Overview
Early childhood leaders have a critical role in leading productive and reciprocal learning relationships with families and the broader community. Such relationships contribute to building and sustaining the social capital of the community, supporting the learning and wellbeing of young children and promoting understandings of the importance of childhood. In this unit, you will apply leadership practices as you lead a community venture/project that advocates for young children, for families and for organisations that support children and families within the local community. You will develop your skills of negotiation, planning, organising and facilitating family and community partnerships and evaluating a community engaged venture.
Details
Pre-requisites or Co-requisites
The co-requisite is EDED20497 Leadership in the Educational Context
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2019
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of 'pass' in order to pass the unit. If any 'pass/fail' tasks are shown in the table above they must also be completed successfully ('pass' grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the 'assessment task' section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University's Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
- Design and lead professional learning communities that focus on supporting the learning and wellbeing of young children and effective community engagement
- Identify and investigate the goals of community groups/agencies and the context within which the venture will be implemented
- Analyse issues that are relevant when leading collaboration with members of a local community
- Design and implement a community engagement venture/project with evidence of engaging with legal and ethical issues relevant to the planned venture/project
- Evaluate a community engagement venture drawing on data generated in the course of implementing the community engagement venture/project.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Written Assessment - 40% | |||||
| 2 - Workplace Project - 60% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Knowledge | |||||
| 2 - Communication | |||||
| 3 - Cognitive, technical and creative skills | |||||
| 4 - Research | |||||
| 5 - Self-management | |||||
| 6 - Ethical and Professional Responsibility | |||||
| 7 - Leadership | |||||
| 8 - First Nations Knowledges | |||||
| 9 - Aboriginal and Torres Strait Islander Cultures | |||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | ||||||||
|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | |
| 1 - Written Assessment - 40% | |||||||||
| 2 - Workplace Project - 60% | |||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
l.hughes@cqu.edu.au
Week 1
Begin Date: 15 Jul 2019Module/Topic
Professional
learning communities
Chapter
Details of weekly readings and
activities can be found on Moodle.
Events and Submissions/Topic
Zoom sessions will be run in
collaboration with the students.
Week 2
Begin Date: 22 Jul 2019Module/Topic
Links
to NQS and AITSL standards
Chapter
Details of weekly readings and
activities can be found on Moodle.
Events and Submissions/Topic
Zoom sessions will be run in
collaboration with the students.
Week 3
Begin Date: 29 Jul 2019Module/Topic
Understanding
the educational community
Chapter
Details of weekly readings and
activities can be found on Moodle.
Events and Submissions/Topic
Zoom sessions will be run in
collaboration with the students.
Week 4
Begin Date: 05 Aug 2019Module/Topic
Venture
design for engagement
Chapter
Details of weekly readings and
activities can be found on Moodle.
Events and Submissions/Topic
Zoom sessions will be run in
collaboration with the students.
Week 5
Begin Date: 12 Aug 2019Module/Topic
Venture
design for engagement
Chapter
Details of weekly readings and
activities can be found on Moodle.
Events and Submissions/Topic
Zoom sessions will be run in
collaboration with the students.
Vacation Week
Begin Date: 19 Aug 2019Module/Topic
Chapter
Details of weekly readings and
activities can be found on Moodle.
Events and Submissions/Topic
Zoom sessions will be run in
collaboration with the students.
Week 6
Begin Date: 26 Aug 2019Module/Topic
Strategic
management
Chapter
Details of weekly readings and
activities can be found on Moodle.
Events and Submissions/Topic
Written assessment task due:
Community venture design
Week 6 Monday Aug 28, 2019. 11:45 EST
Community Venture Design Due: Week 6 Monday (26 Aug 2019) 11:45 pm AEST
Week 7
Begin Date: 02 Sep 2019Module/Topic
Communication and community stakeholders
Chapter
Details of weekly readings and
activities can be found on Moodle.
Events and Submissions/Topic
Zoom sessions will be run in
collaboration with the students.
Week 8
Begin Date: 09 Sep 2019Module/Topic
Teamwork
and conflict resolution
Chapter
Details of weekly readings and
activities can be found on Moodle.
Events and Submissions/Topic
Zoom sessions will be run in
collaboration with the students.
Week 9
Begin Date: 16 Sep 2019Module/Topic
Teacher
as researcher – designing for data collection and analysis
Chapter
Details of weekly readings and
activities can be found on Moodle.
Events and Submissions/Topic
Zoom sessions will be run in
collaboration with the students.
Week 10
Begin Date: 23 Sep 2019Module/Topic
Ethical
leadership and integrity
Chapter
Details of weekly readings and
activities can be found on Moodle.
Events and Submissions/Topic
Zoom sessions will be run in
collaboration with the students.
