Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor and Lecturer
Melissa Johnstone
Contact via 0298509807
274, X5B
By Appointment
Tutor
Raewyn Burden
Tutor
Sanobia Palkhiwala
Tutor
Emma Sutherland
Lecturer
Helen Little
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
This unit examines health, wellbeing, nutrition and safety of children from infancy to 12 years. Implications for children, families and communities are addressed, including practices in a range of settings. Issues and debates arising from research, available technology, community attitudes and values are critically examined. This unit introduces students to the syllabus content associated with the personal development, health and physical education (PDHPE) key learning area with particular focus on the safe living, personal health choices, and growth and development strands. Skills and knowledge in planning, teaching and assessing PDHPE programs are examined, including modifications to the curriculum to meet the needs of diverse learners.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
In order to successfully complete the assessment you must:
Name | Weighting | Due |
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Online Survey | 3% | 20 March, 11.59pm |
EYLF & PDHPE | 10% | Open 4 April, 2pm-11.59pm |
Major Essay | 45% | 1 May, 11.59pm |
Overview of Unit | 42% | Exam period |
Due: 20 March, 11.59pm
Weighting: 3%
As a student enrolled in ECH130, you are invited to participate in a research project being conducted by Dr Helen Little. The project aims to investigate approaches to undergraduate education related to outdoor learning environments and students’ development of knowledge and skills in relation to the provision of challenging, physically active learning experiences for children aged from birth to 5 years.
If you participate, you will be asked to complete an online survey at four time points during your degree and one after graduation. Each survey will ask for information about your program of study, your work experience and examine your understanding relating to aspects of supporting children’s physically challenging play in the context of outdoor learning environments in Early Childhood settings. It is anticipated that the survey should take approximately 30 minutes to complete.
Initial participation in the first survey will count as 3% credit towards your ECH130 grade. The survey needs to be completed by the end of Week 3 (Sunday 20 March, 2016). Details of how to access the survey will be provided on iLearn.
Participation in the study is voluntary. You are not obliged to participate and if you decide to participate, you are free to withdraw at any time without having to give a reason and without consequence.
If you do not wish to participate in the study you will need to submit a 800 word essay (worth 3%) examining children’s levels of physical activity in early childhood settings. You should use at least 3 refereed journal articles to support your discussion. The essay is due midnight on 20 March 2016. Submit through Turnitin link on iLearn.
Due: Open 4 April, 2pm-11.59pm
Weighting: 10%
Teachers use a range of documents to support the health and well being of infants and children. Key documents are the Early Years Learning Framework (for Birth to 5 years) and the Personal Development, Health and Physical Education (Kindergarten to Year 6) Syllabus. The purpose of this quiz is to support your understanding of these key documents.
There will be 10 questions, worth 1 mark each.
This online quiz will be open for 8 hours, Tuesday 28 March, from 2pm - 11.59pm. You will have one hour to complete and only one attempt is permitted.
Required readings
http://docs.education.gov.au/node/2632
'http://syllabus.bos.nsw.edu.au/pdhpe/
Online quizzes are an individual assessment task and MUST BE COMPLETED by each student individually.
Due: 1 May, 11.59pm
Weighting: 45%
The essay focus is on maternal exposure to racism and the impact on infant and child health.
Further details, such as the marking rubric, will be made available in the Assessment Guide on iLearn.
Due: Exam period
Weighting: 42%
The exam will cover content from lectures and your textbook.
Additional details will be published in the Assessment Guide available on iLearn.
Students are required to be available throughout the duration of the exam period http://www.mq.edu.au/policy/docs/examination/procedure.html If you are unavailable on the day of the exam and it's not due to unavoidable circumstances such as hospitalisation, then you will be marked as absent from the exam and you will fail the unit. The exam cannot be completed before the date listed in the University exam timetable.
Students who live outside of the Sydney Metropolitan Area who are registered for a regional exam centre will be able to complete the exam at their exam centre.
Delivery
ECH130 has a total of three (3) contact hours per week, including 2 x 1hr lectures and 1 x 1hr tutorial.
The textbook for ECH130 is:
Garvis, S. & Pendergast, D. (2014). Health and wellbeing in childhood. Melbourne: Cambridge University Press.
You must have access to this textbook throughout the unit. Please purchase the textbook as soon as possible. The Marketing Excerpt PDF at http://www.cambridge.org/at/academic/subjects/education/education-history-theory/health-and-wellbeing-childhood#contentsTabAnchor provides part of Chapter 1 and may be useful if you want to look at the textbook in advance.
Internal Students
External Students
Attendance at the on-campus is voluntary. You must register for the on-campus no later than 17 March if you wish to attend. Details will be available on iLearn from the first week of session 1.
IEC Unit Expectations
Assessment
When preparing your assignments, it is essential that:
Final Submissions
Late Assessments
A deduction of 5% of the total possible mark allocated for that assessment would be made for each day or part day that assessment is late, weekends counting as two days. For example, if an assessment is worth 20 marks and you submit it 2 days late, you will have 2 marks (2 x 5% of 20 marks) subtracted from your awarded mark.
Extensions
In extenuating circumstances, students may apply to the unit coordinator for an extension to the assessment due date. Reasons for the extension need to be documented through the Disruption to Studies form accessible through ask.mq.edu.au under "Disruption" and supported (e.g., a Professional Authority Form must be used in the case of illness). Note that:
IEC Academic Honesty Guidelines
All assignments should cite and provide full bibliographical details of all material that you have used to inform or support your ideas. At the Institute of Early Childhood, students are required to use the American Psychological Association (APA) referencing procedures. Full details about how to cite and reference correctly can be found in Perrin (2015) and in the IEC Academic Honesty Handbook.
The following guide can be purchased from the Co-op Bookshop. This is a required text:
Perrin, R. (2015). Pocket guide to APA style (5th ed.). Stamford, CT: Cengage Learning.
Final Grades
The final grade a student receives signifies their overall performance in meeting the learning outcomes for the unit. The number assigned to a grade (Standard Numerical Grade or SNG) reflects the extent to which student attainment matches the grade descriptors.
Your raw mark for the unit (i.e., the total of your marks for each assessment item) may not be the same as the SNG which you receive. Results may be scaled to ensure there is a degree of comparability across the university, so that units with the same past performances of their students should achieve similar results. The process of scaling does not change the order of marks among students. A student who receives a higher raw score mark than another will also receive a higher final scaled mark.
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
New Assessment Policy in effect from Session 2 2016 http://mq.edu.au/policy/docs/assessment/policy_2016.html. For more information visit http://students.mq.edu.au/events/2016/07/19/new_assessment_policy_in_place_from_session_2/
Assessment Policy prior to Session 2 2016 http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy prior to Session 2 2016 http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
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This graduate capability is supported by:
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by:
Date | Description |
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08/02/2016 | The date of the online quiz has been updated, with the original date clashing with Easter Monday. |