NRS325 - Child Health Care and Promotion

NRS325 - Child Health Care and Promotion

Table of Contents

Subject Summary
Subject Coordinator
Subject Coordinator
Email
Phone
Campus
Building/Room number
Consultation procedures
Subject Overview
Abstract
Learning outcomes
Subject content
Academic Progress Requirements
Subject Schedule & Delivery
Prescribed text
Class/tutorial times and location
Schedule
Learning materials
Learning, teaching and support strategies
Industry Involvement Information
Clinical requirements
Recommended student time commitment
Assessment and Exam Items
Academic Integrity
Use of Artificial Intelligence
Requirements to pass this subject
Items
Case Study
Health Education Resource
Services & Support
Develop your study skills
Library Services
Assessment and Exam Information
Referencing
Extensions
How to apply for special consideration
Penalties for late submission
Resubmission
Additional assessment and examinations
Feedback processes
Assessment return
Review of Mark of an Assessment Task
Student Feedback & Learning Analytics
Evaluation of subjects
Changes and actions based on student feedback
Learning analytics
Policies & Regulations
Subject Outline as a reference document

Subject Summary

NRS325 - Child Health Care and Promotion

Session 1 2025
Faculty of Science and Health
School of Nursing, Paramedicine and Healthcare Sciences

Distance Mode
Credit Points 8
Welcome to a new session of study at Charles Sturt University. Please refer to the University's Acknowledgement of Country (https://about.csu.edu.au/our-university/ethos/indigenous- commitment).

Subject Coordinator

Subject Coordinator Sophia Dywili
Email sdywili@csu.edu.au
Phone 02 6933 2452
Campus Wagga Wagga Campus
Building/Room number 002/308

Consultation procedures

Your Subject Convenor will be available for consultation. You will be informed of the consultation procedures via your subject site; as well as the names, contact details and consultation procedures and availability for the staff teaching the subject.

Subject Overview

Abstract

This subject provides the opportunity for students, as professionals working in

multidisciplinary environments to explore the promotion and maintenance of health and wellbeing for children to ensure that they reach their potential. Students will review and critique evidence-informed practices and frameworks to meet the healthcare needs of children with illness, injuries, disabilities, and those affected by maltreatment. Child healthcare will be considered across global, national and local healthcare contexts. Students will explore a range of multidisciplinary/interdisciplinary frameworks for care; theories and strategies for optimising growth and development; theories and strategies to acknowledge the rights of the child and child safety. Students will extend their existing knowledge and experience to include the healthcare of First Nations children in family contexts.

Learning outcomes

Upon successful completion of this subject, students should:
be able to discuss current health issues that affect the health and well-being of children globally, nationally and locally;
be able to apply evidence-informed frameworks, theories, and practices to enable children to reach their potential for growth and development;
be able to apply the International Convention of the Rights of the Child to professional roles including responsibilities for keeping children safe from maltreatment;
be able to discuss and acknowledge the impact of colinisation on the health and well- being of First Nations children and families and identify strategies to address the health inequities experienced by First Nations children and families;
be able to reflect on their role in the interdisciplinary context of promoting and maintaining children's health; and
be able to compare and contrast evidence-informed strategies for promoting and maintaining child health and well-being at individual, family and community levels.

Academic Progress Requirements

To remain enrolled as a student at Charles Sturt University, you must be a genuine student and pass more than 50% of your subjects, along with other criteria set out in the Academic Progress Policy (https://policy.csu.edu.au/document/view-current.php?id=513). If you are identified as a non-genuine student or fail to meet academic progress requirements, the University may remove you from your subject and or course.
Being a genuine student means you are actively participating in your learning (e.g. submitting assessment items and accessing your subject site). If you are receiving any type of Commonwealth Assistance, including a Commonwealth Supported Place and/or any type of HELP loan and not actively participating in your learning prior to the census date, you will be contacted by the University to discuss your options. The University will also contact you if you are not meeting academic progress (https://www.csu.edu.au/current-students/studying/ support/academic-progress) requirements and you may be offered support or be required to engage with support services.

