090007 The Child in the Contemporary World
Warning: The information on this page is indicative. The subject outline for a
particular session, location and mode of offering is the authoritative source
of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.
Subject handbook information prior to 2025 is available in the Archives.
Credit points: 6 cp
Subject level:
Postgraduate
Result type: Grade and marksThere are course requisites for this subject. See access conditions.
Description
The contemporary world has changed more in the past two decades than it has in the last century. This subject examines the sociocultural and environmental influences on the health and wellbeing of children. Students gain an understanding of the unique challenges experienced by children and young people, exploring the role that the modern world has on the social, developmental, physical, intellectual, emotional, environmental and spiritual dimensions of a child’s health and wellbeing. Students examine different theories relating to children and health whilst taking into consideration the multifactorial elements of typical and atypical development.
Subject learning objectives (SLOs)
| A. | Analyse and evaluate the main issues impacting the experience of being a child in the contemporary world |
|---|---|
| B. | Correlate children’s health status with social determinants of health with a focus on Indigenous cultures and diverse groups |
| C. | Appraise existing theoretical frameworks for children’s health and wellbeing and relate them to the health discipline that the student considers is their profession and/or the Australian healthcare context |
| D. | Critically analyse evidence-based children’s healthcare models and strategies to explore how well the health system is informed by the dynamic and complex influences encountered by children. |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the following graduate attributes:
- Demonstrate reflective critical thinking to enable appraisal of current practice, policy and research relating to women’s and children’s health care and health outcomes. (1.1)
- Are effective, collaborative and responsive health professionals and potential leaders in a particular field of women’s and children’s health. (2.1)
- Plan for ongoing professional development and skills in order to support practices within the scope of their role which focus on women’s and children’s health. (5.1)
- UTS graduates will have knowledge of Indigenous Australian contexts to inform their capability to work effectively for and with Indigenous Australians within their profession (6.0)
Teaching and learning strategies
Orientation activities
The “Get started” module contains vital information for students about studying online at UTS. In preparation for the session students have access to activities during orientation week. These activities are designed to introduce students to the subject and their peers, and will assist them to prepare for the subject's learning and assessment tasks. Students are expected to work through the introductory module so they have a good understanding of how online study works at UTS and the expectations on them as online learners.
Independent learning activities
This subject is taught using a variety of teaching and learning strategies. An overarching theme of the approaches to teaching and learning is to support students to actively learn with the support of a facilitator who can assist and coach them. Understanding and critical thinking skills will be encouraged via a range of activities, including but not limited to:
- On-line resources to prepare students for active engagement with the subject content
- Thought provoking readings, videos and other activities to stimulate thinking, promote understanding and support analysis and evaluation
- Problem solving, discovery-based and critical thinking activities via a range of guided and self-directed learning opportunities
- Learning that is supported by real world examples, case studies, illustrations and data
- Real-time feedback to student responses to key online activities
- Opportunities for students to reflect on, explain and record their input under advice and guidance.
Readings, videos and activities will be available online relevant to the topic of the week. This will help students to progress through the subject and complete assessment items effectively. The online material aims to enhance student’s understanding of the topic or delve deeper into a more specific area, compare experiences and ideas with others and gain feedback. Information and links to learning activities can be accessed via Canvas.
Zoom meetings
Students are strongly encouraged to attend all scheduled Zoom meetings as they will provide opportunities for group activities, discussion, self-assessment, peer review and formative feedback from the subject coordinator and the teaching team. Additionally, they will also help students prepare for the subject’s assessment tasks. The schedule for this subject’s zoom meetings is below in the program section.
Feedback
Feedback in this subject takes several forms including self-assessment, peer review, automatic feedback from interactive activities and the teaching team. Formative feedback throughout the subject aims to increase student’s performance in summative assessments.
Content (topics)
- Who are Australia’s children?
