School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

Please note that there may be some modifications to the assessment schedule promoted in Handbook for Semester 1 2023 Units. All assessment changes will be published by 20th February 2023. All students are reminded to check the handbook at the beginning of semester to ensure they have the correct outline.

  • Unit Title

    Physical Education, Health and Wellbeing for Young Children (Healthy, Active and Safe Children)
  • Unit Code

    ECE6320
  • Year

    2023
  • Enrolment Period

    1
  • Version

    2
  • Credit Points

    10
  • Full Year Unit

    N
  • Mode of Delivery

    On Campus
    Online
  • Unit Coordinator

    Dr Eibhlish O'HARA

Description

This unit explores current research and issues in the promotion of well-being through health, movement and physical education in early childhood, including a review of health issues affecting Indigenous children. It aims to develop in students a comprehensive knowledge base with which to critically examine theory and practice and understand the rationale that underpins current curriculum and regulatory frameworks related to well-being, health and physical education. Students will become familiar with Australian regulations and processes designed to protect children and ensure their optimal wellbeing. Students will be equipped to plan, deliver and evaluate high quality programs that enhance the social, physical and emotional health and well-being of children in the early years. This unit also provides students with the opportunity to develop pedagogical knowledge and skills that will assist young children to stay healthy, active and safe.

Equivalent Rule

Unit was previously coded ECE6220

Learning Outcomes

On completion of this unit students should be able to:

  1. Synthesise and articulate current research and issues in the promotion of well-being through health, movement and physical education in early childhood for children from birth to age 8.
  2. Identify implications for teaching and learning from current research which reveals the factors affecting the status of young children's social, emotional and physical health and well-being, including diet, movement and the effects of digital technology use.
  3. Critique current curriculum and regulatory frameworks that outline principles concerning young children's physical health, well-being and safety, including those of the Health and Physical Education Learning Area.
  4. Expertly plan, implement and evaluate a range of strategies, including designing learning environments, which will promote the development of young children's social, emotional and physical health.
  5. Teach, analyse and assess fundamental movement skills and movement concepts.

Unit Content

  1. Current research, theory and practice in the promotion of well-being including emotional and physical health for children from birth to age 8.
  2. Current research in health issues facing children and families, including health issues affecting Indigenous children.
  3. Evidence-based implications, principles and practices.
  4. Current curriculum and regulatory frameworks relevant to designing and delivering high quality environments and programs concerning young children's health, well-being and safety.
  5. Planning skills, instructional skills and teaching strategies applicable to promoting young children's emotional well-being and physical health knowledge, skills, attitudes and values.
  6. Fundamental movement skills.

Learning Experience

ON-CAMPUS

Students will attend on campus classes as well as engage in learning activities through ECU's LMS

JoondalupMount LawleySouth West (Bunbury)
Semester 1Not Offered10 x 3 hour seminarNot Offered

For more information see the Semester Timetable

ONLINE

Students will engage in learning experiences via ECU’s LMS as well as additional ECU learning technologies

Additional Learning Experience Information

A combination of lectures, workshops, guest speakers, videos, required readings and group and individually assigned work are used to achieve the unit outcomes. Students are required to become independent learners, who can adapt to the roles of practitioner or learner as they contribute to workshops as competent team members.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant School Progression Panel.

ON CAMPUS
TypeDescriptionValue
AssignmentHealth Education Report50%
Reflective PracticePhysical Education Plan, Teach, Reflect50%
ONLINE
TypeDescriptionValue
AssignmentHealth Education Report50%
Reflective PracticePhysical Education Plan, Teach, Reflect50%

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Assessment

Students please note: The marks and grades received by students on assessments may be subject to further moderation. Informal vivas may be conducted as part of an assessment task, where staff require further information to confirm the learning outcomes have been met. All marks and grades are to be considered provisional until endorsed by the relevant School Progression Panel.

Academic Integrity

Integrity is a core value at Edith Cowan University, and it is expected that ECU students complete their assessment tasks honestly and with acknowledgement of other people's work as well as any generative artificial intelligence tools that may have been used. This means that assessment tasks must be completed individually (unless it is an authorised group assessment task) and any sources used must be referenced.

Breaches of academic integrity can include:

Plagiarism

Copying the words, ideas or creative works of other people or generative artificial intelligence tools, without referencing in accordance with stated University requirements. Students need to seek approval from the Unit Coordinator within the first week of study if they intend to use some of their previous work in an assessment task (self-plagiarism).

Unauthorised collaboration (collusion)

Working with other students and submitting the same or substantially similar work or portions of work when an individual submission was required. This includes students knowingly providing others with copies of their own work to use in the same or similar assessment task(s).

Contract cheating

Organising a friend, a family member, another student or an external person or organisation (e.g. through an online website) to complete or substantially edit or refine part or all of an assessment task(s) on their behalf.

Cheating in an exam

Using or having access to unauthorised materials in an exam or test.

Serious outcomes may be imposed if a student is found to have committed one of these breaches, up to and including expulsion from the University for repeated or serious acts.

ECU's policies and more information about academic integrity can be found on the student academic integrity website.

All commencing ECU students are required to complete the Academic Integrity Module.

Assessment Extension

In some circumstances, Students may apply to their Unit Coordinator to extend the due date of their Assessment Task(s) in accordance with ECU's Assessment, Examination and Moderation Procedures - for more information visit https://askus2.ecu.edu.au/s/article/000001386.

Special Consideration

Students may apply for Special Consideration in respect of a final unit grade, where their achievement was affected by Exceptional Circumstances as set out in the Assessment, Examination and Moderation Procedures - for more information visit https://askus2.ecu.edu.au/s/article/000003318.