Subject Schedule & Delivery

Prescribed text

Find information about required textbooks for your subject on the Current Students (https://www.csu.edu.au/current-students/studying/library/textbooks) site. The Library (https://library.csu.edu.au/) provides free access to many textbooks online; check the Librarys catalogue before purchasing your textbooks.
There is no prescribed text for this subject. Instead, you are encouraged to refer to the resources provided in the subject site. A range of readings are provided on the subject site, in line with the subject topics. You are also expected to demonstrate skills in your own sourcing of relevant and current materials such as peer reviewed journals, current news items and government and scholarly websites.

Class/tutorial times and location

Online subjects are not timetabled. Your Subject Coordinator will provide any online meeting details via your subject site.
Charles Sturt runs several different types of teaching periods throughout the year. Consult the Important Dates (https://about.csu.edu.au/our-university/important-dates) for full details of teaching periods and other university dates.

Learning materials

Details of learning materials that support your success in this subject can be found in the Subject Site.

Learning, teaching and support strategies

You will need to access the subject Brightspace site regularly to access the many components of the subject for example: Subject Outline, learning materials, and asynchronous and synchronous tutorials, discussion forums, and other activities.
If you are new to Brightspace, please follow this link for more information:
Brightspace: your new learning management system - Current Students (csu.edu.au) (https://www.csu.edu.au/current-students/studying/brightspace)

Industry Involvement Information

Charles Sturt is committed to providing students with industry-informed content while creating ample opportunities for meaningful engagement with community and industry partners.
This is an externally accredited program, and an external advisory committee has been involved in the curriculum review and as such the design of the subject. will assist in the delivery of this subject.
This subject is taught by academics with industry qualifications and / or experience.

Clinical requirements

There are no Workplace Learning requirements for this subject.

Assessment and Exam Items

Academic Integrity

Play your part in maintaining academic integrity at our university. Complete your compulsory Academic Integrity at Charles Sturt University (https://www.csu.edu.au/current-students/ studying/subject-enrolment/types-of-subjects/academic-integrity) subject. This subject will help you understand our Academic Integrity Policy, our expectations of you, and the support services available to help you meet your academic obligations.
Youll learn how to avoid plagiarism, cheating, contract cheating, and collusion. Charles Sturt University treats breaches of academic integrity seriously. Turnitin is used to check your submitted work for plagiarism or contract cheating.
You can also use Turnitin to check for plagiarism (https://www.csu.edu.au/current-students/ studying/assignments-and-exams/assignments/plagiarism) in your assessments before submission.
Students may be asked to sit additional oral/viva presentations as part of any assessment tasks listed under this section.

Use of Artificial Intelligence

Artificial Intelligence (AI) tools, including Generative Artificial Intelligence (GenAI), cannot be used in your assessments unless its use is specifically approved in the Assessment section of this Subject Outline.
If you are permitted to use AI tools in an assessment, the individual Assessment Item information below will detail where and how you can use these tools within the assessment. If AI tools are permitted in an assessment, you may be required to reference the use of these tools, supply the prompts you used, keep drafts of assessments where you have used AI, and be able to explain how AI was used in the development of your assessment; specific requirements will be detailed for each assessment.
The use of AI tools without specific written approval in this Subject Outline may constitute a breach of the Academic Integrity Policy and may be penalised under the Student Misconduct Rule 2020.
For more information on the use of GenAI visit Generative AI: For Study (https://libguides.csu.edu.au/generativeAI) or Your guide to generative Artificial Intelligence (AI) (https://www.csu.edu.au/current-students/studying/assignments-and-exams/generative- ai). Use the referencing tools on the Student Portals Referencing page (https://student.csu.edu.au/learning-skills/referencing) for information on how to cite and reference AI.

Requirements to pass this subject

To achieve a minimum PASS grade in this subject you are required to:
1. Complete and submit all pieces of assessment in accordance with the assessment criteria; and
2. Achieve a cumulative mark of at least 50%.
Failure to submit all assessment items according to the assessment policy and meet attendance requirements will lead to an award of a FL grade.
Generative Artificial Intelligence tools, such as ChatGPT, cannot be used in the production of any content for student assessments unless the use of such software is listed as permitted in the relevant assessment item criteria within the subject outline. Students who use a generative Artificial Intelligence tool to generate content for their assessment task when it is not permitted will be penalised under the Student Misconduct Rule 2020.
Students may be asked to sit additional oral/viva presentations as part of any assessment tasks listed under this section.

Assessment item 1 - Case Study

Value: 50%

Due Date: 04-Apr-2025

Return Date: 01-May-2025

Length: 1800 words

Group Assessment: No

Submission method options: Brightspace Assignment

7-Day Automatic Extension availability: Yes

Hurdle Assessment: No

TASK

As professionals working with children, we need to explore the maintenance of health and well-being for children to ensure that they reach their potential.

This assessment task requires you to write a scholarly paper (no introduction or conclusion is needed( to review the case scenario accessible on your subject site and answer the items below. The case study is about five -year-old Sean.

1. Using the development theories discussed in this subject (e.g. Piaget, Erikson) describe the typical or normal growth and development of a preschool aged child (5-year-old) under the following headings:
   
   
   
   • Cognitive development
   
   
   • Motor development
   
   
   • Psychosocial development
   
   
   
   


2. Identify and discuss four (4) stressors that families with a child with a disability may


3. Reflect on the impact of colonisation on the health and wellbeing of First Nations children and Identify and explain two (2) barriers that may impede First Nations children with disabilities and their families accessing the supports they need including access to early intervention and education.


4. With reference to the International Convention on the Rights of the Child (1989), specifically Article 23 and within an interdisciplinary professional context, outline two (2) strategies to support Sean and his familys cultural

The references must be formatted in APA 7thstyle, and must be recent, having been published no more than 7 years ago. This assessment task should be supported by at least 10 peer reviewed sources.

GENERATIVE AI

Use of Generative AI NOT permitted.

RATIONALE

SUBJECT LEARNING OUTCOMES

This assessment task will assess the following learning outcome/s:

• be able to discuss current health issues that affect the health and well-being of children globally, nationally and


• be able to apply evidence-informed frameworks, theories, and practices to enable children to reach their potential for growth and


• be able to apply the International Convention of the Rights of the Child to professional roles including responsibilities for keeping children safe from


• be able to discuss and acknowledge the impact of colinisation on the health and well- being of First Nations children and families and identify strategies to address the health inequities experienced by First Nations children and

GRADUATE LEARNING OUTCOMES

This task also contributes to the assessment of the following Charles Sturt Graduate Learning Outcome/s (https://www.csu.edu.au/current-students/studying/subject-enrolment/graduate- learning-outcomes):

• Academic Literacy and Numeracy (Skill) - Charles Sturt Graduates demonstrate the literacy and numeracy skills necessary to understand and interpret information and communicate effectively according to the


• Information and Research Literacies (Skill) - Charles Sturt Graduates demonstrate the skills required to locate, access and critically evaluate existing information and


• Digital Literacies (Skill) - Charles Sturt Graduates use, create, communicate and share multimodal information in digital


• Indigenous Cultural Competence (Knowledge) - Charles Sturt Graduates understand specific cultural and historical patterns that have structured Indigenous lives in the past and the ways in which these patterns continue to be expressed in contemporar

PRESENTATION

How to write this assessment.

The paper must adhere to all academic writing standards. See the https://student.csu.edu.au/learning-skills/academic-writing page.

Scholarly papers must be word processed, not handwritten, and submitted as a Word document (not a PDF, not a Pages file, not an HTML file ). Requirements include:

• Double space your work;


• Use 12pt font, Arial, Calibri or Times New Roman;


• Include a title page that displays the: subject name and code;

title of the assessment task; due date;

date submitted;

your name and student number;

and word count (excluding reference page).

