Charles Sturt University Subject Outline EEB309 201730 A D-31 January 2017-Version 1 Page of 1 21 EEB309 - Wellness and Wellbeing Session 1 2017 Faculty of Arts and Education School of Education Distance Mode Welcome to a new session of study at Charles Sturt University. Please refer to the University’s (http://student.csu.edu.au/study/acknowledgement-of-country).Acknowledgement of Country This subject outline is accessible through mobile devices from . http://m.csu.edu.au Subject Coordinator Virginia Sexton Email [email protected] Phone (02) 60519400 Campus Albury Building/Room number 763/101 Consultation procedures will be available by phone (02 60431691 orThe above phone and room details are incorrect. I 0407518998, email ( (http://[email protected])) and [email protected] forum consultation during set times throughout the week. There may also be other tutors working in this subject who will also be available for consultation. You will be informed of the details of such consultation via the EEB309 Interact site. I will send an announcement regarding my consultation procedures once the session begins. If you cannot contact your Subject Coordinator, please contact your teaching team using the contact details and consultation procedures provided on your Interact2 subject site. What is your subject about? A brief overview This subject explores the concept of wellness and wellbeing for staff and children in early childhood settings. A health model of wellness and wellbeing is used to provide a framework for exploring the social, mental, physical, environmental, emotional and spiritual aspects of life for adults and children. Initially in each of the areas, a broad social view is taken, then consideration is given to adult perspectives, and then the relevance for children is explored. Learning outcomes On successful completion of this subject, you should: understand the concepts of wellness and wellbeing from a health model and how this pertains to the early childhood context; recognise the impact that wellness and wellbeing has on the continuing development of the individual (adult and child); analyse the social and media aspects related to health issues; reflect on the social value placed on wellness and wellbeing and how this influences educators' perspectives on teaching practice in early childhood settings; consider theoretical and practical means for fostering the wellness and wellbeing of children, staff and families in early childhood settings; evaluate how well early childhood services provide for the wellness and wellbeing of children, staff and families; explain the value of providing for the wellness and wellbeing of those involved in early childhood settings; recognise and understand the role of leaders and advocates in the early childhood profession Charles Sturt University Subject Outline EEB309 201730 A D-31 January 2017-Version 1 Page of 2 21 in ensuring conditions in early childhood settings support the wellness and wellbeing of children, families and staff; devise useable ideas and experiences that are able to be implemented in early childhood settings to provide for the wellness and wellbeing of the people there; and recognise the relationship that overall wellbeing has to social competence and the role that early childhood professionals have in fostering this. Pass Requirements In order to pass this subject, students must complete and submit all assessment items and achieve an overall mark equivalent to 50% of the total marks for the subject. Students are required to post reflective comments on the forum in Interact in response to the questions posed in the Modules. In all assessment items, students are asked to demonstrate that they have participated in, and reflected upon, the online discussions. Key Subjects Passing a key subject is one of the indicators of satisfactory academic progress through your course. You must pass the key subjects in your course at no more than two attempts. The first time you fail a key subject you will be 'at risk' of exclusion; if you fail a second time you will be excluded from the course. The (https://policy.csu.edu.au/view.current.php?id=00250) sets out the Academic Progress Policy requirements and procedures for satisfactory academic progress, for the exclusion of students who fail to progress satisfactorily and for the termination of enrolment for students who fail to complete in the maximum allowed time. Assumed knowledge Academic integrity means acting with honesty, fairness and responsibility, and involves observing and maintaining ethical standards in all aspects of academic work. This subject assumes that you understand what constitutes plagiarism, cheating and collusion. If you are a new student we expect you to complete the modules called Academic Integrity at CSU (https://interact2.csu.edu.au/webapps/blackboard/execute/courseMain?course_id=_16412_1&task=true&src=). Prescribed Text Thomas, P. and V. Lockwood (2009). Nurturing the spiritual child: Compassion, connection and a sense of self. 16(2). Early Childhood Australia Research in Practice, Series Available from the Early Childhood Australia online bookshop (http://www.earlychildhoodaustralia.org.au/shop/product/nurturing-the-spiritual-child-compassion-connection-and-a-sense-of-self/) (http://www.earlychildhoodaustralia.org.au/shop/product/nurturing-the-spiritual-child-compassion-connection-and-a-sense-of-self/) Please note that only part of this book is available online. The textbooks required for each of your enrolled subjects can also be found via the Student Portal (http://student.csu.edu.au/study/study-essentials/textbooks) page.Textbooks Subject and Assessment Schedule Schedule Charles Sturt University Subject Outline EEB309 201730 A D-31 January 2017-Version 1 Page of 3 21 Session Week Week Commencing Modules Readings 1 27th February 2017 Session 1 commences Module 1: Introduction and Welcome 1.1. Beginning at CSU. 1.2. Introduction to EEB309 1.3 Study Resources and learning activities Module 2: Defining Wellness and Wellbeing 2.1 Overview 2.2 Defining Wellness and Wellbeing 2.3 So What is Wellness? 2.4 Dimensions of Wellness Welcome Subject Outline Announcements Collaborating with tutors and classmates via the Interact site is a way of getting to know each other, solving problems together, sharing ideas together. You are expected to participate in Online Discussion Forums and/ or Chat sessions in your Tutorial Groups. In the second half of the session you will be contributing responses to module activities to your tutor's forum. Module 1 McMurray, A. and J. Clendon (2011). Community Health and Wellness : Primary Health Care in Practice (4th Edition) Healthy Children. Chatswood, Elsevier Health Sciences. pp. 7-8 Robbins, G., et al. (2009). Understanding wellness. A wellness way of life. New York, McGraw-Hill: pp.7-14. 2 6th March Module 3. Wellness and Justice 3.1. Determinants of Wellness and Well-being. 