ECE6320|2|1

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Physical Education, Health and Wellbeing for Young Children (Healthy, Active and Safe Children)
  • Unit Code

    ECE6320
  • Year

    2023
  • Enrolment Period

    2
  • Version

    2
  • Credit Points

    10
  • Full Year Unit

    N
  • Mode of Delivery

    On Campus
    Online
  • Unit Coordinator

    Dr Eibhlish O'HARA

Description

This unit explores current research and issues in the promotion of well-being through health, movement and physical education in early childhood, including a review of health issues affecting Indigenous children. It aims to develop in students a comprehensive knowledge base with which to critically examine theory and practice and understand the rationale that underpins current curriculum and regulatory frameworks related to well-being, health and physical education. Students will become familiar with Australian regulations and processes designed to protect children and ensure their optimal wellbeing. Students will be equipped to plan, deliver and evaluate high quality programs that enhance the social, physical and emotional health and well-being of children in the early years. This unit also provides students with the opportunity to develop pedagogical knowledge and skills that will assist young children to stay healthy, active and safe.

Equivalent Rule

Unit was previously coded ECE6220

Learning Outcomes

On completion of this unit students should be able to:

  1. Synthesise and articulate current research and issues in the promotion of well-being through health, movement and physical education in early childhood for children from birth to age 8.
  2. Identify implications for teaching and learning from current research which reveals the factors affecting the status of young children's social, emotional and physical health and well-being, including diet, movement and the effects of digital technology use.
  3. Critique current curriculum and regulatory frameworks that outline principles concerning young children's physical health, well-being and safety, including those of the Health and Physical Education Learning Area.
  4. Expertly plan, implement and evaluate a range of strategies, including designing learning environments, which will promote the development of young children's social, emotional and physical health.
  5. Teach, analyse and assess fundamental movement skills and movement concepts.

Unit Content

  1. Current research, theory and practice in the promotion of well-being including emotional and physical health for children from birth to age 8.
  2. Current research in health issues facing children and families, including health issues affecting Indigenous children.
  3. Evidence-based implications, principles and practices.
  4. Current curriculum and regulatory frameworks relevant to designing and delivering high quality environments and programs concerning young children's health, well-being and safety.
  5. Planning skills, instructional skills and teaching strategies applicable to promoting young children's emotional well-being and physical health knowledge, skills, attitudes and values.
  6. Fundamental movement skills.

Learning Experience

ON-CAMPUS

Students will attend on campus classes as well as engage in learning activities through ECU's LMS

JoondalupMount LawleySouth West (Bunbury)
Semester 1Not Offered10 x 3 hour seminarNot Offered

For more information see the Semester Timetable

ONLINE

Students will engage in learning experiences via ECU’s LMS as well as additional ECU learning technologies

Additional Learning Experience Information

A combination of lectures, workshops, guest speakers, videos, required readings and group and individually assigned work are used to achieve the unit outcomes. Students are required to become independent learners, who can adapt to the roles of practitioner or learner as they contribute to workshops as competent team members.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant School Progression Panel.

ON CAMPUS
TypeDescriptionValue
AssignmentHealth Education Report50%
Reflective PracticePhysical Education Plan, Teach, Reflect50%
ONLINE
TypeDescriptionValue
AssignmentHealth Education Report50%
Reflective PracticePhysical Education Plan, Teach, Reflect50%

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Assessment

Students please note: The marks and grades received by students on assessments may be subject to further moderation. Informal vivas may be conducted as part of an assessment task, where staff require further information to confirm the learning outcomes have been met. All marks and grades are to be considered provisional until endorsed by the relevant School Progression Panel.

Academic Integrity

Integrity is a core value at Edith Cowan University, and it is expected that ECU students complete their assessment tasks honestly and with acknowledgement of other people's work as well as any generative artificial intelligence tools that may have been used. This means that assessment tasks must be completed individually (unless it is an authorised group assessment task) and any sources used must be referenced.

Breaches of academic integrity can include:

Plagiarism

Copying the words, ideas or creative works of other people or generative artificial intelligence tools, without referencing in accordance with stated University requirements. Students need to seek approval from the Unit Coordinator within the first week of study if they intend to use some of their previous work in an assessment task (self-plagiarism).

Unauthorised collaboration (collusion)

Working with other students and submitting the same or substantially similar work or portions of work when an individual submission was required. This includes students knowingly providing others with copies of their own work to use in the same or similar assessment task(s).

Contract cheating

Organising a friend, a family member, another student or an external person or organisation (e.g. through an online website) to complete or substantially edit or refine part or all of an assessment task(s) on their behalf.

Cheating in an exam

Using or having access to unauthorised materials in an exam or test.

Serious outcomes may be imposed if a student is found to have committed one of these breaches, up to and including expulsion from the University for repeated or serious acts.

ECU's policies and more information about academic integrity can be found on the student academic integrity website.

All commencing ECU students are required to complete the Academic Integrity Module.

Assessment Extension

In some circumstances, Students may apply to their Unit Coordinator to extend the due date of their Assessment Task(s) in accordance with ECU's Assessment, Examination and Moderation Procedures - for more information visit https://askus2.ecu.edu.au/s/article/000001386.

Special Consideration

Students may apply for Special Consideration in respect of a final unit grade, where their achievement was affected by Exceptional Circumstances as set out in the Assessment, Examination and Moderation Procedures - for more information visit https://askus2.ecu.edu.au/s/article/000003318.

ECE6320|2|2