• Insert your student name and student number & page number in a header or footer of every page of the assessment;


• Plain text only, no use of Word templates,


• No use of colour, use black font only;


• No use of grey backgrounds;


• No tables, graphs, or diagrams;


• No dot points;


• Assistance for academic writing can be found at this link: https://student.csu.edu.au/ learning-skills/academic-writing/9-tips


• Here is another link to help you with writing this assessment https://cdn.csu.edu.au/ data/assets/pdf_file/0019/830323/Academic-writing- pdf


• For this assessment, you should write in third Assistance with this can be found at this link: First vs Third person (https://www.grammarly.com/blog/grammar/ first-second-and-third-person/)

REQUIREMENTS

Correct and consistent referencing is an important component of producing professional and credible academic work. Marks will be awarded for high quality referencing.

Please refer to the following text for information on how to reference your paper:

American Psychological Association (APA). (2020). Publication Manual of the American Psychological Association (7th ed.). Washington DC: APA.

You may also access CSUs Academic Referencing Tool (ART) which provides detailed referencing examples for the referencing style - APA 7. This resource can be accessed at https://apps.csu.edu.au/reftool/apa-7 (https://apps.csu.edu.au/reftool/apa-7)

Examples of sources which are not academic and not suitable as resources include blogs, magazines, newsletters, Better Health Channel, Wikipedia, StatPearls, and commercial websites (e.g. with .com. .net or .co included in the web link).

Text-matching

TURNITIN is a plagiarism checking service which checks the assessment for unoriginal content and improper citation. In the School of Nursing, Paramedicine and Healthcare Sciences, students have the option to submit their work for checking, prior to submitting their task for marking via this link - https://www.csu.edu.au/current-students/learning-resources/ information-planning/assignments/plagiarism-checking

Checking your assessment via the above link will not compromise your final assessment. Please be aware there could be a delay in receiving your similarity report if you submit your assessment multiple times.

All written assessment tasks in the School of Nursing, Paramedicine and Healthcare Sciences are submitted for marking through the subject site 'Assessment' tab, unless stated otherwise in the Subject Outline.

The TURNITIN portal for submission of your assessment is located in the subject site and is separate from the link provided above.

Assessment item 2 - Health Education Resource

Value: 50%

Due Date: 09-May-2025

Return Date: 30-May-2025

Length: 1800 words

Group Assessment: No

Submission method options: Brightspace Assignment

7-Day Automatic Extension availability: Yes

Hurdle Assessment: No

TASK

This assessment task must be completed using the PowerPoint template provided on the subject site.

The PowerPoint template has three slides:

Slide 1 Education resource/ pamphlet

Slide 2 Description of Vulnerable families

Slide 3 Reference list

These slides provide templates for each section of the task

Section 1 (Slide 1)- Education Resource Pamphlet (600 words)

The first two years of life represent a time of rapid and complex growth and development for the infant child which generally takes place within the context of a family environment. Having a safe and loving home and spending time with family are very important for the development of a child. Your local community runs a parenting and family program to support vulnerable families where there are known factors that may result in adverse childhood outcomes. The program is run for parents with young children under five (5) years of age. The Program Lead has asked you to develop an education resource/pamphlet for parents/primary caregivers outlining The importance of play in supporting your child's development'.

To complete this section of the assessment task, you are required to design an education resource pamphlet for parents/primary caregivers outlining the importance of play in supporting the development of their young child/infants. Emphasis should be placed on the benefits of safety and love for both the infant and parent.

The resource must address:

• identify and outline challenges associated with parenting infants/young children


• identify the key role of the parent/primary caregiver in influencing their childs development


• outlines the benefits of play experiences for both the young child and the parent/ primary caregiver


• describes examples of safe play moments that the parent/primary caregiver can create to optimise the childs development and support the parent/infant child relationship


• identifies relevant local and national services and/or pathways that offer further information and support in relation to the

Section 2 (Slide 2) - Vulnerable families (1200 words, one slide )

While most children are cared for and nurtured, some families do experience disadvantage or vulnerability which can have a direct impact on child development. While it is difficult to resolve all of these wider social issues, supportive interventions and activities that target the needs of the vulnerable infant/family can make a difference for both the child and parents relationship.

