disruption to domestic arrangements,
sudden loss of income or employment.
You should discuss your request with either the course coordinator or a subject coordinator prior to
submitting a formal request on the Application form for Special Consideration – Higher Education (see
a copy below). More information, including the Higher Education Special Consideration Policy and an
electronic version of the form, is available on the Student Portal.
ACADEMIC COURSEWORK
PRESENTATION OF YOUR COURSEWORK
Unless otherwise specified by your lecturer or tutor, all of your coursework should:
• be word processed
• be submitted electronically via Moodle
• be submitted to Turnitin if requested by the subject coordinator
• be page numbered
• include the essay/coursework title and word count on the front page
• have a reference page
It is your responsibility to keep a copy of all of your assessments – you may be asked to produce them at
a later date.
WORD LIMITS
Coursework will have a word limit set unless otherwise stated. This is the expected number of words
that should be used in the body of the text. The word limit excludes words, quotations within tables,
diagrams, references and appendices unless otherwise stated in the assessment brief. Coursework
substantially under or over the expected word limit very likely will not achieve a PASS grade.
The word count would normally be expected to include:
• The main body of the text
• Quotes in the main body
It would not be expected to include:
• Appendices
• Contents pages
• Reference page
• QuotationsPROFESSIONAL PLACEMENTS
Professional placements for childcare, kindergarten and primary school are organized by the Professional
Placements Coordinator, Veronica Plozza. You will receive information regarding placements during the
academic semester. All students must read the Pre-Service Teacher General Placement Manual.
HIGHER EDUCATION RULES & POLICIES
ACADEMIC PROGRESS
If you fail a subject by a substantial amount, you will normally be required to repeat the subject. If you
narrowly fail a subject, you will normally be allowed to sit a supplementary assessment.
You may be required to attend an Academic Progress Panel if a subject failure indicates either:
• failure of a subject twice; or
• failure of 50% or more of your subjects in a semester.
If you have general concerns about your course progress, you can contact your subject coordinators or
lecturers in the first instance. Alternatively, you can contact the Course administrator to arrange a meeting
with the Course coordinator.
ACADEMIC INTEGRITY
*Refer to the Higher Education Academic Integrity Policy on the Student Portal*
Melbourne Polytechnic does not tolerate academic dishonesty of any kind but we do believe that the vast
majority of students are honest and we therefore concentrate on preventing academic dishonesty in the first
place and hence these guidance notes are intended to help you understand the various aspects of academic
dishonesty and how they can be prevented. Sometimes students unintentionally break the rules, especially
regarding plagiarism, because they have not fully understood what plagiarism is and how to avoid it.
However even if it is unintentional, plagiarism is still academic dishonesty and if serious can still be a
disciplinary matter. You will be given support to help you avoid this in classes over the course of your first
semester, including the use of Turnitin (see section below).
DEFINITION OF PLAGIARISM
Plagiarism is the act of copying or including in one’s own work, without adequate acknowledgement,
intentionally or unintentionally, the work of another, for one’s own benefit. It also includes self-plagiarism
(which occurs where, for example you submit work that you have presented for assessment on a previous
occasion), and the submission of material from essay banks (even if the authors of such material appear to
be giving you permission to use it in this way). The most blatant example of plagiarism would be to copy
another student’s work.
Academic misconduct will be taken to include plagiarism, cheating, collusion, falsification or fabrication,
personalisation, or bribery as defined below:1 Plagiarism: unacknowledged incorporation in a student’s work either in an examination or
assessment of material derived from the work (published or unpublished) of another. Plagiarism
may therefore include:
a) the use of another person’s material without reference or acknowledgement
b) the summarising of another person’s work by simply changing a few words or altering the order of
presentation without acknowledgement
c) the use of the ideas of another person without acknowledgement of the source
d) copying of the work of another student with or without that student’s knowledge or agreement
e) use of commissioned material presented as the student’s own.
2 Cheating: a student will be deemed to be cheating as a result of any of the following:
a) deliberately acquiring advanced knowledge of the detailed content of an examination or obtaining
a copy of an ‘unseen’ written examination paper in advance of the date and time for its authorised
release
b) communicating with or copying from another candidate during an examination
c) permitting another candidate to copy from his/her examination script
d) being found in possession of any printed, written or electronic material or unauthorised material
during an examination which may contain information relevant to the subjects of the examination
e) communicating during an examination with any person other than a properly authorised invigilator
or another authorised member of staff
f) impersonating another examination candidate or permitting himself/herself to be impersonated
g) undertaking any other action with the intention of gaining an unfair advantage over other
candidates.
3 Collusion: collusion may exist where a student:
a) is in complicity with another student in the completion of work which is intended to be submitted
as either that student’s or the other student’s own work
b) knowingly permits another student to copy all or part of his/her own work and to submit it as that
student’s own work.
4 Falsification or fabrication of data: the presentation of data in laboratory reports, projects etc.
based on work falsely presented as to have been carried out by the student; obtained by unfair
means; or to present fictitious results.
5 Personation: the assumption of one student of the identity of another person with the intent to
deceive or gain unfair advantage.
6 Bribery: the paying, offering or attempted exchange of an inducement for information or material
intended to advantage the recipient in an assessment.
Academic work is based on a synthesis of sources and ideas. It is perfectly acceptable to make use of another
person’s ideas or opinions in formulating your own. In fact, building your knowledge and using it to inform
and enhance your work is encouraged in all disciplines.
It is essential to make clear in your assignments the distinction between:
• The ideas and work of other people that you have quite legitimately exploited and developed, and,
• The ideas or material that you have personally contributedThis guidance is intended to clear up any misunderstandings you may have about plagiarism. If you are still
unsure about how to avoid plagiarism, having read these guidance notes, then you should approach your
subject lecturer or course coordinator for further advice.
As a student, you should always:
• Complete your assignments by yourself, in your own words and using your own notes, figures or
rough workings (except where group work specifically forms part of the assignment).
• Acknowledge fully any sources you use in the referencing style you have been asked to use. Check
with your lecturers if you are ever in any doubt about the proper form of referencing to use.
• Try to make sure that no other student can copy your work – you are not allowed to let another
student use your work even if they plead with you.
Plagiarism – or copying other people’s words and ideas without proper acknowledgement – is one of the
most serious forms of academic cheating. It is theft. There are several things you can do which would be
referred to as plagiarism. They apply to written, oral and electronic materials and are:
• Copying the exact words of another source without using quotation marks and/or without
referencing the source
• Using the ideas of another without referencing the source (even when you do not directly quote
their words)
• Copying another student’s work (current or previous) in written, word-processed or electronic form
TURNITIN
In order to better understand how to present work that is properly referenced and constitutes your own
work, you will be asked to submit some of your written work (in particular larger written assignments) to
Turnitin. You will be given guidance about how to use this piece of software at the start of the course.
This service analyses your work and searches the internet to find sentences and/or passages that are similar
or identical to other works. Agreeing to allow your work to be used by this service will be part of the
‘Plagiarism Declaration’ that each student is required to sign at the beginning of their studies. Signing up to
this service, enrolment for relevant subjects and submission of work through the Turnitin service, is your
responsibility.
If you do not sign up for the relevant subjects and/or do not submit your work through the Turnitin software
when requested, the piece of assessment will not be marked.
You are required to submit the coursework report from Turnitin as well as one original copy of your
coursework via the Assessment submission in Moodle. Both submissions must be received by the tutor to
allow marking of the assessment.REFERENCING
The key to avoiding plagiarism is to make sure that you give correct references for anything that you have
taken from other sources to include in your academic work. This might include, for example, any ideas,
theories, findings, images, diagrams or direct quotations that you have used.
You will use the American Psychological Association (APA) form of referencing in this course.
You should use this referencing system to signal, within the text of your work, the origins of any material
taken from another source, even if you have put it into your own words.
It is important, therefore, that when taking notes from books, articles, or any other sources of information,
that you note down carefully details about what the item is, including; author, publication details, relevant
page numbers, etc. Check your notes carefully against the details required below, if you take these details
down when you read the source, this will save you time when you come to write the reference later for your
assignment.
LIBRARY
The Preston Library is located in Building C and is open Monday-Friday, 8.30am to 5pm. Preston Campus
Telephone: 9269 1363
You are also entitled to use any of the libraries at the other Melbourne Polytechnic campuses in
Collingwood, Epping, Fairfield, Heidelberg and Prahran.
You are responsible for your own library card and all items borrowed using that card. There is a system of
fines for overdue items and lost items must be paid for.
Please check with the library regarding the number of texts that can be borrowed and the period of the loan.
Please note that some texts may be only available on a short loan basis.
INTER-MELBOURNE POLYTECHNIC LIBRARY BOOK LOANS
Students wishing to borrow texts NOT held in the Preston library may do so by asking for an Inter-Melbourne
Polytechnic library loan. Ask the librarian in Preston to request the book(s) from whichever library they are
held in. Books are normally transferred within 24 hours.
