Outline

Overview

Engaging in teacher-led research provides students with an opportunity to further develop their knowledge and skills, while also developing leadership capacity in a curriculum area of interest. Documentation of the research project to be undertaken in this unit of study will articulate the development and/or change of educational practice relevant to the student's practice during their EDEC4012 Internship. The research will also inform some improvement of, or significant development in teaching practice in the early childhood setting in which the internship is being undertaken. Projects will be developed in collaboration with the Supervising Teacher and/or Centre Director.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	168 credit points
Corequisites ?	EDEC4012
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Erin Harper, erin.harper@sydney.edu.au

Assessment

The census date for this unit availability is 1 September 2025

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Written work	Presentation and submitted work Prepare and plan to implement a practitioner inquiry project. Refer to the Task 1 assessment description series (1a, 1b, 1c) in Canvas.	40%	Multiple weeks	2000 wd equivalent	AI allowed
Outcomes assessed:
Written work	Planning for teaching and learning contexts 10 minute presentation with Q&A with submitted slides (1000 wd equivalent); with a 1200 professional article and data sample (800 wd equivalent). Refer to the Task 2 assessment description series (2a, 2b) in Canvas.	60%	Multiple weeks	4000 wd equivalent	AI allowed
Outcomes assessed:
= hurdle task ?

Assessment summary

Students will plan a practitioner inquiry research project to be conducted during the internship placement (Task 1 series). The findings will be reported in a written submission, and a presentation at the research conference (Task 2 series).

All tasks (1a, 1b, 1c, 2a, and 2b) must be passed to complete the unit.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2021 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.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

Task 1 (a, b, and c): Late submission (and extensions) are not possible for any of the components in Task 1 - this is to ensure students remain on schedule to receive peer and tutor feedback prior to commencing their practitioner inquiry project during their scheduled internship placement period. Task 2 (a and b): Late submission (and extensions) are not possible for Task 2a (conference presentation with slides) - regardless of what stage students are up to in their placement, all students are required to attend and present at this conference on the scheduled dates. For Task 2b (written submission of a professional article), in accordance with University policy, the following penalties will 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 University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Ongoing	Individual consultations for PI	Lecture and tutorial (2 hr)
Week 01	Educators and research	Independent study (1 hr)
Week 02	Positivism	Independent study (1 hr)
Week 03	Interpretivism	Independent study (1 hr)
Week 03	Introduction to practitioner inquiry	Lecture and tutorial (2 hr)
Week 04	Literature review	Lecture and tutorial (2 hr)
Week 04	Critical Participatory Research	Independent study (1 hr)
Week 05	Participants, data generation	Lecture and tutorial (2 hr)
Week 05	Case Studies of Educators as Researchers: Part I	Independent study (1 hr)
Week 06	Data analysis	Lecture and tutorial (2 hr)
Week 06	Case Studies of Educators as Researchers: Part II	Independent study (1 hr)
Week 07	Preparing to implement research plan	Lecture and tutorial (2 hr)
Week 07	Case Study of Students as Researchers	Independent study (1 hr)
Week 08	Conducting practitioner inquiry: Part I	Lecture and tutorial (2 hr)
Week 08	Case Studies of Educators as Researchers: Part III	Independent study (1 hr)
Week 09	Conducting practitioner inquiry: Part II	Lecture and tutorial (2 hr)

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

All readings for this unit can be accessed through the Library Reading List available on 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. Demonstrate knowledge of various disciplinary perspectives in educational studies and apply these, using a practitioner inquiry framework, to educational practice
LO2. Demonstrate knowledge and understanding of strategies for differentiated teaching to meet the needs of diverse learners and cultures, including across the full range of abilities
LO3. Demonstrate an understanding of how differentiation supports inclusive participation and engagement in learning in diverse educational contexts
LO4. Demonstrate an understanding of the role of external professionals and community representatives in broadening an educator’s knowledge and practice

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 - 2.4. Teaching methods and strategies 6.5. Research
	Australian Children's Education & Care Quality Authority - 6.5. Research
	Australian Children's Education & Care Quality Authority - 2.4. Teaching methods and strategies 6.5. Research

Responding to student feedback

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

word allocation for introduction & review have been modified

Additional information

Work, health and safety

Please make yourself familiar with the inherent requirements for this course: https://sydney.edu.au/students/student-responsibilities/inherent-requirements.html

Please make yourself familiar with the professional experience handbook: https://canvas.sydney.edu.au/courses/13426/pages/professional-experience-in-education including information on Working With Children Check, workplace health and safety induction, infectious diseases and pregnancy.

You may wish to discuss your immunisation status with your doctor prior the professional experience placement, particularly when working with infants and toddlers.

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

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

EDEC4011: Internship Research Project

Semester 2, 2025 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links