To complete this part of the assessment task you are required to:

• Identify factors that make a family


• Define the responsibility of a professional in relation to the application of Article 19 of the Convention on the Rights of the


• Describe two (2) community support services or programs available in your local area for vulnerable young children and their

Section 3 (Slide 3) - Reference list

This section must contain all the references you used in preparation of your health education

resource/ pamphlet. These must be formatted in APA 7thstyle, and must be recent, having been published no more than 7 years ago. This assessment task should be supported by at least 10 peer reviewed sources.

GENERATIVE AI

Use of Generative AI NOT permitted.

RATIONALE

SUBJECT LEARNING OUTCOMES

This assessment task will assess the following learning outcome/s:

• be able to apply evidence-informed frameworks, theories, and practices to enable children to reach their potential for growth and


• be able to reflect on their role in the interdisciplinary context of promoting and maintaining children's health.


• be able to compare and contrast evidence-informed strategies for promoting and maintaining child health and well-being at individual, family and community

GRADUATE LEARNING OUTCOMES

This task also contributes to the assessment of the following Charles Sturt Graduate Learning Outcome/s (https://www.csu.edu.au/current-students/studying/subject-enrolment/graduate- learning-outcomes):

• Academic Literacy and Numeracy (Skill) - Charles Sturt Graduates demonstrate the literacy and numeracy skills necessary to understand and interpret information and communicate effectively according to the


• Digital Literacies (Skill) - Charles Sturt Graduates use, create, communicate and share multimodal information in digital


• Ethics (Skill) - Charles Sturt Graduates critically reflect on, discuss and challenge the values intrinsic in the different practices in which they


• Global Citizenship (Skill) - Charles Sturt Graduates demonstrate the skills to appropriately interact with people from a range of cultural, linguistic and religious

PRESENTATION

The resource will be created using the PowerPoint template provided on your subject site.

Slide 1 - The Pamphlet

• The pamphlet must fit into the template There is a space for your name and ID number.


• The pamphlet should provide relevant, clear, and concise information relevant to the intended audience (the parents/primary caregiver)


• Headings and dot points may be used in pamphlets to help to convey the information clearly and concisely.


• Tables, graphs and diagrams may be used to help graphically represent information and add to the attractiveness of the


• In-text referencing should be included on the

Slide 2 Description of Vulnerable families

• No need to use headings


• No dot points in this section; write in


• Proof-read your work so that it is free of spelling, grammar and punctuation Use language that is appropriate to academic and professional tasks. Ensure you use respectful and appropriate terminology. For assistance, see Learning Skills: http://www.csu.edu.au/division/studserv/learning

Slide 3 - Reference List

• Your reference list should contain all source documents that you refer to in this assessment It must conform to the APA referencing style: http://student.csu.edu.au/ data/assets/pdf_file/0011/294977/ APAReferencingSummary2013.pdf

The assessment task should be within +/- 10% of the word limit. In-text citation is included in the word count. Direct quotes must comprise less than 10% of the total word count.

REQUIREMENTS

Correct and consistent referencing is an important component of producing professional and credible academic work. Marks will be awarded for high quality referencing. Please refer to the following text for information on how to reference your paper: American Psychological Association (APA). (2020). Publication Manual of the American Psychological Association (7th ed.). APA. Students may also access CSUs Academic Referencing Tool (ART) which provides detailed referencing examples for the referencing style - APA 7 ed. This resource can be accessed at https://apps.csu.edu.au/reftool/apa-7

Services & Support

The Student Portal (http://student.csu.edu.au/) has additional information on how you can seek services and support.

Develop your study skills

Develop your writing, referencing, English language, numeracy, computer, and other study skills with a range of free Academic Skills (https://www.csu.edu.au/current-students/studying/ support/academic-skills-help) services and resources, available online and on campus to help you succeed at university.

Library Services

Access a wide range of scholarly eBooks, journals articles and multimedia through your Library (https://library.csu.edu.au/). Learn how to find the best information to excel in your study.