The library catalogue and information about other library services can be found at:
http://library.nmit.edu.au/
INTER LIBRARY LOANS
These can be arranged between the Melbourne Polytechnic Library and other external libraries. This service
is free, ask the librarian for more details.
All students can apply for a CAVAL card via the library, which will entitle you to borrow from any other
university libraries in Victoria for free. Ask at the library desk for more details.ELECTRONIC DATABASES
Melbourne Polytechnic subscribes to a number of electronic databases containing the full text of journals.
You will make most use of the following:
• Humanities and Social Science Collection
• Humanities International Complete
• Informit
• EBSCOhost
You can access these services either on campus, or at home. You will need your borrower ID and PIN to
access these resources.
See the ‘Online Resources’ section on the Library website for more details.
SERVICES AND FACILITIES
ACCESS TO COMPUTERS
You will be able to gain access to computers for personal study in the computer labs on the 2nd floor of the
library. Laptops can also be booked and hired from the library free of charge.
Higher education students also have a separate study room on the 2nd floor of the library that you are
entitled to use at any time.
The library, similar to all other buildings on campus, has wifi available. Staff at the library help-desk are very
happy to offer support to students seeking to use their own devices on the wifi network.
You are also strongly encouraged to make use of other library services including local libraries where
relevant.
STUDENT PORTAL
https://student.nmit.vic.edu.au/
The Melbourne Polytechnic Student Portal provides you access (but is not limited) to the following
information:
• Course information and updates
• Timetables
• Higher Education Calendar
• On-campus facilities and events
• Various Melbourne Polytechnic applicable academic policies and forms.
For further instructions on logging onto the Melbourne Polytechnic student portal for the first time, and
relevant troubleshooting solutions, simply go to:
http://www.nmit.edu.au/current-students/student-portal-login-help/MOODLE
Moodle is the main platform used by our teaching staff to communicate with you about your subjects
throughout the academic year. Important information about each of your subjects is contained here and you
must ensure that you log in to Moodle at least once a week to check the information contained about each
subject.
To log in, simply go to: https://nmit.trainingvc.com.au/
If you experience problems using Moodle, contact the Moodle Help Desk:
moodlehelpddesk@MelbournePolytechnic.edu.au
Typical information that you will find in Moodle:
• Subject material and resources including lecture notes
• Digitised readings
• Assessment information (guidelines for preparing your assignment, assignment descriptions, due
dates, marking criteria etc)
• Announcements and updates made by lecturers
Note: Moodle works best with Firefox or Chrome rather than Internet Explorer.
STUDENT SERVICES
Student Services offers advice and support about:
• Starting at Melbourne Polytechnic
• Financial and study concerns
• Finding accommodation
• Fitness, health and fun
• Campus life
• Student Life and Media (SLAM)
• Disability support
KOORIE SERVICE CENTRE
Koorie Service Centre provides support to all Indigenous learners at Melbourne Polytechnic:
www.melbournepolytechnic.edu.au/services/koorie-services
INTERNATIONAL STUDENT SUPPORT
Melbourne Polytechnic's International Office provides support for our international students.
Telephone: 9269 1666.
www.melbournepolytechnic.edu.au/international-students/contact-nmit-international-office/
COUNSELLING SERVICES
Counselling Services are located at each campus
Telephone: 9269 1314DISABILITY SUPPORT SERVICES
Disability Support Service are at each campus
Phone: 9269 1314
SMS: 0427 777 705
Email: disabilitysupport@melbournepolytechnic.edu.au
STUDENT ID CARD
On enrolment, you will be issued with an official photo ID card from the Academic Registry. This card will be
updated in subsequent years on re-enrolment. This entitles you to join the library, enter examinations, enter
social and recreational events at a discount, and borrow sporting equipment.
The first ID card is issued free as part of enrolment. You should carry your ID card at all times while on
Melbourne Polytechnic premises and may be asked to produce the ID by staff. Should the card be lost or
stolen, you must pay $20 for a replacement.
You are required to produce your student ID card upon request by any staff member or security personnel.
Refusal to produce your Student ID Card can result in expulsion from Melbourne Polytechnic property.
PARKING ON CAMPUS
There is limited student car parking on campus and spaces fill quickly. Students are required to display a
Melbourne Polytechnic student validation sticker. Vehicle validation stickers are issued at Information
Centres at the time of enrolment and all campus libraries on presentation of a current student ID card.
