1. SACE S UBJECT O UTLINE Stage 2 Child Studies

2. W HAT IS THIS COURSE ABOUT ? Childhood is a unique, intense period of growth and development. Children’s lives are affected by their relationships with others; their intellectual, emotional, social, and physical growth; cultural, familial, and socio-economic circumstances; geographic location; and educational opportunities. Stage 2 Child Studies focuses on children’s growth and development from conception to 8 years. You are required to critically examine attitudes and values about parenting/caregiving and gain an understanding of the growth and development of children. You are expected to develop a variety of research, management, and practical skills.

3. L EARNING R EQUIREMENTS In this subject, students are expected to: 1. apply knowledge and problem-solving skills to practical activities and concepts related to the study of children and their development from conception to 8 years 2. apply management, organisational, and problem-solving skills that demonstrate an understanding of issues related to the health and well- being of children make and justify decisions about issues related to child development 3.make and justify decisions about issues related to child development 4. select and use appropriate technology to prepare learning activities for children in a culturally diverse society 5. investigate, critically analyse, and evaluate contemporary trends and/or issues related to the health and well-being of children 6. work individually and collaboratively to support the health and well- being of children, and evaluate processes and outcomes 7. evaluate the impact of technology on the health and well-being of children.

4. A REAS OF S TUDY The content of this 20 credit (full-year) course is organised into the following five areas of study: Area of Study 1: Contemporary and Future Issues Area of Study 2: Economic and Environmental Influences Area of Study 3: Political and Legal Influences Area of Study 4: Sociocultural Influences Area of Study 5: Technological Influences

5. C ONTEMPORARY & F UTURE I SSUES This area of study could include topics such as the following: the likely impact of global issues on the development of children contemporary issues related to childhood health, nutrition, safety, education, literacy, and numeracy overweight children, and obesity in children protective practices in relation to the care of children genetic factors that influence child development and health antenatal diet and lifestyle current research in child development.

6. E CONOMIC AND E NVIRONMENTAL I NFLUENCES This area of study could include topics such as the following: creating and maintaining a safe environment for children the role of resources in supporting the needs of children the food and nutritional requirements of children, supporting healthy eating practices, and current national guidelines environmental influences on antenatal development and children’s health well-being and connectedness in the community the influence of poverty on family and community structures.

7. P OLITICAL AND L EGAL I NFLUENCES This area of study could include topics such as the following: local, state, and Commonwealth government legislation that supports and empowers parents and families in caring for children support services that promote the well-being of children, including children with special needs the Disability Discrimination Act 1992 (Cwlth) and children with special needs the accessibility of community services and networks that support children rights of children and parents, caregivers, and childcare workers media standards and regulations and the influence of the media.

8. S OCIOCULTURAL I NFLUENCES This area of study could include topics such as the following: family structures and environments, and the ways in which these support the needs of children in culturally diverse communities the behavioural, cognitive, language and communication, physical, social, and emotional development of children roles and responsibilities of parents or caregivers in the nurturing and development of children the role of play in the development of children the influence of diet on learning outcomes the development of personal, gender, and group identity cultural inclusivity for Aboriginal and Torres Strait Islander and multilingual children ways of developing and demonstrating empathy, respect, and inclusivity for a range of cultures and views.

9. T ECHNOLOGICAL I NFLUENCES This area of study could include topics such as the following: the impact of scientific, medical, and technological advancements in supporting young children the use of technology to meet a child’s specific physical or emotional needs the impact of local and global media on the development of children the influence of licensing and standards regulations the impact of new and emerging technologies on the well-being of children.

10. ASSESSMENT The following assessment types enable students to demonstrate their learning in Stage 2 Food and Hospitality: School-based Assessment (70%) Assessment Type 1: Practical Activity (50%) Assessment Type 2: Group Activity (20%) External Assessment (30%) Assessment Type 3: Investigation (30%). For a 20-credit subject, students should provide evidence of their learning through 7 or 8 assessments, including the external assessment component.