3.2 Equity & Justice in Wellness & Wellbeing 3.3 Assignment 1, Part 1 & 2 3.4 The Health message 3.5 Referencing I would like you to do the first and second part of the Assignment 1 this second week. The reason for this is that the assignment task will give you a focus in your study and reading and in particular build essay skills for Assignment 2 the Equity Essay. Module 3 Wellness and Justice is relevant to this. The Interact Tool we will use for this first assignment is the Journal. See Module 2 for help with this. Post part 1 & 2 in the Journal page. Your tutor will give you helpful feedback on the journal entries. Liamputtong, P., et al. (2012). Health, illness, and well-being: an introduction. Health, illness and well-being. P. Liamputtong, R. Fanany and G. Verrinder. South Melbourne, Oxford University Press: pp. 11-17. Henderson-Wilson, C. (2012). Health as social construct. Health, illness and well-being: Perspectives and social determinents. P. Liamputtong, R. Fanany and G. Verrinder. South Melbourne, Oxford University Press: 201-212. Portsmouth, L. (2012). Health and the media. Health, illness and well-being: Perspectives and social determinants. P. Liamputtong, R. Fanany and G. Verrinder. South Melbourne, Oxford University Press: pp. 258-264. Charles Sturt University Subject Outline EEB309 201730 A D-31 January 2017-Version 1 Page of 4 21 Session Week Week Commencing Modules Readings 3 13th March Module 4: Wellness for our Children 4.1. Introduction: Healthy Children 4.2. Physical Dimension of Children's Wellness 4.3 Assignment 1, part 3 post to the Journal. See Module 2 for information. **Assessment Item 1 (assignment 1) to be completed and posted to the Journal by Sunday 19th March** McMurray, A. and J. Clendon (2011). Community Health and Wellness : Primary Health Care in Practice (4th Edition) Section 2, Chapter 6, Healthy Children. Chatswood, Elsevier Health Sciences. Sellers, K., et al. (2005) The role of childcare providers in the prevention of childhood overweight. Journal of Early Childhood Research 3, 227-242 DOI: 10.1177/1476718x05056516Graham, H. (2007). Graham, H (2007). Concluding comment. New York, McGraw-Hill: pp. 177-181. Unequal Lives. Kearns, K. (2010a). Children's health, safety and wellbeing. The big picture. French's Forest, NSW, Pearson Australia: pp.143-149. 4 20th March Module 4: Wellness for our Children 4.3. Socio-Emotional Dimension of Children's Wellness. Davis, E., et al. (2011) Family day care educators: an exploration of their understanding and experiences promoting children's social and emotional wellbeing. Early Child Development and Care 182, 1193-1208 DOI: 10.1080/03004430.2011.603420 OR Davis, E., et al. (2010) Promoting children's social and emotional wellbeing in childcare centres within low socioeconomic areas: Strategies, facilitators and challenges. Australasian Journal of Early Childhood 35, pp. 77-86 5 27th March Module 4: Wellness for our Children 4.4. Intellectual Dimension of Children's Wellness Dowling, M. (2012). Playing with thoughts and ideas: Young children's thinking 3-5 years. Young Children's Thinking. London, SAGE Publications. 6 3rd April Mid session break Charles Sturt University Subject Outline EEB309 201730 A D-31 January 2017-Version 1 Page of 5 21 Session Week Week Commencing Modules Readings 7 10th April Mid session break ** Assessment Item 2 (assignment 2) is due Sunday 16th April 2017** 8 17th April Module 4: Wellness of our children 4.5 Spiritual dimension of children's wellness 4.6 Environmental dimension of children's wellness Thomas, P. and V. Lockwood (2009). "Nurturing the spiritual child: Compassion, connection and a sense of self." 16(2). Early Childhood Australia Research in Practice Series Carter, M. (2007) Making the environment the third teacher. July/August, pp. 22-26 Exchange Born Selly, P. (2012). Creating a greener earth. Early childhood activities for a St. Paul, Redleaf press. org: pp. 1-13.greener earth. 9 24th April Module 5: Caring for the Carer 5.1. Why the emphasis on the carer? Robbins, G., et al. (2009). Understanding wellness. New York, McGraw-Hill: pp. A wellness way of life. 19-26 and pp. 29-43 10 1st May Module 5: Caring for the Carer 5.2. Physical Dimension 5.3. Intellectual Dimension Module activity: "Stimulating the intellectual wellness of staff" Post your response to your tutor's forum. Engage in some forum discussion with your fellow students. Johnson, J. A. (2007). Finding your smile again : a child care professional's guide to reducing stress and avoiding burnout. St. Paul, Redleaf Press: pp.151-162. 11 8th May Module 5: Caring for the Carer Van Slyke-Briggs, K. (2010). The nurturing teacher : Managing the stress of caring. Lanham, Charles Sturt University Subject Outline EEB309 201730 A D-31 January 2017-Version 1 Page of 6 21 Session Week Week Commencing Modules Readings 5.4. Social and Emotional Dimensions 5.5. Spiritual Dimension Module activity: "What is spirituality to you". Post your response to your tutor's forum. Engage in some forum discussion with your fellow students. Rowman & Littlefield Publishers: Ch 4 & 5 OR Vize, A. (2015). Taking care of you: Reducing stress and burnout for teachers and educators. Blairgowrie, Australia: Teaching Solutions. (Available at https://www.teachingsolutions.com.au/additional-needs-and-teacher-support-4/taking-care-of-you-242) Donatelle, R. (2014). Cultivating your spiritual health. Access to Health. Boston, Pearson: pp. 58-69. 12 15th May Module 5: Caring for the Carer 5.6. Environmental Wellness 5.7. Occupational Dimension Module activity: "The story of stuff". Post your response to your tutor's forum. Engage in some forum discussion with fellow students. ** Assessment Item 3 (Assignment 3 Powerpoint presentation) due** Reynolds, M. (2009). The environmental responsibility reader. C. Blackmore and M. J. Smith, London : Zed Books Ltd. Eliopoulos, C. (2014 ). Balancing work and life. Invitation to holistic health: A guide to living a balanced life. Sudbury, Jones and Bartlett Publishers: pp.161-176 Hard, L. (2006). "Horizontal violence in Early Childhood Education and Care: Implications for leadership enactment." Australian Journal of Early Childhood 31(3): pp. 40-48. 