OTHER IMPORTANT INFORMATION
CENTRELINK
If you receive a Centrelink Allowance when you are enrolling in the course, it is your responsibility to inform
Centrelink if your student status changes for any reason (e.g. withdrawal, deferral). Centrelink cross-
reference student records and attendance with us from time to time.
ENROLMENT RECORDS
It is your responsibility to inform Melbourne Polytechnic of any change to your personal contact details. This
will ensure that you do not miss any program updates. Please inform the admin office immediately if you
have a new contact number, email or mailing address.
BEHAVIOUR CODE AND STUDENT SAFETY
As members of the Melbourne Polytechnic community, students are required to behave sensibly and
appropriately. Abusive language, threatening behaviour, misuse of Melbourne Polytechnic property or
disorderly conduct may lead to action under the Student Discipline Rule. These rules are explained in full and
can be located via the Student Portal. You have the responsibility to read them and act accordingly.
Students may be excluded from a classroom, the library, a laboratory, any fieldwork activity, or from their
course altogether if the staff member in charge forms the view that the behaviour of the student represents
a safety risk to the student or others involved in the activity.Do not leave belongings unattended in classrooms, the Library, or any other area of the campus. Report any loss or theft to Security. Melbourne Polytechnic takes no responsibility for any loss or damage of personal items which are left unattended. Call Security or alert any staff if you find suspicious strangers in your area. SECURITY In case of emergency, contact Security at 9269 1234. EQUAL OPPORTUNITY Melbourne Polytechnic is committed to equal opportunity principles and seeks to ensure students do not experience discrimination in any way. Check the Student Portal for more information about your rights and responsibilities. SMOKING POLICY All Melbourne Polytechnic campuses are non-smoking areas. If you wish to smoke, you must leave the campus to do so.
MELBOURNE POLYTECHNIC – PRESTON CAMPUS MAP
Student Car Park
Building F – HE Education Department Office (PF117)
Building C – Information Services, Library, Bookshop, Student Services
Building G – CafeteriaMELBOURNE POLYTECHNIC – EDUCATION (Early Years) PLACEMENT SCHEDULE – 2017
School Semester YEAR 1 YEAR 2 YEAR 3 YEAR 4
Dates Weeks M T W T F M T W T F M T W T F M T W T F
Australia Day 26 January 23 Jan
30 Jan 30 31 1 2 3
6 Feb
13 Feb
Semester 1 Teaching Commences 20 Feb 1
27 Feb 2
6 Mar 3
Labour Day 13 March 13 Mar 4
20 Mar 5
27 Mar 6
Sem 1 Census Date 1 April 3 Apr 7
Good Friday 14 April 10 Apr
Easter Mon 17 April 17 Apr 8
Anzac Day 25 April 24 Apr 9 24 26 27 28
1 May 10 1 2 3 4 5 1 2 3 4 5 2 3 4 5 6
8 May 11 8 9 10 11 12 8 9 10 11 12 9 10 11 12 13
15 May 12 15 16 17 18 19 15 16 17 18 19 15 16 17 18 19
Semester 1 Teaching Ends 22 May 13
Study Period 20 May – 3 June) 29 May 14
Exam Period (6 – 24 June) 5 Jun 15
Queen’s Birthday 12 June 12 Jun 16
19 Jun 17
26 Jun
3 Jul
10 Jul
Semester 2 Teaching Commences 17 Jul 1
24 Jul 2
31 Jul 3
7 Aug 4
14 Aug 5 14 15 16 17 18 14 15 16 17 18 7 8 9 10 11
21 Aug 6 21 22 23 24 25 21 22 23 24 25 21 22 23 24 25
Sem 2 Census Date 1 September 28 Aug 7 28 29 30 31 1
4 Sep 8 4 5 6 7 8 4 5 6 7 8
11 Sep 9 11 12 13 14 15 11 12 13 14 15
18 Sep 10 18 19 20 21 22 18 19 20 21 22
25 Sep
2 Oct 11
9 Oct 12 9 10 11 12 13 10 14
Semester 2 Teaching Ends 16 Oct 13
Study Period (24 – 28 October) 23 Oct 14
Melbourne Cup 7 November 30 Oct 15
Exam Period (31 Oct – 18 Nov) 6 Nov 16
13 Nov 17
Classes Refer to Childcare Kindergarten School Childcare – Continuing Students Preferential Student Semester Compulsory
Public Holiday School Holidays
Timetable Placement Placement Placement Kindergarten –Dip ECE Students Placement Break AttendanceYou can also read