Were here to help with easy-to-use Library Resource Guides, videos, workshops, individual appointments and online chat.

Assessment and Exam Information

Referencing

Referencing is an important component of academic work. All assessment tasks should be appropriately referenced. The American Psychological Association (APA) referencing style is the default referencing style to be used in students assessment work. If your subject requires a different style to be used, this will be stated in the assessment requirements. Get referencing style guides and help with referencing from Charles Sturts Referencing webpage (https://student.csu.edu.au/learning-skills/referencing)

Extensions

Assessments should be received by the University no later than the due date specified in the Subject Outline. You are requested to do all in your power to meet assessment deadlines. Late assessments, without having an extension approved, may be returned with a late penalty applied and/or no marks awarded. However, there may be extenuating circumstances that require you to apply for an extension.

Youre eligible for one automatic 7-day extension per subject, per session, for subjects studied in Session 1 (30), Session 2 (60) and Session 3 (90). Automatic extensions are not available for micro-sessions and year-long subjects. Supporting documentation is not required for this application.

Students making an automatic extension application will receive a confirmation email, copied to the Subject Convener (please do not forward the confirmation email to the Subject Convener). It is important that you keep the email for future reference.

For extensions greater than 7 days, or if an automatic extension is not available, you need to apply for Special Consideration (http://student.csu.edu.au/study/academic-advice). These requests must be:

Submitted through Special Consideration via your student portal: https://www.csu.edu.au/ current-students/studying/support/special-consideration as soon as you realise the need for an extension, or as soon as practical following an adverse circumstance or unexpected event; and before the due date specified for submission of the work;

1. Include your reason for the extension request, and;


2. Include documentary evidence in accordance with the

Late applications without a clear indication of the reason for the request AND documentary evidence will be declined and the penalty for late submission will apply (5% per calendar day, based on the 100% assessment mark).

The following information has been provided from the Charles Sturt Policy Library:

Assessment Policy ( https://policy.csu.edu.au/document/view-current.php?id=301 ) and; Assessment Flexibility Procedure ( https://policy.csu.edu.au/document/view- current.php?id=514 )

Reasons for request

Some circumstances that are considered unexpected, unavoidable commitments or adverse circumstances outside the students control are (but not limited to):

1. unexpected loss of employment or unexpected employment commitments;


2. unavoidable workplace learning commitments*;


3. death of a family member;


4. being called for jury duty or subpoenaed to attend a court or tribunal;


5. being selected to participate in a state, national or international sporting, artistic, cultural, academic, religious or civil event;


6. being required to participate in Defence Reserves activities;


7. short-term illness or injury;


8. unexpected exacerbation of a chronic condition associated with a Study Access Plan


9. unexpected exacerbation of a chronic and ongoing health issue;


10. unexpected carer responsibilities;


11. other unexpected unavoidable commitments or adverse circumstances outside your control which may be discussed with the Subject Convenor, or;


12. administrative delays on the part of the University such as late provision of teaching materials, enrolment errors or delay in completing or changing your

* WPL in Bachelor of Nursing, Bachelor Paramedicine, Bachelor Mental Health, Graduate

Diploma Midwifery & Graduate Diploma Paramedicine, Master Paramedicine, contain compulsory WPL as part of course structure and accreditation.

The following circumstances are NOT considered unexpected or outside your control:

1. your normal employment commitments;


2. difficulties adjusting to the demands of academic work;


3. poor English language skills;


4. stress or anxiety normally associated with assessment tasks;


5. lack of knowledge of the assessment task requirements;


6. misreading a Subject Outline, exam timetable, exam centre selection or assessment due date; and


7. demands of sport, clubs, social or extra-curricular activity other than selection for state, national or international

If you are finding that your study load is too much for the other commitments in your life, you are invited to contact the Course Director via ask@csu.edu.au (mailto:ask@csu.edu.au) for guidance about your study load and/or course progression.

If you are not certain if your circumstances would be considered unexpected or unavoidable, please contact the Subject Convenor.