Week 11
Begin Date: 30 Sep 2019Module/Topic
Review and reflect on the impact of the venture.
Chapter
Details of weekly readings and
activities can be found on Moodle.
Events and Submissions/Topic
Zoom sessions will be run in
collaboration with the students.
Week 12
Begin Date: 07 Oct 2019Module/Topic
Report on achievements and advocating for children in the community and beyond
Chapter
Details of weekly readings and
activities can be found on Moodle.
Events and Submissions/Topic
Zoom sessions will be run in
collaboration with the students.
Review/Exam Week
Begin Date: 14 Oct 2019Module/Topic
Chapter
Events and Submissions/Topic
Written assessment task due:
Community venture implementation and evaluation
Week 6 Monday, Oct 14, 2019. 11:45pm EST
Community Venture Implementation and Evaluation Due: Review/Exam Week Monday (14 Oct 2019) 11:45 pm AEST
Exam Week
Begin Date: 21 Oct 2019Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
You are required to collaborate with local community members to develop a ‘venture/project’ to advocate for young children or an issue concerning young children within your local context.
The task is to be presented in two parts.
Part A – Articulate the anticipated goals of the venture
and the principles that will guide the venture with clear evidence that your
goals and principles align with the ECA Code of Ethics and the principles
outlined in the Early Years Learning Framework and the Melbourne Declaration. (500
words maximum).
Part B - Detail your venture – 2000 words maximum. This
part of the assessment will explain your venture in more detail. It will
include a detailed description of the local context (region, education setting,
town and community, AEDC data) and the legal and ethical issues with which you
need to engage. You need to explain how and why the idea was generated, and
what collaborations or consultations were required to ensure the voice of the
children, families, staff and community are represented. Describe your role as
a leader in building the community connections.
While a written assessment, the task can be supported and
enhanced by diagrams, graphs, graphics and illustrations.
Week 6 Monday (26 Aug 2019) 11:45 pm AEST
Week 9 Monday (16 Sept 2019)
Feedback on this assessment response will be provided in sufficient time to allow for academic support and advice as necessary to inform students' responses to the next task
1. Design and
lead professional learning communities that focus on supporting the learning
and wellbeing of young children and effective community engagement.
2.
Clear identification and investigation of the goals of community
groups/agencies and the context within which the venture will be implemented
3. Analyse
issues that are relevant when leading collaboration with members of the local
community.
4. Design and
carry out a community engagement venture/project with evidence of engaging with
legal and ethical issues relevant to the planned venture/project
5. Evaluate the
community engagement venture drawing on data generated.
- Design and lead professional learning communities that focus on supporting the learning and wellbeing of young children and effective community engagement
- Identify and investigate the goals of community groups/agencies and the context within which the venture will be implemented
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Ethical and Professional Responsibility
- Leadership
2 Workplace Project
Venture
Evaluation
This task requires you to implement the venture described
in task one and evaluate the community venture. This task requires application of leadership and management
knowledge, setting goals and priorities, skills and dispositions and application
of professional ethics and responsibilities in a real-life context. This is a
written task 3,000 words and will include:
- Aims and objectives of the venture
- Methodology – what data is going to be collected in order to establish whether the objectives and outcomes have been achieved?
- Data collection / results – actual data collected (surveys, interviews, questionnaires, observation notes, feedback)
- Data analysis – what did you find out? What does this mean? Was it a successful venture? What were the issues or problems that arose?
- Conclusion – how could you implement the venture again in the future with improvements? Is there scope for further research?
While a written assessment, the task can be supported and enhanced by diagrams, graphs, graphics and illustrations.
Review/Exam Week Monday (14 Oct 2019) 11:45 pm AEST
Review/Exam Week Monday (14 Oct 2019)
Feedback on this assessment response will be provided in sufficient time to allow for academic support and advice as necessary to inform students' responses to the next task
Design and lead professional learning communities that focus on supporting the learning and wellbeing of young children and effective community engagement.
2. Clear identification and investigation of the goals of community groups/agencies and the context within which the venture will be implemented
3. Analyse issues that are relevant when leading collaboration with members of the local community.
4. Design and carry out a community engagement venture/project with evidence of engaging with legal and ethical issues relevant to the planned venture/project
5. Evaluate the community engagement venture drawing on data generated.
- Design and lead professional learning communities that focus on supporting the learning and wellbeing of young children and effective community engagement
- Identify and investigate the goals of community groups/agencies and the context within which the venture will be implemented
- Analyse issues that are relevant when leading collaboration with members of a local community
- Design and implement a community engagement venture/project with evidence of engaging with legal and ethical issues relevant to the planned venture/project
- Evaluate a community engagement venture drawing on data generated in the course of implementing the community engagement venture/project.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
- Leadership
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
