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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 given the circumstances of COVID-19, there may be some modifications to the assessment schedule promoted in Handbook for Semester 1 2020 Units. Students will be notified of all approved modifications by Unit Coordinators via email and Unit Blackboard sites. Where changes have been made, these are designed to ensure that you still meet the unit learning outcomes in the context of our adjusted teaching and learning arrangements.
This unit examines child and adolescent health from a socio-ecological perspective. Students learn about the stages of child development across a range of ages and population groups, including Aboriginal and Torres Strait Islander youth, and the impact upon their future health. Students will investigate theories, models and evidence-based practices that are used to guide strategies to support optimal child and adolescent health outcomes. There is an emphasis on health promotion and advocacy in early childhood education and care, school and community settings.
Unit was previously coded HST2222
On completion of this unit students should be able to:
Students will attend on campus classes as well as engage in learning activities through ECU Blackboard.
| Joondalup | Mount Lawley | South West (Bunbury) | |
|---|---|---|---|
| Semester 1 | 13 x 3 hour seminar | Not Offered | 13 x 3 hour seminar |
For more information see the Semester Timetable
Students will engage in learning experiences through ECU Blackboard as well as additional ECU learning technologies.
Students will engage with key industry partners in child and adolescent health, and analyse case studies across a range of cultural and international contexts. Students are encouraged to participate in collaborative learning, group activities, and engage in peer review processes to improve their ability to give and receive feedback. Students also develop their critical thinking and persuasive communication skills.
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 Board of Examiners.
| Type | Description | Value |
|---|---|---|
| Participation | Collaborative Peer Review and Feedback task | 30% |
| Assignment | Health Advocacy | 40% |
| Examination | End of Semester Examination | 30% |
| Type | Description | Value |
|---|---|---|
| Participation | Collaborative Peer Review and Feedback task | 30% |
| Assignment | Health Advocacy | 40% |
| Examination | End of Semester Examination | 30% |
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.
Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:
Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.
The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.
HST3100|2|1
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 given the circumstances of COVID-19, there may be some modifications to the assessment schedule promoted in Handbook for this unit. All assessment changes will be published by 27 July 2020. All students are reminded to check handbook at the beginning of semester to ensure they have the correct outline.
This unit examines child and adolescent health from a socio-ecological perspective. Students learn about the stages of child development across a range of ages and population groups, including Aboriginal and Torres Strait Islander youth, and the impact upon their future health. Students will investigate theories, models and evidence-based practices that are used to guide strategies to support optimal child and adolescent health outcomes. There is an emphasis on health promotion and advocacy in early childhood education and care, school and community settings.
Unit was previously coded HST2222
On completion of this unit students should be able to:
Students will attend on campus classes as well as engage in learning activities through ECU Blackboard.
| Joondalup | Mount Lawley | South West (Bunbury) | |
|---|---|---|---|
| Semester 1 | 13 x 3 hour seminar | Not Offered | 13 x 3 hour seminar |
For more information see the Semester Timetable
Students will engage in learning experiences through ECU Blackboard as well as additional ECU learning technologies.
Students will engage with key industry partners in child and adolescent health, and analyse case studies across a range of cultural and international contexts. Students are encouraged to participate in collaborative learning, group activities, and engage in peer review processes to improve their ability to give and receive feedback. Students also develop their critical thinking and persuasive communication skills.
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 Board of Examiners.
| Type | Description | Value |
|---|---|---|
| Participation | Collaborative Peer Review and Feedback task | 30% |
| Assignment | Health Advocacy | 40% |
| Examination | End of Semester Examination | 30% |
| Type | Description | Value |
|---|---|---|
| Participation | Collaborative Peer Review and Feedback task | 30% |
| Assignment | Health Advocacy | 40% |
| Examination | End of Semester Examination | 30% |
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.
Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:
Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.
The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.
HST3100|2|2