To be eligible for special consideration, you must provide evidence of circumstances that:

1. prevent you from meeting a deadline for assessment work;


2. prevent you from attending an exam, test or other assessment activity that involves attendance;


3. prevent you from attending a placement or practical learning activity on which they will be assessed later, or;


4. significantly impair your performance in an assessment

Supporting evidence

Supporting evidence may include, but is not limited to:

1. a signed and dated medical certificate from a registered health professional in a relevant profession, giving the impact of the illness or injury and the date(s) of Please refer to the Charles Sturt Medical Certificate (https://student.csu.edu.au/ restricted-forms/Charles-Sturt-University-Student-Medical-Certificate.pdf)


2. letter from a psychologist or counsellor;


3. a statement on letterhead, from your employer, including the date/s of your employment commitments or employment status changed, and the nature of the


4. a statement on letterhead from the relevant body, including details of the event and the period of interruption to your study;


5. Study Access Please note, your reason for the request must be related to the conditions covered by the Study Access Plan. If your reason for the request is for an unrelated condition, you will require additional documentation;


6. Copy of notification to attend for Jury Duty, or subpoena to attend court

7. Email confirmation of discussion with, and instruction to apply from, the Subject Convenor or Head of Discipline.

If you are not certain about what documentation you require to support an application, please keep in mind that is must be independently verifiable. That means supporting documentation should not be provided by people in a personal or household relationship with you. For example, if you have to find somewhere else to live at short notice, a note from your housemate, sibling, or parent will not be accepted. A notice to vacate your residence, or registration with a real estate agent for a rental property, would be suitable supporting documentation.

You can contact the Subject Convenor for guidance.

Notification of outcome

You should continue working on your assessment while you await the outcome of your application. The outcome of your application will be advised via email. If an extension is approved, the new due date for submission will be provided in the email. It is recommended that the email approving the extension be added to the assessment when it is submitted.

If the due date of an assessment falls on a Monday and you make the request over a weekend continue to work on the assessment. Your application will be processed, and you will be notified of the outcome.

Additional notes

If an extension is approved, you may be asked to submit a draft copy of the assessment work that has been completed up to the day the request is made.

Extension requests of longer than 3 weeks (21 calendar days) from the original submission date, will not be approved as other students assessments will be returned. This means there would be a risk to academic integrity. Please contact the Subject Convenor to discuss your situation as options may be available. You could also consider withdrawing from the subject in this instance. Assessments submitted on or after the day of assessment return will be awarded zero (0) marks for that assessment task.

For First Nations students who are required to fulfil cultural obligations, please discuss with your Head of Discipline and/or First Nations Student Support. Please note: you may be asked to submit a draft copy of the assessment work that has been completed up to the day the request is made.

If you need assistance with access or a or a long-term physical or mental health condition, or ongoing difficult circumstances you should seek advice through the appropriate University support services. For additional information or to access university support services, please refer to https://www.csu.edu.au/current-students/support/student-services

An Accessibility and Inclusion Support Adviser can provide guidance about how the University can support reasonable adjustments in learning activities and assessments to accommodate your needs. Special consideration is not intended to be used repetitively for those circumstances. An Accessibility and Inclusion Support Officer can provide a Charles Sturt Study

Access Plan that documents the need for Subject Convenors to give special consideration around assessment due dates.

If you need assistance with access or a or a long-term health condition and have a study access plan (SAP) you can use the SAP as evidence to apply for special consideration related to the conditions covered by the plan. If you require special consideration for a condition that does not relate to your SAP, evidence for that condition needs to be submitted for the application.

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. In these circumstances you need to apply for Special Consideration. (https://www.csu.edu.au/current-students/studying/ support/special-consideration)

Penalties for late submission

Late Submission of Assessments without approved extensions:

Late submission of assessments (where an extension has not been approved) will result in a penalty. The penalty for late submissions will be a deduction of 5 % per calendar day or part thereof, for each day that the assessment is late. The time that assessments are required to be uploaded to Turnitin is 11.59 pm on the due date.