- The younger child (0-12)
- Early life experiences
- Nutrition, play and language development
- Education and childhood
- Australian Indigenous children
- Children with a disability
- The adolescent experience of health
- Autonomy, respect and consent for young people
- Technology and health information in childhood and adolescence
- Child and adolescent gender and sexuality
Assessment
Assessment task 1: Health frameworks in practice
| Intent: | This assessment task is designed to help the student use an appropriate framework to inform their practice and apply it to a contemporary issue faced by children today. Students are asked to use the framework to support their professional practice, and how their practice could be refined to meet the needs of a child in their discipline or area of practice. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A and C This assessment task contributes to the development of graduate attribute(s): 1.1 and 5.1 |
| Weight: | 15% |
| Length: | 250-word initial post PLUS 100-word peer response. References are required. |
Assessment task 2: Strengths-based analysis: “In My Blood it Runs”
| Intent: | Being exposed to the lived experience of another person, including their cultural, spiritual and emotional life is a privilege we don’t often have. “In My Blood It Runs” is a film shot in Mparntwe (Alice Springs), Sandy Bore Homeland and Borroloola Community, Northern Territory, Australia and is the story of ten-year-old Dujuan, a child-healer and a good hunter who speaks three languages. As Dujuan struggles with navigating the world, the observer walks with him as he shares his truths and finds space to dream think about how he will live in the word as he grows. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A and B This assessment task contributes to the development of graduate attribute(s): 6.0 |
| Weight: | 45% |
| Length: | 1200 words |
Assessment task 3: PowerPoint presentation
| Intent: | The purpose of this assignment is to allow the student to bring together all the concepts they have learned throughout the subject and apply them to their specific discipline or workplace. Given what has been learned, how will the new knowledge to support the student's professional practice and bring their colleagues along with them? |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): C and D This assessment task contributes to the development of graduate attribute(s): 1.1 and 2.1 |
| Weight: | 40% |
| Length: | Presentation length 10-12 minutes (+/- 10%) |
Other resources
UTS Student Centre
Building 10
Monday to Friday: 9am - 5pm
Tel: 1300 ASK UTS (1300 275 887)
Details for student centres: www.uts.edu.au/current-students/contacts/general-contacts
For other resources/ information refer to the Faculty of Health website (www.uts.edu.au/about/faculty-health) and Canvas at: https://canvas.uts.edu.au/.
UTS Library
The Library has a wide range of resources, facilities and services to support you including textbooks, subject readings, health literature databases, workshops and bookable study rooms. There is also a team of librarians to help you with your questions available via online chat, phone and in person. W: https://www.lib.uts.edu.au/, Facebook: utslibrary, Twitter: @utslibrary Tel: (02) 9514 3666.
Improve your academic and English language skills
Marks for all assessment tasks such as assignments and examinations are given not only for what you write but also for how you write. If you would like the opportunity to improve your academic and English language skills, make an appointment with the HELPS (Higher Education Language & Presentation Support) Service in Student Services.
HELPS (Higher Education Language & Presentation Support)
HELPS provides assistance with English language proficiency and academic language. Students who need to develop their written and/or spoken English should make use of the free services offered by HELPS, including academic language workshops, vacation intensive courses, drop-in consultations, individual appointments and Conversations@UTS (www.ssu.uts.edu.au/helps). HELPS staff are also available for drop-in consultations at the UTS Library. Phone (02) 9514 9733.
Please see www.uts.edu.au for additional information on other resources provided to students by UTS.
The Accessibility and Financial Assistance Service
?The Accessibility Service can support students with disabilities, medical or mental health conditions, including temporary injuries (e.g., broken limbs). The Accessibility Service works with Academic Liaison Officers in each Faculty to provide ‘reasonable adjustments’ such as exam provisions, assistive technology, requests and strategies for managing your studies alongside your health condition. If you’re unsure whether you need assistance, we recommend getting in touch early and we can provide advice on how our service can assist you. Make an appointment with an Accessibility Consultant (AC) on +61 2 9514 1177 or Accessibility@uts.edu.au.
The Financial Assistance Service can assist you with financial aspects of life at university, including Centrelink information, tax returns and budgeting, interest-free student loans and grants to assist with course-related costs. Check eligibility and apply online and make an appointment on +61 2 9514 1177 or Financial.assistance@uts.edu.au.