13 22nd May Module 6: Promotion of Wellness and Well-Being 7.1. Promotion 7.2. Conclusion Sorte, J., et al. (2014). Teaching wellness concepts. Nutrition, health and safety for young children. Upper Saddle River, Pearson Education Inc.: pp.45-62 Minniss, F. R., et al. (2013) Promoting Health in Early Childhood Environments: A Health-promotion Approach. Child Care in Practice 19, 104-117 DOI: 10.1080/13575279.2012.754331 14 29th May **Assignment 3 Due Date 2nd June** Charles Sturt University Subject Outline EEB309 201730 A D-31 January 2017-Version 1 Page of 7 21 Subject Content This subject is divided into modules which should be undertaken in the order they are presented. The modules are: Module 1: Introduction and Welcome to Charles Sturt University Module 2: Defining Wellness and Wellbeing Module 3: Wellness and Justice Module 4: Wellness for our Children Module 5: Caring for the Carer Module 6: Promotion of Wellness and Well-being As you progress through the modules you will be directed to read online readings. Other resources such as internet sites and YouTube videos will also be introduced. Initially you will be introduced to the concept of wellness and wellbeing and then you will seek to find a personal definition. You will come to this through the consideration of the definitions of others, your own reflections. From this point you will consider a critical analysis of the agendas that could be at play in relation to issues of equity and social justice. You will be encouraged to continue to consider the application of this throughout the subject. You will also be drawn to consider how the subject applies to your practice as an Early Childhood educator. Subject Delivery Class/tutorial times and location If you are enrolled in an internal offering of this subject, your class times can be found at Timetable @ (http://timetable.csu.edu.au). If you are enrolled in the online offering of the subject, thisCSU timetable will not apply. Find out how to use Timetable @ CSU via the Student Portal Class (http://student.csu.edu.au/study/study-essentials/timetable) page.Timetable Learning, teaching and support strategies This subject is entirely online, using Interact and the Electronic Assignment Submission Tracking System (EASTS). On Interact, the Modules lead you through the subject. Throughout these Modules you will be guided to resources and e-readings. You will also receive a weekly email to guide you. Your assignments will be submitted through the online program EASTS. There is a link to EASTS on the left-hand side of the EEB309 home page. CSU provides an online tutorial about EASTS, and there is information about using EASTS in Module 1. Please take advantage of these online resources before asking for help from tutors. There is a main EEB309 Interact2 site as well as groups within the site for each tutor and their students. You will select the group that suits contact needs and within these groups there are discussion forums and chat rooms. Students are encouraged to use these tools to discuss their successes, and difficulties, with their peers and their tutor. Tutors will be able to see when students are working on Interact2. All subject-related questions and comments should be posted on your tutor-specific discussion forum, rather than the main EEB309 main discussion forum. You may email your tutor, but please realise that most tutors work part time for CSU while in other employment and you need to allow time for them to reply. You will be informed via Interacts Announcements as to your tutor's contact details, available times, and preferred methods of consultation. Residential school You are not required to attend a residential school for this subject. Charles Sturt University Subject Outline EEB309 201730 A D-31 January 2017-Version 1 Page of 8 21 Recommended student time commitment This subject code is an 8 point subject. The CSU Subject Policy states that a standard 8 point subject should require you to spend up to 160 hours engaged in the learning and teaching activities. These activities include the time spent in preparation for assessment, including study for examinations, tests, and assignment preparation. The following is a recommended breakdown of the hours allocated for successful completion of this: Assessment Items Item number Title Type Value Due date* Return date** 1 Journalling to Improve Your Essay Writing Assignment 10% 19-Mar-2017 10-Apr-2017 2 Equity Essay Assignment 40% 16-Apr-2017 10-May-2017 3 Powerpoint Presentation Assignment 50% 04-Jun-2017 27-Jun-2017 * due date is the last date for assessment items to be received at the University ** applies only to assessment items submitted by the due date Assessment item 1 Journalling to Improve Your Essay Writing Value: 10% Due date: 19-Mar-2017 Return date: 10-Apr-2017 Length: Approximately 500 Submission method options Interact2 Journal Task Using the Assignment 2 Equity essay task, resources from videos and study skills together with modules 2 & 3 you will provide responses in your personal Journal (Interact 2) to the following questions: 1) Analyse the essay task question for assignment 2, using the following categories: a) Topic b) Focus c) Command d) Limit e) Viewpoint 2) Plan your assignment 2 essay using the following categories: a) Thesis Statement b) Decide and state 3 main topics c) Draw up the essay outline in point form: Introduction, body (3 paragraph ideas), conclusion. 3) Based on your learning to construct a paragraph, write a sample paragraph for your second assignment (for example, introduction, conclusion or one of the body paragraphs). You will receive feedback to each of these questions to improve your essay writing skills. Charles Sturt University Subject Outline EEB309 201730 A D-31 January 2017-Version 1 Page of 9 21 Rationale This assignment is designed for the beginning university student. The task assists students to study the "Wellness and Wellbeing" materials with a focus, and to critically analyse their reading at an early stage. It assists the student to understand the task set for the second assessment (assignment 2) for this subject. The student has the opportunity to improve essay writing skills to reach an appropriate academic level for assessment submissions/writing. By using the learning tasks in assignment 1 the student will improve the ability to communicate understanding of the assignment 2 equity topic.This relates to the Learning Outcome - "understanding the concepts of a wellness and wellbeing health model, how these pertain to the early childhood context and issues of equity in attaining wellness and wellbeing". The early feedback to the student will enable the student to write the second assignment more successfully building overall confidence for their study journey. Marking criteria Journalling to Improve Your Essay Writing. (10 marks) CRITERIA: High Distinction Is exceptional, complete, and comprehensive. Distinction Is excellent, complete, and comprehensive. Credit Is good, complete, and comprehensive. Pass Is complete and meets assessment criteria. Fail Is incomplete and does not meet assessment criteria. 1. Successfully analyse the assignment 2 essay task into the categories: Topic Focus Command Limit Viewpoint 2.5 marks All five categories soundly attempted and analysed relating to the assignment 2 essay task. Four categories soundly attempted and analysed relating to the assignment 2 essay task. Three categories soundly attempted and analysed relating to the assignment 2 essay task. Two categories soundly attempted and analysed relating to the assignment 2 essay task. Poor/insufficient attempt to analyse the assignment essay task question. 