HSC EXPLORING EARLY CHILDHOOD

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HSC

EXPLORING EARLY CHILDHOOD HSC

STUDENT HANDBOOK 2018

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Contents

Course Description ............................................................................................................................................... 3 Band Descriptors ................................................................................................................................................... 4 Yearly Planner.......................................................................................................................................................... 5 Assessment Schedule... ........................................................................................................................................ 6 Syllabus Summary .....................................................................................................................................................7-14 Assessment Tasks ....................................................................................................................................................15-22 HSC VERBS ............................................................................................................................................................ ........23-24

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Course: Exploring Early Childhood Course No:

2 units for each of Preliminary and HSC Board Endorsed Course Exclusions:

Course Description Rationale for Exploring Early Childhood in the Stage 6 Curriculum

Our society acknowledges childhood as a unique and intense period for growth, development and learning. When members of society are provided with knowledge about childhood development they will then be able to support and encourage this development when interacting with children. The Exploring Early Childhood course aims to achieve this by giving students an overview of development and related issues within an early childhood context. It provides the opportunity to consider a range of issues in relation to the individual student, their family and the community. As well as reflecting on the personal relevance of childhood issues, students are encouraged to consider the implications for future interactions with children, be these as a parent, friend, carer or educator. Children and childhood are examined from a multidisciplinary perspective and students have opportunities to link theory and practice. The approach taken in this syllabus views childhood learning as experiential, that is, children are active learners and learn and make sense of the world around them through their experiences and through their interactions with others. Throughout this subject the terms infant, toddler, and preschooler are used to refer to children in the approximate age ranges of birth to twelve months, one to three years, and three to five years respectively. Where children are referred to as being in the early years of school, the years from Kindergarten to Year 2, or ages five to eight, are implied.

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Performance Descriptions for Reporting Achievement in Stage 6 Board Endorsed Courses

These performance descriptions provide the standards to be used when submitting assessment marks for students in HSC Board Endorsed Courses (including Content Endorsed Courses*)

90 - 100

? demonstrates extensive knowledge and understanding of content ? displays comprehensive understanding of content, processes, concepts ? critically analyses, synthesises and interprets information ? demonstrates high?level competence in particular skills, processes ? demonstrates high?level skills in critical judgement, reasoning, prediction, inference, evaluation,

problem solving, interpretation ? demonstrates high?level skills in the use of appropriate technologies ? demonstrates outstanding performance and technique ? effectively communicates in a coherent, creative, succinct, logical, sophisticated manner with precision,

originality or flair using terminology extensively and appropriately

80 - 89

? demonstrates thorough knowledge and understanding of content ? displays detailed understanding of content, processes, concepts ? analyses, synthesises and interprets information ? demonstrates competence in particular skills, processes ? demonstrates competent skills in critical judgement, reasoning, prediction, inference, evaluation,

problem solving, interpretation ? demonstrates competent skills in the use of appropriate technologies ? demonstrates accomplished performance and technique ? competently communicates in a coherent, creative, succinct, logical, sophisticated manner with control

or originality using appropriate terminology.

70 - 79

? demonstrates sound knowledge and understanding of content ? displays clear understanding of content, processes, concepts ? analyses and interprets information ? demonstrates ability in particular skills, processes ? demonstrates skills in critical judgement, reasoning, prediction, inference, evaluation, problem solving,

interpretation ? demonstrates skills in the use of appropriate technologies ? demonstrates sound performance and technique ? communicates in a creative, succinct, logical, manner with coherence, control or originality using

appropriate terminology.

60 - 69

? demonstrates basic knowledge and understanding of content ? displays basic understanding of content, processes, concepts ? interprets information ? demonstrates basic ability in particular skills, processes ? demonstrates basic skills in judgement, reasoning, prediction, problem solving, interpretation ? demonstrates basic skills in the use of appropriate technologies ? demonstrates basic performance and technique ? communicates with adequate control or originality using some appropriate terminology.

50 - 59

? demonstrates elementary knowledge and understanding of content ? displays simple understanding of content, processes, concepts ? interprets information ? demonstrates elementary ability in particular skills, processes ? demonstrates elementary skills in argument and problem solving ? demonstrates elementary skills in the use of appropriate technologies ? demonstrates elementary performance and technique ? demonstrates limited communication abilities

0 ? 49 * Note: Separate course-specific descriptions have been developed for the English Studies CEC.

