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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.
This unit introduces pre-service teachers to allied health professions relevant to early childhood and primary settings. Allied health professionals play a vital role in supporting children's development and well-being, collaborating with educators to enhance support both in and beyond the classroom. Students will explore the roles of speech pathologists and occupational therapists in creating a comprehensive support system for children and families, focusing on speech, language, communication, and motor integration. The unit also addresses the holistic impact of health literacy and nutrition on child development, including strategies for managing food allergies and promoting healthy routines and rituals. By enhancing their communication and health literacy skills, pre-service teachers will be equipped to partner effectively with allied health professionals, ensuring children and families receive essential resources and support for optimal growth. This unit includes guest speakers and content developed by the School of Medical and Health Sciences.
Must have passed a minimum of 180 credit points in Y42 Bachelor of Education (Early Childhood Studies)
On completion of this unit students should be able to:
Weekly 4-hour workshops comprising a combination of lectures, case studies, practical tasks and interactive learning experiences best suited to deliver content. In addition to time allocated to workshops, students will be required to complete readings and explore online resources, and assessment tasks.
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.
| Type | Description | Value |
|---|---|---|
| Assignment | Integrated support plan | 50% |
| Report | Critical reflection and role analysis | 50% |
| Type | Description | Value |
|---|---|---|
| Assignment | Integrated support plan | 50% |
| Report | Critical reflection and role analysis | 50% |
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.
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.
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:
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).
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).
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.
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.
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.
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.
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