2. The essay plan satisfactorily covers all three categories: thesis statement, 3 main topics and essay outline. Essay task clearly understood and set out. 2.5 marks The essay plan satisfactorily covers all three categories: thesis statement, 3 main topics and essay outline. The essay plan satisfactorily covers most of the categories: thesis statement, 3 main topics and essay outline. The essay plan satisfactorilycovers more than half of the categories: thesis statement, 3 main topics and essay outline. The essay plan satisfactorily covers at least half of the categories: thesis statement, 3-5 main topics and essay outline. The essay plan does not satisfactorily cover all three categories: thesis statement, 3 -5 main topics and essay outline. 3. The sample paragraph demonstrates an understanding of the The paragraph is well constructed, following The paragraph is well constructed, following The paragraph is well constructed, following suggested ideas. It The paragraph reads well and is constructed Construction of the paragraph is poor. Sentence Charles Sturt University Subject Outline EEB309 201730 A D-31 January 2017-Version 1 Page of 10 21 Journalling to Improve Your Essay Writing. (10 marks) suggested construction of a paragraph. Conveys appropriate content relating to the essay task. 5 marks suggested ideas. Sentence construction and spelling are flawless. Publishable standard suggested ideas. Sentence construction and spelling are good – perhaps 1 error. reads well. Sentence construction and spelling are good – may have 1-2 errors. in an organised way. Sentence construction and spelling are satisfactory (3 or more errors) but meaning is still clear. construction or spelling is poor and meaning is unclear. Presentation This Assignment is to be written with the Journalling tool within Interact. Assistance in use of the Journal Tool can be found in module 2. You can also use the Help tool within Interact or do a Google search for Blackboard Journals. Assessment item 2 Equity Essay Value: 40% Due date: 16-Apr-2017 Return date: 10-May-2017 Length: 2500 Submission method options EASTS (online) Task In the first assignment, you have been planning for this essay. Using or adapting the plans that you have submitted in your Journal, and heeding the advice given to you in the feedback you have received from your tutor, write the essay on the following topic. The beginning modules in "wellness and wellbeing" introduce some or theoretical bases perspectives that underlie society’s perceptions of wellness and wellbeing. These modules also discuss the factors that can influence our attainment of both these conditions. What now is your understanding of wellness and wellbeing? Discuss that can three factors influence a child's attainment of wellness, and the reasons why attainment may not be equitable within their family/community environment. As educators discuss how we can support families and children within our educational settings in relation to their own wellness and wellbeing. How can ideas for practice in achieving wellness and wellbeing be positively influenced by theoretical perspectives? Tips Your three factors come from the must issues raised in the modules and readin gs. Spend approximately 500 words discussing each of the three factors you choose. Spend approximately 500 words discussing how educators can support families and children within the educational setting. Spend the balance with introduction, conclusion, describing your understanding of wellness and wellbeing in relation to Robbins health model (this maybe in your introduction) and to Charles Sturt University Subject Outline EEB309 201730 A D-31 January 2017-Version 1 Page of 11 21 tweak your work to ensure it flows. Can you see any connections between your three factors? Can you see how one area can affect another area in relation to wellness? Have you been able to articulate this in your essay? Make sure that you have studied the required readings, by referencing appropriately as discussed in the modules. Check the assessment item 3 marking criteria to ensure you have covered the assignment requirements. Read the rationale to follow so you understand the purpose of this study and assignment. Rationale A deep understanding of the connections between holistic wellness and wellbeing, and the effects of society and environment, is the cornerstone of this subject. This assignment allows the student to synthesise various theories and translate these ideas into practice. This assessment will address the following learning outcomes: On successful completion of this subject, students will understand the concepts of wellness and wellbeing from a health model and how this pertains to the early childhood context; recognise the impact that wellness and wellbeing has on the continuing development of the individual (adult and child); reflect on the social value placed on wellness and wellbeing and how this influences educators' perspectives on teaching practice in early childhood settings; analyse the social and media aspects related to health issues; recognise the relationship that overall wellbeing has to social competence and the role that early childhood professionals have in fostering this Marking criteria CRITERIA High Distinction Is exceptional, complete, and comprehensive. Distinction Is excellent, complete, and comprehensive. Credit Is good, complete, and comprehensive. Pass Is complete and meets assessment criteria. Fail Is incomplete and does not meet assessment criteria. The Equity Essay 40 marks Successfully discusses the state of society, acknowledging current and changing notions of wellness & wellbeing and equity. The dimensions of wellness, health and justice, and determinants of wellness As for previous level plus: Student’s articulation of the issues is strongly theoretically based. Independent thinking is evident eg posing innovative solutions, raising insightful questions & implications etc. Discussion is intelligently articulated and based on a deep reading of the required literature plus extra sources As for previous level plus: Issues are explored in considerable depth, comments are analytical rather than being merely descriptive or inserted quotes and conceptual cohesion is therefore strong. Discussion shows a clear understanding of the issues and This information shows an understanding of: 1. the dimensions of wellness, 2. health and justice, and 3. the determinants of wellness and well-being. 4. the effects of inequity on children’s development This information is intermittently related to 1. the dimensions of wellness, 2. health and justice, and 3. the determinants of wellness and well-being. 4. the effects of inequity on children’s development Poor/insufficient ability to grasp and articulate 1. the dimensions of wellness, 2. health and justice, and 3. the determinants of wellness and well-being. 