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Term 4: 2017

Week 1

Week 2

Week 3

Term 1: 2018

Week 1

Week 2

Week 3

YEARLY PLANNER HSC Course ? Exploring Early Childhood Studies 2017-2018

Week 4

Week 5

Week 6

Week 7

Week 8

Task 1 Children's Literature 25 Hours

Week 9

Week 10

Week 11

Children's Health & Safety 16 Hours

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Children's Health & Safety

16 Hours

Starting School ? 25 hours

Revision

Task 2 Mid

Task 2 Mid

Course Exam Course Exam

Term 2: 2018

Week 1

Week 2

Week 3

Week 4

Week 5

Task 3 Children with Special Needs 25 Hours

Week 6

Week 7

Week 8

Week 9

Week 10

Children's Services 20 Hours

Term 3: 2018

Week 1

Week 2

Week 3

Children's Services 20 Hours

Week 4 Revision

Week 5

Task 4: HSC Trial Exam

Week 6

Week 7

Week 8

Week 9

Week 10

Task 4: HSC Trial Exam

Exam Feedback

Children & the Media 14 Hours

16 Hours

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ASSESSMENT SCHEDULE

TASK WHEN

TOPIC/S

Term 4

1

2017

Week

Children's Literature

TYPE OF TASK

OUTCOMES VALUE

Design,

Construct and 1.2, 1.3, 1.4,

Evaluate a

4.1

Children's Book

20%

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Term 1 2018 Weeks 10 & 11

Children's Literature/Starting Mid-Course School/Health and Examination Safety

1.2, 1.3, 1.4,2.2, 2.4, 2.5, 4.1

20%

Term 2

3

2018

Week 4

Children with Special Needs

Research

1.5, 2.1, 2.2, 2.3

30%

Term 3

4

2018

Weeks 5 & 6

All

Trial HSC Examination

1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 4.1, 4.2, 6.1, 6.2

30%

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Children's Literature

Module Description This module examines a wide range of literature for children. Literature can be shared with young children for learning and for leisure. Throughout the module, attention is directed to the criteria to be considered in choosing appropriate books for young children and strategies for sharing these with children from birth through to age eight.

Outcomes 1.2 examines physical, social-emotional, behavioural, cognitive and language development 1.3 examines the nature of different periods in childhood - infant, toddler, preschool and the early school years 1.4 examines the ways in which family, community and culture influence the growth and development of young children 4.1 demonstrates appropriate communication skills with children and/or adults

Content Students learn about:

Students learn to:

Babies, Toddlers and Books ? matching books to the development of babies and toddlers ? books babies enjoy ? books toddlers enjoy ? reading books to babies and toddlers ? why we read books to babies and toddlers ? importance of social interaction ? choosing books for babies and toddlers

- toy and board books - wordless picture books - picture books - books of rhymes

? choose books suitable for toddlers and discuss their specific features

Preschoolers and Books ? choosing books for preschoolers ? books preschoolers enjoy ? what preschoolers learn about print when they `read' books ? the link between reading books and children learning to read

and write

? design books suitable for preschoolers and explain the purpose

Children in the First Years of School

? children's previous experience of literature before coming to school

? books children like to read when they start school ? what children learn about books when they start to read

? talk to children about their favourite books and about reading

Choosing Picture Books For Children ? factors that make a good picture book

- plot - setting - characterisation - theme - style of writing - illustrations

? critically examine a range of children's books and develop criteria for choosing a picture book for - a toddler - a preschooler - a six year old

Poetry for Children ? poetry children enjoy reading, hearing and repeating

- nursery rhymes - lullabies - nonsense rhymes - riddles - tongue twisters - action rhymes - counting rhymes - skipping rhymes - limericks - songs ? evaluate poetry books for infants, toddlers, preschoolers and children in the early school years.

? Investigate a range of texts, create a collection of poetry and rhymes and organise in appropriate age groups

Non-Fiction Books for Children ? deciding on what makes a good book for children ? how non-fiction books convey facts to young children

? identify and list criteria for selecting a good factual text for young children

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Child Health and Safety

Module Description This module aims to promote an awareness of the special safety and supervision needs of young children. Young children are unable to make judgments about safety, and constant supervision is necessary. The issues listed below should be considered in relation to young children: infants, toddlers, preschoolers and children in the first years of school. Outcomes 1.2 examines physical, social-emotional, behavioural, cognitive and language development of young children 1.3 examines the nature of different periods in childhood: infant, toddler, preschool and the early school years 2.4 analyses the role of a range of environmental factors that have an impact on the lives of young children 2.5 examines strategies that promote safe environments 6.1 demonstrates an understanding of decision making processes

Content Students learn about: Safety in the Home ? falls ? cuts and abrasions ? burns/scalds

- electrical appliances - hot water - chemical burns - sunburn - fires, cigarettes, matches and lighters ? poisoning - medicines - household cleaning products - alcohol - methylated spirits, turpentine, petrol etc - fly/insect sprays, weed killer, garden sprays etc - poisonous plants

Students learn to: ? research a household to identify possible dangers and discuss

options to improve the situation

? examine a household from the perspective of a child

Maintaining Clean and Hygienic Environments ? cleaning of nappy, toilet and floor areas ? disposal and handling of soiled nappies

Safety with Toys and Play Equipment ? bicycles, skateboards, roller skates etc ? trampolines ? choking (ingesting small objects) ? cuts and abrasions from sharp edges ? bruises, sprains, finger jamming injuries ? toxic paints and chemicals ? baby walkers Outdoor Safety ? poisonous plants ? insect bites/stings ? sunburn ? sharp objects (syringes, broken glass) ? damaged/unsafe playground equipment ? pools and dams ? animal bites, animal droppings First Aid ? basic treatment of wounds, bites, stings, etc ? what to do while waiting for help ? DRSABCD (Danger, Response, Send for help, Airway,

Breathing, CPR, Defibrillation) Road Safety ? pedestrian safety ? bicycles, skateboards, skates in traffic areas ? travelling on public transport ? travelling in cars Child Development and Safety ? safe environments for infants and toddlers ? safe environments for preschoolers ? safe environments for older children ? maintaining safe environments ? managing changing environments Contemporary Issues ? cost and evaluation of safety equipment ? fostering children's safety through self-regulation ? safety programs for children and carers

? investigate regulations applying to hygiene and develop a set of steps to maintain a clean and hygienic environment

? research issues for toys and equipment including legislation and safety standards

? collect and critically examine information about treatment for potential injuries

? identify and discuss key road safety issues when talking to young children

? investigate regulations for ensuring health and safety in a childcare centre

? critically examine a contemporary issue that relates to health and safety for young children

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