11. Assessment Type 1 Outcomes – all Practical Activity 50% For a 20-credit subject, students undertake at least 4 practical activities. Students should undertake at least two action plans and at least two research tasks. Students undertake at least one practical activity individually. Assessment consists of:- -a 500 word* action plan or research task; -a practical application; -a 500 word* individual evaluation report. * may be presented in written, oral, or multimodal form. It should be a maximum of 500 words if written or a maximum of 3 minutes for an oral presentation, or the equivalent in multimodal form. Assessment Type 2 Outcomes - all Group Activity 20% For a 20-credit subject, students undertake at least 1 group activity. Requires students to work in groups to plan, organise, and implement action to meet a teacher-directed challenge. A group activity must relate to a specific area of study from the subject outline. Assessment consists of:- -a 500 word* group decision-making record; -a group practical application; -a 500 word* individual evaluation report. Assessment Type 3 Outcomes - 2, 3, 5, 7 Investigation 30% For a 20-credit subject, students undertake 1 investigation. In undertaking the investigation, students identify and research a relevant contemporary issue related to a selected area of study. You will be required to analyse and evaluate information/findings and draw relevant conclusions. Assessment consists of:- -a written report of a maximum of 2000 words.

12. A SSESSMENT D ESIGN C RITERIA For this subject, the assessment design criteria are: investigation and critical analysis problem-solving practical application collaboration evaluation. At the student’s completion of study of each school-based assessment type, the teacher makes a decision about the quality of the student’s learning by: referring to the performance standards assigning a grade between A+ and E− for the assessment type.

13. P ERFORMANCE S TANDARDS The performance standards describe five levels of achievement, A to E. Each level of achievement describes the knowledge, skills, and understanding that teachers and assessors refer to in deciding, on the basis of the evidence provided, how well a student has demonstrated his or her learning. During the teaching and learning program the teacher gives students feedback on, and makes decisions about, the quality of their learning, with reference to the performance standards.

14. P ERFORMANCE STANDARDS A B AND Investigation and Critical Analysis Problem-solvingPractical Application CollaborationEvaluation AIn-depth investigation and perceptive critical analysis of contemporary trends and/or issues related to the health and well-being of children. Perceptive analysis of information for relevance and appropriateness, with appropriate acknowledgment of sources. Highly effective application of literacy and numeracy skills, including clear and consistent use of appropriate terminology. Astute identification and discussion of factors involved in problem-solving related to the health and well-being of children. Astute and very appropriate decision-making about problem- solving and implementation strategies. Clear and very relevant justification of decisions about problem-solving and implementation strategies. Ongoing and productive implementation of safe management practices, efficient organisation and management of time, techniques, and resources, and sophisticated generation and maintenance of quality control. Logical selection and application of the most appropriate technology to prepare learning activities for children in a culturally diverse society. Initiation of ideas and procedures, display of leadership within the group, and proactive and inclusive response to members of the group. Proactive and focused involvement in group activities and discussions to support the health and well- being of children. Insightful evaluation of the processes and outcomes of practical and group activities, including their own performance. Sophisticated appraisal of the impact of technology on the health and well-being of children. Insightful explanation of the connections between research and/or planning, and practical application. In-depth evaluation of contemporary trends and/or issues related to child development in a variety of settings.

15. P ERFORMANCE STANDARDS C B AND ( PASS ) CInvestigation and Critical Analysis Problem-solvingPractical Application CollaborationEvaluation C Competent investigation and some considered critical analysis of contemporary trends and/or issues related to the health and well-being of children. Considered analysis of information for relevance and appropriateness, with generally appropriate acknowledgment of sources. Generally effective application of literacy and numeracy skills, including competent use of appropriate terminology. Considered identification and discussion of some factors involved in problem-solving related to the health and well-being of children. Generally considered and appropriate decision-making about problem- solving and implementation strategies. Generally relevant justification of decisions about problem-solving and implementation strategies, with some clarity. Competent implementation of safe management practices and organisation and management of time, techniques, and resources, and considered generation and maintenance of quality control. Appropriate selection and application of technology to prepare learning activities for children in a culturally diverse society. Some initiative with ideas or procedures, occasional leadership within the group, and generally active response to members of the group. Active involvement in group activities and discussions to support the health and well-being of children. Considered evaluation of the processes and outcomes of practical and group activities, including their own performance. Informed appraisal of the impact of technology on the health and well-being of children. Considered explanation of the connections between research and/or planning, and practical application. Informed evaluation of contemporary trends and/or issues related to child development in different settings.

16. L EARNING AND A SSESSMENT P LAN

17. W HAT WOULD YOU LIKE TO DO ? Area of StudyTechnlogical Influences Socio- Cultural Influences Political & Legal Influences Economic & Environmental Influences Contemporary & Future Issues Practical & action plan 12.5% Practical & action plan 12.5% Practical & research 12.5% Practical & research 12.5% Group Practical 10% Group Practical 10% Investigation 30% X