4. the effects of inequity on children’s development and how this influences Charles Sturt University Subject Outline EEB309 201730 A D-31 January 2017-Version 1 Page of 12 21 CRITERIA High Distinction Is exceptional, complete, and comprehensive. Distinction Is excellent, complete, and comprehensive. Credit Is good, complete, and comprehensive. Pass Is complete and meets assessment criteria. Fail Is incomplete and does not meet assessment criteria. and well-being are considered. Student’s concept of the effect of inequity on children demonstrates an understanding of children’s developmental needs and how this influences educators perspectives on teaching practice in EC settings. (20 marks) implications as per the required literature how this influences educators perspectives on teaching practice in EC settings. Student is able to meaningfully synthesize the different aspects of the task, demonstrating a sound conceptual grasp of the issues and their interrelatedness. This indicates a good understanding of the topic as a whole, as gained from the required literature. and how this influences educators perspectives on teaching practice in EC settings. educators perspectives on teaching practice in EC settings. The required readings and modules have been used and referenced (10 marks) As for previous level plus: Student’s comments are well supported by the literature and demonstrate a strong analytical and conceptual ability, eg issues are well crystallised and expressed intelligently, and conceptual links are strong. Readings and modules have been well synthesised & applied analytically in the student’s own words, as opposed to merely inserting quotes. Thus the discussion presents a profound knowledge of the topic and its relation to the field of early childhood. As for previous level plus: Several extra appropriate readings have been well selected, adding rigour and a sustained focus to essay. As for previous level plus: A sound range of the required readings are synthesised - in student’s own words, not quotes –indicating a deep rather than superficial understanding Meaningful and perceptive connections are made between the perspectives detailed in the readings and other issues regarding health and wellbeing. Several references from the readings and modules have been used in a way that demonstrates a basic understanding of the concepts and theories. Some connections are made between the perspectives detailed in the readings and other issues regarding health and wellbeing. Some synthesis of the reading materials is evident Required readings & modules are barely or not used, and this information is very poorly presented. Therefore there is little to no conceptual and/or theoretical depth. Connections are not/ or are poorly made between the perspectives detailed in the readings and other issues regarding health and wellbeing. Charles Sturt University Subject Outline EEB309 201730 A D-31 January 2017-Version 1 Page of 13 21 CRITERIA High Distinction Is exceptional, complete, and comprehensive. Distinction Is excellent, complete, and comprehensive. Credit Is good, complete, and comprehensive. Pass Is complete and meets assessment criteria. Fail Is incomplete and does not meet assessment criteria. although not strong. Standard of both written English & referencing re APA 6 style is acceptable at a university level of writing. 10 marks Written English is consistently of an exceptional standard. Student’s meaning is always conveyed clearly and precisely. Use of language to create conceptual connections among information is impressive. No grammatical errors. A large range of subject references has been used including extra readings independently sought and with high reputability. All referencing is correctly entered. Written English is excellent. Student consistently employs an objective and formal tone. Language is succinct and focused with no grammatical errors. All referencing is correctly entered. Content is well organised, thus the discussion is both fluent and develops logically to a sound conclusion. A competent ability re grammar with few to no mistakes. In text and reference list may have one or two minor errors. Written English is acceptable and content is soundly structured. Some grammatical mistakes eg spelling, sentencing, paragraphing & punctuation but meaning is not lost. In-text and/or reference list have some errors. Written English is often unclear. There are many grammatical errors. Poor sentence structure and content is not/is rarely organised into meaningful paragraphs. As such meaning is lost or made difficult. There are many mistakes in the in-text referencing and/or reference list. Presentation The Equity Essay paper must be written as a Word document, saved as either a .doc or .docx file, and submitted via EASTS. Please use Times New Roman font size 12 with 1.5 line spacing. The Resource Folder on our EEB309 Interact site contains helpful information on essay writing. Do not submit a pdf document as this is unacceptable. Assessment item 3 Powerpoint Presentation Value: 50% Due date: 04-Jun-2017 Return date: 27-Jun-2017 Length: 1000 words Submission method options EASTS (online) Task TASK 1: POWERPOINT PRESENTATION You have been asked to give a talk to the staff in the centre on the following topic: How do we best support the wellness and wellbeing of children in our care? Charles Sturt University Subject Outline EEB309 201730 A D-31 January 2017-Version 1 Page of 14 21 Points to consider are: Is there a connection between the wellness and wellbeing of educators and the wellness of the children in their care? If so, describe the connection, and Explain what the educators need to do to maximize a positive effect in their roles. Consider the importance of educators being aware and appreciating the wellness and wellbeing of each other and the influence of this on the wellness and wellbeing of the children. Remember that a talk willPrepare a Powerpoint Slideshow and Notes for the talk you will give. follow the same procedure as an essay (Introduction, body of main points, and conclusion). The content of your talk will be in the Notes section which accompany the slides and should be . ( approximately 1000 words Words on the slides do not contribute to the final word count.) You will find helpful information of how to construct a powerpoint presentation in Interact 2 Resources. TASK 2: ONLINE PARTICIPATION This consists of your participation in on your tutor’s Group Discussion Board/ online discussions forum and/or in chat sessions that may be available. I t includes the module related forum activities that are in the EEB309 modules up to the due date of Assignment 3. For details of how your Powerpoint presentation and online participation will be assessed look at the marking criteria below. Please read the rationale detailing the Learning Outcomes for this assessment item 3. Rationale The assignment task allows the student to practise a leadership skill required in the Early , that of addressing a group of fellow staff members. This assessment willChildhood workplace address the following learning outcomes: On successful completion of this subject, students will: consider theoretical and practical means for fostering the wellness and wellbeing of children, staff and families in early childhood settings; explain the value of providing for the wellness and wellbeing of those involved in early childhood settings; evaluate how well early childhood services provide for the wellness and wellbeing of children, staff and families recognise and understand the role of leaders and advocates in the early childhood profession in ensuring conditions in early childhood settings support the wellness and wellbeing of children, families and staff; devise useable ideas and experiences that are able to be implemented in early childhood settings to provide for the wellness and wellbeing of the people there; and recognise the relationship that overall wellbeing has to social competence and the role that early childhood professionals have in fostering this. Marking criteria Task 1: PowerPoint Presentation (40 marks) High Distinction Credit Pass Fail Charles Sturt University Subject Outline EEB309 201730 A D-31 January 2017-Version 1 Page of 15 21 Task 1: PowerPoint Presentation (40 marks) Criteria Distinction Is exceptional, complete, and comprehensive. Is excellent, complete, and comprehensive. Is good, complete, and comprehensive. Is complete and meets assessment criteria. Is incomplete and does not meet assessment criteria. An understanding of the dimensions of wellness is evident. An understanding of self-care for educators in the home and work environment is demonstrated. An understanding of the connection between wellness of educators and children’s development and welfare is demonstrated. (10 marks) As for previous level plus: Student’s articulation of the issues is strongly theoretically based. Independent thinking is evident eg posing innovative solutions, raising insightful questions & implications etc. Discussion is intelligently articulated and based on a deep reading of the required literature plus extra sources As for previous level plus: Issues are explored in considerable depth, comments are analytical rather than being merely descriptive or inserted quotes and conceptual cohesion is therefore strong. Discussion shows a clear understanding of the issues and implications as per the required literature. As for previous level plus: Student is able to meaningfully synthesize the different aspects of the task, demonstrating a sound conceptual grasp of the issues and their interrelatedness. This indicates a good understanding of the topic as a whole, as gained from the required literature A basic ability to grasp and articulate an understanding of: the dimensions of wellness and wellbeing self-care in the home and work environment and/or the connection between wellness and wellbeing of educators and children’s development and welfare Poor/insufficient ability to grasp and articulate an understanding of: the dimesnions of wellness and wellbeing, self-care in the home and work environment and/or the connection between wellness and wellbeing of educators and children’s development and welfare The required readings and modules have been used appropriately and referenced. (10 marks) All required readings and modules have been applied analytically, as opposed to merely inserting quotes. A large range of references has been used including extra ones independently sourced and with high reputability. All referencing is correctly entered in APA 6 style. Several extra readings have been used as well as the required readings & modules. Extra readings are appropriate academic sources. All referencing is correctly entered in APA 6 style. A sound range of the required readings and modules has been used well. References are articulated in student’s own words, not quotes, indicating a deep rather than superficial reading. Referencing is mostly correct, according to APA 6 style. References from the readings and modules have been used appropriately . In-text citations and/or reference list are largely but not completely correct, according to APA 6 style. Discussion is not dominated by inserted quotes. Required readings & modules are barely/not used, therefore little to no conceptual and/or theoretical depth. There are many mistakes in the in-text refs &/or reference list. Written Written English Content is well Written English Written Charles Sturt University Subject Outline EEB309 201730 A D-31 January 2017-Version 1 Page of 16 21 Task 1: PowerPoint Presentation (40 marks) Standard of written English is acceptable (appropriate for each of the presentation and for the notes). (10 marks) English is consistently of an exceptional standard. Student’s meaning is always conveyed clearly and precisely. Use of language to create conceptual connections among information is excellent. No grammatical errors. is of a high standard. Student consistently employs an objective and formal tone. Language is succinct and focused with no grammatical errors. organised, thus the presentation is both fluent and develops logically to a sound conclusion. A competent ability re grammar with few to no mistakes. Both notes and presentation are well written. is acceptable and content is soundly structured in bothe presentation and notes. Some grammatical mistakes eg spelling, sentencing, paragraphing & punctuation but meaning is not lost. English/ meaning is often unclear in either the presentation or the notes. There are many errors. The PowerPoint Presentation is attractive, readable and meaningful, with appropriate amount of information on each slide. References are discreetly displayed and reference list is correct. (10 marks) The PowerPoint is a professional presentation. It is attractive and well laid out. Any pictures or illustrations are appropriate. The amount and selection of words is appropriate. References are discreetly displayed and reference list is correct. As for the High Distinction but with a few problems in some areas. References are discreetly displayed and reference list is correct. The PowerPoint presentation is attractive, readable and meaningful, with appropriate amount of information on each slide. References are displayed and reference list is almost correct. There may be 1-2 small errors. The PowerPoint Presentation is satisfactory. An attempt has been made to make the presentation attractive, but there are some problems with either the choice of words or the amount of words. References and list are present but may not be appropriate or displayed appropriately. The PowerPoint Presentation poor – is sparse or overcrowded, illustrations or pictures are inappropriate, Words are too small or there are too many words or the choice of words is poor. References are poorly chosen, not there, or poorly displayed. No reference list. TASK 2: Online Participation (10 marks) Student demonstrates constructive participation in online discussions forum and As for previous level plus: Student has made a sustained commitment to participating over the semester across all available formats. Comments have been insightful, thoughtful, and display an independent approach to her/his own As for previous level plus: Student initiates issues for discussion, questions to consider etc. Peer support to others is freely offered. As for previous level plus: Student has participated in all module related forum activities. Participation in the other online formats for discussion is strong. Module forum activities indicate a genuine interest in subject content & the implications for practice. They Student regularly participated in online forum discussions and /or chat sessons and has interacted positively with peers. Student has contributed some module activity responses. Student made a genuine attempt to take some responsibility for her/his learning during online discussions eg by Little or no evidence of participation in online discussions. Any contributions made do not demonstrate or barely demonstrate familiarity with the issues and mostly consist of superficial responses to other students’ postings. Charles Sturt University Subject Outline EEB309 201730 A D-31 January 2017-Version 1 Page of 17 21 Task 1: PowerPoint Presentation (40 marks) other available forums. (10 marks) learning. Student also provided sympathetic and discrete support for other students. also indicate the student is keeping up with readings as per the Study Schedule in the subject outline. showing she/he is informed & has read the subject outline, is familiar with the modules and assignment task & has come prepared with questions. Presentation The Powerpoint Presentation assignment must be created on a Powerpoint or similar program and submitted through EASTS. The required "notes" should be written in the Notes section of the Powerpoint file. There should be one document submitted. Pdf files are not acceptable. Assessment Information Learning materials Details of learning materials that support your success in this subject can be found in the Interact2 Subject Site. Referencing Referencing is an important component of academic work. All assessment tasks should be appropriately referenced. The specific details of the referencing requirements are included in each assessment task description. Get referencing style guides and help (http://student.csu.edu.au/library/integrity/referencing-at-csu) to use for your assessments. Plagiarism CSU treats plagiarism seriously. We may use Turnitin to check your submitted work for plagiarism. You can use Turnitin to check for plagiarism (http://student.csu.edu.au/library/integrity/referencing-at-csu/checking) in your assessments before submission. How to apply for special consideration Academic regulations provide for special consideration to be given if you suffer misadventure or extenuating circumstances during the session (including the examination period) which prevents you from meeting acceptable standards or deadlines. Find the form on the Student Portal Special (http://student.csu.edu.au/study/academic-advice)Consideration, Misadventure, Advice and Appeals page. Extensions Assignments must be submitted by midnight on the due date. Extensions will only be considered if they are submitted before the due date. If a student encounters a misadventure or extenuating circumstances (see definitions below) of a minor nature and needs a short extension of 1-7 days they should copy and paste the following criteria into an email, completing the information required, to their Subject Coordinator, including an indication of the work completed to date: Student No: Charles Sturt University Subject Outline EEB309 201730 A D-31 January 2017-Version 1 Page of 18 21 Student Name: Student Contact phone: I request an extension in the subject: For Assessment no: Reason: Any student experiencing misadventure or extenuating circumstances requiring an extension of longer than 7 days should apply for Special Consideration. using the form available at http://student.csu.edu.au/administration/forms#assessment . Misadventure Circumstances contributing to misadventure can include: • Medical reasons; • Family/personal reasons – including death or severe medical or personal problems • Employment related reasons – such as a substantial change to routine employment arrangements or status The following circumstances would not be considered misadventure: • Routine demands of employment; • Difficulties adjusting to University life, to the self discipline needed to study effectively, and to the demands of academic work; • Stress or anxiety normally associated with examinations, required assessment tasks or any aspect of course work; • Routine need for financial support; • Lack of knowledge of requirements of academic work Technical problems such as a computer crash will not be considered as misadventure. It is expected that students will continually back up their work to an external device. (See Special Consideration Regulation 3.1). The following would not be regarded as extenuating circumstances: • Demands of sport, clubs, and social or extra-curricular activity (other than selection for state, national or international sporting or cultural events); • Difficulties with the English language during examinations. Technical problems such as a computer crash will not be considered as extenuating circumstances. (See Special Consideration Regulation 3.2). Penalties for Late Submission In the absence of an approved extension, or a University defined misadventure or extenuating circumstances, the penalty for assessment items submitted after the due date is 10% of the assessment task value per calendar day. For example, for an assessment task worth 40% of the subject assessment, the penalty for late submission will be 4 marks out of 40 per calendar day. If a student’s work is assessed against the marking criteria to be worthy of a mark of 30 out of 40 but is submitted two days late, the student will receive a mark of 22 out of 40. Resubmission Resubmitted assignments are not permitted in this subject. Online Submission Assessment 1 is to be submitted within Interact 2, through the Journalling Tool. Instructions will be given with in the course Modules Charles Sturt University Subject Outline EEB309 201730 A D-31 January 2017-Version 1 Page of 19 21 Assessment 2 and 3 tasks be submitted electronically to the CSU Assignment Section via must EASTS (Electronic Assignment Submission Tracking System). Assessment tasks being submitted MUST be saved as either .doc or .docx files. Pdf documents are unacceptable In order to access EASTS, click on the EASTS link in the menu bar on the left hand side. This will take you to the EASTS site where you are provided with step-by-step instructions to guide you through the online submission process. EASTS has a help function that will allow you to print out instructions to assist you in this process if required. Note: A message will be sent to the email address, as recorded on the system under 'My Email', confirming the receipt of your assessment task via EASTS. A duplicate assignment cover sheet will be attached to the assessment task on receipt at CSU. Assessment tasks submitted electronically via EASTS will be returned, after marking, (in most cases) by post, not electronically. Postal Submission In this subject, assignments must be submitted online via EASTS. Postal submissions will only be accepted after consultation with the Subject Coordinator. In the event that you have permission from the Subject Coordinator to submit by post, it is recommended that your name and your student number be included in the header or footer of every page of any assignment. Charles Sturt University has a centralised assignment receipt centre. Unless they are submitted electronically all assignments should be accompanied by a completed assignment cover sheet and mailed to the following address: Assignment Section The Division of Student Learning (DSL) Charles Sturt University Locked Bag 600 Building 483, Nathan Cobb Drive Wagga Wagga NSW 2678 The Assignment Section will record the receipt of your assignment on the computer system and date stamp it. It will then be forwarded directly to the marker. If you wish to confirm receipt of your assignment you can do so online through (http://student.csu.edu.au/). student.csu Hand Delivered Submission In this subject, assignments must be submitted online via EASTS. Hand-delivered submissions will only be accepted after consultation with the Subject Coordinator. With permission from the Subject Coordinator, Distance Education Students can lodge their assignments at any campus via the special assignment post box located outside the The Division of Student Learning (DSL) on each campus. These boxes are cleared at 5 pm each week day. The Assignment Section will record the receipt of your assignment on the computer system and date stamp it. It will then be forwarded directly to the marker. If you wish to confirm receipt of your assignment you can do so online through (http://student.csu.edu.au/). student.csu Feedback Students will be provided with a marking guide and feedback sheet for assignments in this subject. Feedback sheets will be provided via EASTS. Charles Sturt University Subject Outline EEB309 201730 A D-31 January 2017-Version 1 Page of 20 21 Assignment Return You should normally expect your marked assignment to be returned to you online within three weeks of the due date, if your assignment was submitted on time. If an assignment is submitted on time but not returned by the return date, you should make enquiries in the first instance to the subject coordinator. If the subject coordinator is not available, contact Student Central on 1800 275 278. Student Feedback and Learning Analytics Evaluation of Subjects CSU values constructive feedback and relies on high response rates to Subject Experience Surveys (SES) to enhance teaching. Responses are fed back anonymously to Subject Coordinators and Heads of Schools to form the basis for subject enhancement and recognition of excellence in teaching. Schools report on their evaluation data; highlighting good practice and documenting how problems have been addressed. You can view a summary of survey results via the Student Portal SES Results (https://student.csu.edu.au/study/subject-experience-survey-results) page. We strongly encourage you to complete your online Subject Experience Surveys. You will be provided with links to your surveys via email when they open three [3] weeks before the end of session. Changes and actions based on previous student feedback Some changes have been made to the course content based on the feedback provided from previous sessions. Learning analytics in this subject Learning Analytics refers to the collection and analysis of student data for the purpose of improving learning and teaching. It enables the University to personalise the support we provide our students. All Learning Analytics activities will take place in accordance with the CSU Learning Analytics Code of Practice. For more information, please visit CSU’s Learning Analytics (http://www.csu.edu.au/division/student-learning/home/analytics-and-evaluations/learning-analytics) website. Data about your activity in the Interact2 site and other learning technologies for this subject will be recorded and can be reviewed by teaching staff to inform their communication, support and teaching practices. Based on past analytics, changes made to the subject included the addition of the first assessment task to support learning to write for universtiy. Services and Support (http://student.csu.edu.au) tells you can how you can seek services and support.Your Student Portal These include study, admin, residential, library, careers, financial, and personal support. Develop your study skills (https://student.csu.edu.au/study/skills) with our free study services. WeDevelop your study skills have services online, on campus and near you. These services can help you develop your English language, literacy, and numeracy. Library Services (https://student.csu.edu.au/library) provides access to the eBooks, journal articles, books,CSU Library and multimedia resources needed for your studies and assessments. Get the most out of these resources by contacting Library staff either online or in person, or make use of the many Library Resource Guides, videos and online workshops available. Charles Sturt University Subject Outline EEB309 201730 A D-31 January 2017-Version 1 Page of 21 21 CSU Policies and Regulations This subject outline should be read in conjunction with all academic policies and regulations, e.g. Student Academic Misconduct Policy, Assessment Policy – Coursework Subjects, Assessment Principles Policy, Special Consideration Policy, Academic Progress Policy, Academic Communication with Students Policy, Student Charter, etc. Please refer to the collated list of policies and regulations relevant to studying your subject(s) (http://student.csu.edu.au/administration/policies-regulations-subjects) which includes links to the (http://www.csu.edu.au/about/policy) – the sole authoritative source of officialCSU Policy Library academic and administrative policies, procedures, guidelines, rules and regulations of the University. Subject Outline as a Reference Document This Subject Outline is an accurate and historical record of the curriculum and scope of your subject. CSU's (https://policy.csu.edu.au/view.current.php?id=00267) requires that Subject Outlines Policy you retain a copy of the Subject Outline for future use such as for accreditation purposes.