Example:

If you submit a paper one and a half days late you will receive a penalty of 10 %. Your paper will be marked out of 100%, and the 10% will be deducted from the mark which you would have obtained if your paper had been submitted by the due date. A paper which was given a mark of 70/100 but was submitted one and a half days late will receive a reduction of 10%. In this example the final mark will be 60/100. The mark will then be converted to reflect the weighting of the assessment task. In this example, the final mark would be for example: 30/50, 24/40, 18/ 30, 12/20.

Resubmission

Assessment tasks cannot be resubmitted. Students have the option of applying for a Review of Mark (https://www.csu.edu.au/current-students/support-services/help-information/reviews- appeals/re-mark-assignment) within seven (7) days, or a Review of Grade (https://www.csu.edu.au/current-students/your-course/get-organised/plan-your-degree/ grades/review-of-grade) (within 14 days of grades being released at the end of session). Students should refer to the criteria specified in the policy links before proceeding with an application to a review of mark or grade to ensure they meet the specified criteria for an application and follow the process.

Additional assessment and examination

Additional assessments and examinations are offered to students after grades are released at the end of session if their overall mark is 45-49.4%.

Feedback processes

Feedback processes

Feedback on assessment tasks is provided throughout the returned work, and on the marking rubric. It is expected that you take some time to review and reflect on the feedback provided. If you want to discuss aspects of the feedback, please email the subject convenor requesting an appointment, and specify the aspects of the assessment you want to discuss.

Review of Mark (https://www.csu.edu.au/current-students/support-services/help-information/ reviews-appeals/re-mark-assignment) is possible within seven (7) days of assessment return. Please refer to the link before proceeding with an application to ensure you follow the process and meet the criteria specified, before submitting an online application.

Assessment return

You should normally expect your marked assessment to be returned to you within 15 business days of the due date if your assessment was submitted on time. If you submitted your assessment on time but did not receive it back by the return date, you should contact your Subject Convenor in the first instance.

Review of Mark of an Assessment Task

If you are not satisfied with a mark received for an assessment item you can apply for a review of mark of an assessment task (https://www.csu.edu.au/current-students/studying/support/ reviews-and-appeals/types/re-mark-of-an-assignment).

You must submit a request for the review of mark of an assessment task within seven days

from when you received your assessment results.

The criteria and process to apply for a review of an assessment are outlined in the Assessment Policy (https://policy.csu.edu.au/view.current.php?id=301#major8).

A request for a review of an assessment task must be submitted via the Student Portal (https://student.csu.edu.au/my-requests/forms?formName=review of mark ).

Student Feedback & Learning Analytics

Evaluation of subjects

Charles Sturt University values constructive feedback and relies on high response rates to Subject Experience Surveys (SuES) 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 SuES Results (https://www.csu.edu.au/current- students/studying/subject-enrolment/subject-experience-survey) 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 student feedback

Development of this subject has been informed by the collection of data from the moderation of previous similar subject, and feedback from key stakeholders including students and industry partners.

This learning community is made up of a multidisciplinary group. The previous assessments have been changed to help guide you in your engagement with the subject learning materials and reflection about health related issues for children. Also to enable you to engage with best practice in health education and health promotion strategies and the literature that supports them. It provides you with a model procedure to follow when the need to implement health promotion strategies arises in practice.

Learning analytics

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 Charles Sturt University Learning Analytics Code of Practice. For more information, please visit the University's Learning Analytics (https://www.csu.edu.au/division/learning-teaching/ learning-technology/evaluation-review-and-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.

Policies & Regulations

This subject outline should be read in conjunction with all academic policies and procedures. Please refer to the collated list of policies and regulations relevant to studying your subject(s) (https://www.csu.edu.au/current-students/studying/student-admin/policies) which includes links to Charles Sturt University's Policy Library (https://about.csu.edu.au/our-university/ publications-policy/policy)- the sole authoritative source of official academic and administrative rules, policies and procedures 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. Charles Sturt University's Course and Subject Information Procedure expects that you retain a copy of the Subject Outline for future use, including for accreditation and other professional purposes.