EDEC11030 - Teaching Health and Sustainability in the Early Years
Term 2 - 2017


All details in this unit profile for EDEC11030 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student). The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.

Overview

In this unit, you will adopt an holistic view of learning and wellbeing and apply knowledge of the general capabilities of Personal and Social Competence and Sustainability that underpin the Australian curriculum to examine the rationale, aims and content of the Personal, Social and Community Health strand of the Australian curriculum: Health and Physical Education. You will evaluate the strength of the Health strand in facilitating the connectedness of children, families and community with each other and with the environment for sustainable futures. You will explore these concepts personally by identifying strategies that support their own wellbeing as members of a profession and reflect on their own experiences as they position children as active informed citizens of the future. You will observe children’s experiences in a range of learning, natural and social environments to identify the contributions children make to sustainable futures as they build and exercise personal and social competence. You will engage with research that documents both the impact of nature and natural play on health and wellbeing and the effects on healthy lifestyles of a disconnection from nature. You will apply knowledge gained from a policy analysis into public expressions of commitment to healthy, sustainable ways of living to their engagement with the curriculum strand. The implications of these factors for children and futures are analysed and students propose strategies and pedagogical approaches for implementing the Health strand of the curriculum in ways that optimise the transition of young children to formal school environments and that create learning environments as places of belonging for children and families and as sites for cultivating dispositions and knowledge necessary for sustainability where children are active agents in shaping healthy futures.

Details

Career Level Undergraduate
Unit Level Level 1
Credit Points 6
Student Contribution Band [not found]
Fraction of Full-Time Student Load 0.125

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).

Offerings

Term 2 - 2017
  • Distance
  • Rockhampton

Website

This unit has a website, within the Moodle system, which is available two weeks before the start of term. It is important that you visit your Moodle site throughout the term. Go to Moodle

Recommended Student Time Commitment

Each 6-credit Undergraduate 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 Task Weighting
1. Portfolio 60%
2. Written Assessment 40%

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 Procedures for more details of interim results and final grades.

All University policies are available on the IMPortal.

You may wish to view these policies:

  • Grades and Results Procedure
  • Assessment Policy and Procedure (Higher Education Coursework)
  • Review of Grade Procedure
  • Academic Misconduct Procedure
  • Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
  • Monitoring Academic Progress (MAP) Policy and Procedure – International Students
  • Refund and Excess Payments (Credit Balances) Policy and Procedure
  • Student Feedback – Compliments and Complaints Policy and Procedure
  • Acceptable Use of Information and Communications Technology Facilities and Devices Policy and Procedure

This list is not an exhaustive list of all University policies. The full list of University policies are available on the IMPortal.

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Feedback Source Recommendation
Resources Red Button Include additional scholarly resources
On successful completion of this unit, you will be able to:
  1. Identify and discuss the contextual knowledge including knowledge of diversity needed to support the wellbeing and engagement of young children.
  2. Identify, discuss and represent how the wellbeing of children, self and others can be enhanced by educators’ attitudes, actions and relationships with others.
  3. Synthesise research obtained from multiple sources including interviews with children to draw implications for pedagogical decisions for teaching health and sustainability.
  4. Describe strategies for implementing curriculum that creates responsive and healthy early childhood environments and contributes to personal, social and community sustainability.
  5. Identify strategies to facilitate child participation in building a sustainable, democratic, equitable and just society by critically reflecting on curriculum aims and the diversity of children’s experience
  6. Engage in professional learning to evaluate and enhance education for health and wellbeing in early childhood contexts and classrooms.

Successful completion of the unit "Teaching Health and Sustainability in the Early Years" provides opportunities for students to demonstrate the Australian Professional Standards for Teachers focus areas:
1.1 Physical, social and intellectual development and characteristics of students
1.2 Understand how students learn
2.1 Content and teaching strategies of the teaching area
3.3 Using teaching strategies
3.5 Use effective classrrom communication
3.7 Engage parents/carers in the educative process
4.1 Support student participation
4.4 Maintain student safety
6.2 Engage in professional learning and improve practice
7.2 Comply with legislative administrative and organisational requirements
7.3. Engage with the parents/carers
Additionally students build understandings required by the registering body for early childhood (ACECQA - Australian Children's Education and Care Quality Authority) including child health, wellbeing and safety and early childhood pedagogies.

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5 6
1 - Portfolio      
2 - Written Assessment    

Alignment of Graduate Attributes to Learning Outcomes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6
1. Communication  
2. Problem Solving            
3. Critical Thinking
4. Information Literacy  
5. Team Work    
6. Information Technology Competence            
7. Cross Cultural Competence
8. Ethical practice    

Alignment of Assessment Tasks to Graduate Attributes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8
1 - Portfolio      
2 - Written Assessment    

Textbook Information

There are no required textbooks.

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
All submissions for this unit must use the American Psychological Association (APA) referencing style (details can be obtained here). For further information, see the Assessment Tasks below.
Unit CoordinatorKathryn Murray (k.murray2@cqu.edu.au)
Note: Check the Term-Specific section for any additional contact information provided by the teaching team
Week Begin Date Module/Topic Chapter Events and Submissions
Week 1 10-07-2017

An introduction to Health and Sustainability in early childhood contexts. What does this mean for teachers?

A detailed list of resources and readings will be available in the weekly topics on Moodle

The Australian Curriculum: Health and Physical Understanding - Personal, Social and Community Health strand.

It is expected that students will contribute to their own learning by accessing the material on the Moodle site and by engaging in self research.

Week 2 17-07-2017

What are the social determinants of health and wellbeing?


Week 3 24-07-2017

Why is it important to examine social and emotional learning & identify strategies to support this area?

Week 4 31-07-2017

What does wellbeing and resilience in children and adults mean to you?

Week 5 07-08-2017

How does building a strong sense of identity relate to health and sustainability?

Vacation Week 14-08-2017

There are no tutorials this week. It is hoped that you will use this time to finalise your first assessment task.

Self reflective portfolio Due Wednesday (16 Aug 17) 11:00 PM AEST
Week 6 21-08-2017

What is the World Health Organisation and how does it relate to health and sustainability?

Week 7 28-08-2017

How do we support health and wellbeing in diverse cultural contexts and students?

Week 8 04-09-2017

Why should we examine nature and nature play in an effort to identify belonging, wellbeing and sustainability?


Week 9 11-09-2017

How are children, families and the environment connected to contribute to sustainable futures?

Week 10 18-09-2017

What are the implications for children, families, communities, teachers when positive, proactive health and wellbeing strategies are implemented?

Week 11 25-09-2017

What does health, wellbeing and sustainable teaching mean in the 21st Century?

Week 12 02-10-2017

Self reflection and peer discussion of personal strategies. Sharing session.

Written Assessment Due Friday (06 Oct 17) 11:00 PM AEST
Review/Exam Week 09-10-2017
Exam Week 16-10-2017

1 Portfolio

Assessment Title Self reflective portfolio
Task Description

Assessment task 1 - Strategies for wellbeing and learning

The purpose of this task is to provide you with an opportunity to reflect on your own physical and mental health, wellbeing and coping strategies for life experiences. This will be related to the classroom context with links being made between your knowledge, skills and experiences and strategies to support the health and wellbeing of children in your future classroom.

Part A

Conduct a self-study of wellness, wellbeing and personal coping strategies leading to the creation of a personal/professional wellness and wellbeing strategy for the beginning years of teaching.

Part A will be presented as a timescape/timeline, which may include photographs, anecdotes, stories and artefacts displayed digitally in a wiki, prezi, weebly or other to illustrate experiences, relationships or events that have supported or challenged your wellbeing, coping strategies and self care. Examples of ways to represent the timescape/timeline will be explored during tutorials.

Part B

Develop a ‘child-centred wellbeing and learning strategy’ for children which focuses on the role of educators in the early years in promoting holistic wellbeing and health for children in the classroom. Links for involving parents /carers in supporting child-centred wellbeing need to be identified and included. Part B of the assessment task could be submitted as a reflective written piece, a series of reflective blog entries, website, movie, narrative, timescape/timeline, or any combination of these.

Your reflections must make reference to your understanding of the rationale, aims and content of the Australian curriculum: Health and Physical Education along with other sources of curriculum decision-making for educators with regards to health and wellbeing in the early years.

It is expected that you are creative in your response to the task and that it provides a reflection of the value you place on physical and mental health and wellbeing for yourself and children in your future classrooms.

This assessment submission can include images and visual components and should be equivalent to 1500 words.

Weighting: 60%

Assessment Due Date Vacation Week Wednesday (16-Aug-2017) 11:00 PM AEST
Assignment to be submitted via Moodle
Return Date to Students Week 9 Friday (15-Sep-2017)
Marked and graded assignments will be returned to students at least 2 week prior to the submission of task 2.
Weighting 60%
Assessment Criteria
  1. Knowledge of the social development of young children, the importance of holistic wellbeing and the links to learning
  2. Personal reflection on wellness, wellbeing and personal coping strategies are synthesised
  3. Personal/professional wellness and wellbeing strategies are conceptualized and represented
  4. Strategies and attitudes for supporting a ‘child-centred wellbeing and learning strategy’ for children in the early years is identified
  5. Respectful strategies for involving parents/carers in the supporting child-centred wellbeing are identified
  6. Reflections link to the Australian curriculum: Health and Physical Education and additional research that informs curriculum decision-making
  7. Presentation is organised, coherent and presented using multimodal representations and supported by recent research with references following the APA 6th edition format

Referencing Style American Psychological Association (APA)
Submission Online

The assignment is to be submitted via Moodle with a link to a digital artefact if relevant. A word document of the digital content must also be submitted for Turnitin purposes.

