Outline

Overview

This unit builds on earlier program content on family partnerships by focusing specifically on partnering with marginalised families. That children from these families stand to benefit most from attending quality early childhood education services, yet are least likely to attend such services, will be critically explored. Using social justice principles this unit aims to develop students' knowledge, skills and disposition to engage and work effectively with marginalised families, as leaders of socially just, inclusive early childhood education and in interdisciplinary ways. Completion of a 20-hour service learning placement is a requirement for the successful completion of this unit.

Unit details and rules

Unit code	EDEC4007
Academic unit	Education
Credit points	6
Prohibitions ?	None
Prerequisites ?	EDEC3010 and EDEC3011
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Marianne Fenech, marianne.fenech@sydney.edu.au
Tutor(s)	Lauren Bedford-Rolleston, lauren.bedford-rolleston@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Fieldwork analysis and reflection Detailed information about this assessment task can be found on Canvas.	50%	STUVAC Due date: 02 Jun 2023 at 23:59	2500 words
Outcomes assessed:
Tutorial quiz	Partnering with families Scenarios Detailed information about this assessment task can be found on Canvas.	50%	Week 08	2000 wds equivalent
Outcomes assessed:

Assessment summary

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction to the Unit and Exploring disadvantage in the context of early childhood education	Lecture and tutorial (3 hr)
Week 02	Regulatory requirements and professional expectations	Lecture and tutorial (3 hr)
Week 03	Socially just, strengths-based approaches to working with families on the margins	Lecture and tutorial (3 hr)
Week 04	Partnering with the community to better partner with families on the margins	Lecture and tutorial (3 hr)
Week 05	Integrated service provision, inter-professional work, and family-centred practice	Lecture and tutorial (3 hr)
Week 06	Partnering with families through periods of transition	Lecture and tutorial (3 hr)
Week 07	Families experiencing adversity	Lecture and tutorial (3 hr)
Week 08	In-class test	Tutorial (3 hr)

Attendance and class requirements

Weekly 1-hr lecture + 2-hr tutorial weeks 1-8

20 hrs fieldwork. See additional details in Canvas.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Required text:

Rouse, Elizabeth. (2020). Partnerships in the Early Years : Building Connections and Supporting Families. Victoria, Australia: Oxford University Press.

Additional weekly readings are listed in the Reading List in Canvas.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. Use theory and research to demonstrate understanding of the critical role family and community partnerships play in early childhood education.
LO2. Critically reflect on the diversity of families in Australia and the importance of inclusion in developing authentic, respectful partnerships with all families.
LO3. Demonstrate understanding of regulatory and professional requirements regarding partnering with families and communities.
LO4. Explain the multiple and complex barriers that impede the equitable participation of families who are marginalised in early childhood education programs
LO5. Identify the complex needs of families who experience disadvantage, such as Aboriginal and Torres Strait Islander families, families living with poverty, mental illness, drug & alcohol dependence, and/or family violence, and immigrant or refugee families
LO6. Critically reflect on your own perceptions about families who are marginalised, and your professional and ethical responsibility as teachers and leaders of socially just early childhood education to intentionally engage and partner with these families
LO7. Develop within-centre and outreach strategies that are intended to engage, and are inclusive of, families who are marginalised
LO8. Appreciate the complexities involved in integrated service provision and/or inter-professional work
LO9. Effectively work in partnership with families to support effective transitions to the ECEC service and to school

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian Children's Education & Care Quality Authority - 4.1. Developing family and community partnerships
	Australian Children's Education & Care Quality Authority - 4.1. Developing family and community partnerships 4.2. Multicultural education 4.3. Aboriginal and Torres Strait Islander perspectives 4.4. Socially inclusive practice 4.5. Culture, diversity and inclusion
	Australian Children's Education & Care Quality Authority - 4.1. Developing family and community partnerships 4.2. Multicultural education 4.3. Aboriginal and Torres Strait Islander perspectives 4.4. Socially inclusive practice 4.5. Culture, diversity and inclusion 5.3. Ethics and professional practice 6.3. Professional identity and development
	Australian Children's Education & Care Quality Authority - 4.1. Developing family and community partnerships 4.2. Multicultural education 4.3. Aboriginal and Torres Strait Islander perspectives 4.4. Socially inclusive practice 4.5. Culture, diversity and inclusion
	Australian Children's Education & Care Quality Authority - 4.1. Developing family and community partnerships 4.2. Multicultural education 4.3. Aboriginal and Torres Strait Islander perspectives 4.4. Socially inclusive practice 4.5. Culture, diversity and inclusion
	Australian Children's Education & Care Quality Authority - 5.3. Ethics and professional practice 6.3. Professional identity and development
	Australian Children's Education & Care Quality Authority - 4.1. Developing family and community partnerships 4.2. Multicultural education 4.3. Aboriginal and Torres Strait Islander perspectives 4.4. Socially inclusive practice 4.5. Culture, diversity and inclusion 5.3. Ethics and professional practice
	Australian Children's Education & Care Quality Authority - 4.4. Socially inclusive practice 5.3. Ethics and professional practice
	Australian Children's Education & Care Quality Authority - 1.8. Transitions and continuity of learning (including transition to school). 4.1. Developing family and community partnerships

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

No changes have been made since this unit was last offered.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

EDEC4007: Partnering with Families on the Margins

Semester 1, 2023 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect