|Semester 2, 2021 Online|
|Short Description:||Early Yrs Health & Active Play|
|Faculty or Section :||Faculty of Business, Education, Law and Arts|
|School or Department :||School of Education|
|Student contribution band :||Band 1|
|ASCED code :||070101 - Teacher Education: Early Child|
|Grading basis :||Graded|
|Version produced :||14 April 2021|
Examiner: Alice Brown
Pre-requisite: Students must be enrolled in one of the following Programs: BEED or BEDU (Early Childhood) or BECH.
Enrolment is not permitted in ECH1200 if EDC1300 has been previously completed.
Students will require access to e-mail and have internet access to UConnect for this course.
Students enrolling in courses which do not follow the recommended enrolment pattern cannot be assured of a developmental learning experience or program completion within their preferred timeframe.
Health and physical activity are important contributors to children’s development, learning and overall wellbeing. International and Australian policy frameworks acknowledge the importance of physical activity, active play and fundamental movement skills to children’s health, development and future outcomes. They also recognise the role of parents, government and community stakeholders, and service providers in maintaining a national vision for Australian children as ‘healthy, safe and thriving’. Early childhood educators have significant responsibility for planning learning environments and experiences that are responsive to children’s physical development needs, and that facilitate opportunities for healthy, safe, active play. They are also uniquely placed to work together with parents to guide children’s physical awareness and learning about the importance of personal health, safety and physical activity.
This course provides an overview of the role of health and physical activity in the multisensory and motor development of young children. It considers the interrelationships between physical health, wellbeing and identity, and the significance of these to longer-term learning and health outcomes. Contextual, familial and environmental factors that affect health and physical activity, safety and wellbeing are considered, particularly as they relate to the design of learning environments and physical activities. The course explores ways to promote children's physical and health literacies, to facilitate children's independence and competence in effectively communicating and managing their physical needs, and to extend children's confidence in their multisensory and motor abilities. Pre-service educators will also consider ways of working in partnership with families to support children's learning about health, physical activity and wellbeing.
The course objectives define the student learning outcomes for a course in accordance with the Australian Institute for Teaching and School Leadership’s (AITSL) Australian Professional Standards for Teachers (APST). On successful completion of this course pre-service educators should be able to:
- define physical developmental stages and key health considerations for children birth to eight (APST 1.1);
- describe the significance of active play and fundamental movement skills for children’s health, learning and wellbeing and implications for teaching (APST 1.1, 1.2);
- design learning activities and active play environments that provide developmentally appropriate learning goals and achievable challenges for young children (APST 2.1, 3.1);
- describe strategies for modifying and differentiating learning activities to support inclusive practice that meets the learning needs of children across a range of abilities (APST 1.5);
- describe strategies for working in partnership with families to facilitate children’s learning about health, physical activity and wellbeing (APST 3.7).
|1.||Physical developmental stages and key health considerations in children birth to eight||20.00|
|2.||The significance of active play and fundamental movement skills for children’s health, learning and wellbeing||20.00|
|3.||Designing learning activities and active play environments that provide developmentally appropriate learning goals and achievable challenges for young children||20.00|
|4.||Modifying and differentiating learning activities to support inclusive practice that meets the learning needs of children across a range of abilities||20.00|
|5.||Working in partnership with families to facilitate children’s learning about health, physical activity and wellbeing||20.00|
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://omnia.usq.edu.au/textbooks/?year=2021&sem=02&subject1=ECH1200)
Please contact us for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)
Student workload expectations
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|ASSIGNMENT 1||40||40||25 Aug 2021||(see note 1)|
|ASSIGNMENT 2||60||60||21 Oct 2021||(see note 2)|
- Inquiry Task
Important assessment information
It is the students' responsibility to attend and participate appropriately in all activities scheduled for them, and to study all material provided to them or required to be accessed by them, to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.
Requirements for students to complete each assessment item satisfactorily:
To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks for that item.
Penalties for late submission of required work:
Students should refer to the Assessment Procedure http://policy.usq.edu.au/documents.php?id=14749PL (point 4.2.4)
Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative items for the course.
There is no examination in this course.
Examination period when Deferred/Supplementary examinations will be held:
There is no examination in this course, there will be no deferred or supplementary examinations.
University Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at http://policy.usq.edu.au.
Referencing in assignments must comply with the APA referencing system. This system should be used by students to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ library's referencing guide. This guide can be found at http://www.usq.edu.au/library/referencing.
Students are required to demonstrate competence in and appropriate use of academic language and literacy, including spelling, grammar, punctuation, and referencing in all assessment responses. Marks allocated to the aforementioned criteria will be specified in the criteria for assessment of all assessment items.
Students are required to submit ALL assignments to evidence meeting or exceeding the mandatory requirements of the Australian Professional Standards for Teachers (APSTs).
Evaluation and benchmarking
In meeting the University’s aims to establish quality learning and teaching for all programs, this course monitors and ensures quality assurance and improvements in at least two ways. This course:
1. conforms to the USQ Policy on Evaluation of Teaching, Courses and Programs to ensure ongoing monitoring and systematic improvement
2. forms part of the Bachelor of Education and is benchmarked against the:
- internal USQ accreditation/reaccreditation processes which include (i) stringent standards in the independent accreditation of its academic programs, (ii) close integration between business and academic planning, and (iii) regular and rigorous review
- Queensland College of Teachers
- Australian Professional Standards for Teachers (APST) of the Australian Institute for Teaching and School Leadership (AITSL).
Participation: Students can expect it will be necessary to participate in and contribute to a range of learning opportunities in this course including online study activities, lectures, tutorials, seminar presentations, group discussions and self-directed study activities in order to apply the coursework that will enable quality assessment tasks to be submitted as evidence of professional development.