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Identify and discuss the contextual knowledge including knowledge of diversity needed to support the wellbeing and engagement of young children.

2. Identify, discuss and represent how the wellbeing of children, self and others can be enhanced by educators’ attitudes, actions and relationships with others.

4. Describe strategies for implementing curriculum that creates responsive and healthy early childhood environments and contributes to personal, social and community sustainability.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

3. Critical Thinking

4. Information Literacy

7. Cross Cultural Competence

8. Ethical practice



2 Written Assessment

Assessment Title Written Assessment
Task Description

Assessment task 2

The purpose of this task is to build on and broaden the awareness and knowledge developed for task 1. Task 2 requires you to look more broadly at health and sustainability and link it to children's experiences and the wider community with reference to the Australian Curriculum: Health and Physical Education.

The task:

You are required to gather information from a range of sources to develop a health and sustainability 'portfolio'. The portfolio will contain strategies that guide health, wellbeing and sustainable practices within early childhood contexts and, where applicable, involve the wider community.

The portfolio will contain:

  • 3 strategies to support sustainable futures in the environment
  • 3 strategies to support personal health and wellbeing.
  • interview data from a child or children that is used to draw implications for pedagogical decisions for teaching health and sustainability (ie what places, spaces or activities do children engage with or want to engage with to promote environmental sustainability and sustainable health and wellbeing)
  • photos or children's drawings representing documentation of sustainable practices
  • researched information to support the strategies identified in the portfolio
  • links between sustainable environmental practices and health and wellbeing must be evident and supported by reference to the Australian Curriculum : Health and Physical Education learning area with particular reference to the personal, social and community health strand.

This task requires you to consider the weekly unit content on Moodle, policy documents, Australian Curriculum: Health and Physical Education (personal, social and community health strand), additional personal research, conversations with children and others, personal and observed experiences to complete this task.

You are asked to gather information from children through a range of methods, including conversations during nature walks, engaging in representative drawings of sustainable practices, collage construction activities and interviews/conversations. This information will be used to represent children’s view of sustainable environments and sustainable wellbeing practices.

It is important to acknowledge and represent the ‘voice of the child’ to acknowledge their agency. The interviews and produced artefacts will inform the development of a child/parent friendly portfolio that provides strategies for health, wellbeing and sustainable living.

Connections to community awareness should be visible as well as connections to nature and the environment.

The portfolio will be presented as a weebly (or other digital format) or powerpoint presentation. If using a weebly - a word document with the weebly link is to be uploaded through moodle. If using a powerpoint this will be uploaded through moodle. It is expected that headings will be used throughout the portfolio to highlight the aspect of health, wellbeing and sustainability addressed in each section. Examples of methods of presentation will be explored during tutorials.

The portfolio should be the equivalent of 1500 words.

Weighting: 40%

Assessment Due Date Week 12 Friday (06-Oct-2017) 11:00 PM AEST
The assignment is due on or before the designated date and time.
Return Date to Students Assignments will be returned within 3 weeks after submission.
Weighting 40%
Assessment Criteria
  1. Respectful implementation of strategies to listen to the child’s voice about sustainability and wellbeing issues
  2. Synthesis of research identifying children’s knowledge of sustainability and wellbeing issues and practices and the implications for classroom pedagogy (literature and engagement with children’s views)
  3. Knowledge and understanding of the concepts, substance and structure of the Australian Curriculum: Health and Physical Education (personal, social and community health)
  4. Strategies to involve parents/carers in developing sustainability and wellbeing practices are sensitive and inclusive
  5. Articulation of strategies for implementing curriculum that creates responsive and healthy early childhood environments and contributes to personal, social and community sustainability.
  6. Identification of strategies to facilitate child participation in building a future sustainable, democratic, equitable and just society
  7. Academic writing, relevant research and use of referencing format APA 6

Referencing Style American Psychological Association (APA)
Submission Online

The assignment is to be submitted via Moodle with a link to a digital artefact if relevant. A word document of the digital content must also be submitted for Turnitin purposes.

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

3. Synthesise research obtained from multiple sources including interviews with children to draw implications for pedagogical decisions for teaching health and sustainability.

4. Describe strategies for implementing curriculum that creates responsive and healthy early childhood environments and contributes to personal, social and community sustainability.

5. Identify strategies to facilitate child participation in building a sustainable, democratic, equitable and just society by critically reflecting on curriculum aims and the diversity of children’s experience

6. Engage in professional learning to evaluate and enhance education for health and wellbeing in early childhood contexts and classrooms.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

3. Critical Thinking

4. Information Literacy

5. Team Work

7. Cross Cultural Competence

8. Ethical practice




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