EDEC11030 - Teaching Health and Sustainability in the Early Years

General Information

Unit Synopsis

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

Level Undergraduate
Unit Level 1
Credit Points 6
Student Contribution Band 1
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites There are no pre-requisites for the unit.

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).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 3 - 2019

Term 2 - 2020 Profile
Online
Term 2 - 2021 Profile
Online

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).

Assessment Overview

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.

Assessment Tasks

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 Policy for more details of interim results and final grades

Past Exams

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Previous Feedback

Term 2 - 2019 : The overall satisfaction for students in the last offering of this course was 4.7 (on a 5 point Likert scale), based on a 55% response rate.

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.

Source: Unit Evaluation Email Zoom conversations
Feedback
The topics were personally relevant and link well to my classroom practice.
Recommendation
The moodle topics will remain as they are with research material and activities being updated as required.
Action Taken
Moddle content was refreshed with updated material being added.
Source: Unit Evaluation
Feedback
The moodle site was easy to navigate and the zoom sessions and on campus delivery was valuable.
Recommendation
Maintain the Moodle site.
Action Taken
Moodle site was maintained and updated as needed.
Source: Unit Evaluation Zoom questions Q&A forum
Feedback
The word limit for assessment task 1 was not clear.
Recommendation
The structure of the assessment task was explained each week. The word limit for each section will be clarified more explicitly.
Action Taken
The word limit was highlighted on the task sheet and in each assessment explanation each week.
Source: Unit Evaluation
Feedback
A higher word limit is required to allow more scope to address the assessment requirements.
Recommendation
The word limit is appropriate for second year students. However, a word limit range will be offered to allow for diversity of students and provide opportunity for students to expand on task responses.
Action Taken
A word limit range was offered.
Source: Unit Evaluation
Feedback
The use of videos within the topics on the moodle site helped me construct my personal learning.
Recommendation
Maintain and update video support for additional content clarification.
Action Taken
Nil.
Source: Unit Evaluation
Feedback
The assessment tasks are highly engaging and relevant to the unit.
Recommendation
Maintain the assessment tasks
Action Taken
Nil.
Source: Unit Evaluation, email
Feedback
The lecturer was highly engaging, passionate and caring.
Recommendation
Continue to deliver the content in a passionate manner to engage the students.
Action Taken
Nil.
Source: Unit Evaluation
Feedback
Include discussion items in the forum to enable engagement by students who cannot attend the live zoom sessions
Recommendation
Provide stimulus questions and invite student comment in the discussion forum.
Action Taken
Nil.
Unit learning Outcomes

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 this unit provides opportunities for students to engage with the Australian Professional Standards for Teachers (Graduate Career Stage) focus areas of:

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

6.4 Apply professional learning and improve student learning

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
3 - Critical Thinking
4 - Information Literacy
5 - Team Work
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 9
1 - Portfolio
2 - Written Assessment