Unit rationale, description and aim

In this unit, pre-service teachers will explore the health and well-being of children from birth to eight years, including physical health, nutrition, child protection, online safety and safe sleep. Pre-service teachers will examine children’s well-being prior to school, transition to school, family and community. There will be a focus on issues faced by Aboriginal and Torres Strait Islander children, children with disabilities, children who are gifted, and children experiencing marginalisation (e.g., children who are speakers of English as an additional language). The unit will also address relevant legislation, policies and advocacy practices that support learner and family well-being and build partnerships that ensure their meaningful engagement in learning experiences for learners across a range of abilities and diverse backgrounds.

Australian educational policy and subsequent curriculum documents (e.g., Approved Learning Frameworks) will be examined in relation to supporting young children’s physical health and wellbeing. The unit will briefly focus on the physical and emotional health and well-being of staff who work within prior-to-school and school settings as complementary (and contingent to) young children’s well-being.

The aim of this unit is to allow pre-service teachers to demonstrate an understanding of the relationship between educational contexts, home and community, and evaluate and plan for children’s health and well-being.

2026 10

Campus offering

No unit offerings are currently available for this unit.

Prerequisites

Nil

Incompatible

EDPH460 Health, Wellbeing and Physical Education in Early Childhood , EDHP313 Health, Wellbeing and Physical Education in Early Childhood

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

Identify the significance of health, well-being an...

Learning Outcome 01

Identify the significance of health, well-being and physical activity on early brain development, and physical, social and emotional development and learning in young children (APST 3.1, 4.4; ACECQA A3, A4, A5, B8)
Relevant Graduate Capabilities: GC1

Explain the influences on children’s well-being, s...

Learning Outcome 02

Explain the influences on children’s well-being, such as the participation rights of children, with emphasis given to Aboriginal and Torres Strait Islander children, children with disabilities, children who are gifted, and children experiencing marginalisation (e.g. children who are speakers of English as an additional language) (APST 4.4; ACECQA A5, A6, D1, D2, D3, D4, D5)
Relevant Graduate Capabilities: GC4

Design play experiences and pedagogical approaches...

Learning Outcome 03

Design play experiences and pedagogical approaches in the early years that support the development and learning of young children in the domains of physical education, health, online safety and nutrition (APST 3.1, 3.2, 3.3, 3.4, 5.3; ACECQA A4, A5, B1, B2, B8, C1, C2, D4)
Relevant Graduate Capabilities: GC2

Reflect upon pre-service teachers’ own personal cu...

Learning Outcome 04

Reflect upon pre-service teachers’ own personal cultural, family, developmental and educational background to understand, theorise and evaluate relevant legislation, policies and advocacy practices and contextual factors to support learner and family wellbeing (APST 1.3, 1.4, 1.6, 7.1, 7.2, 7.3; ACECQA A4, D1, E1, E2, F2, F3, F4)
Relevant Graduate Capabilities: GC7

Content

Topics will include: 

  • Health and safety issues including hygiene, infection control, allergies, anaphylaxis, child protection online safety and image-taking of young children, and safe sleep  
  • The influence of prior-to-school/school, home and community characteristics and the importance of relationships in supporting the physical, social and emotional health and well-being of all young children. 
  • Professional attributes, roles and responsibilities of the early childhood teacher pertaining to children’s health, well-being and physical activity
  • Political, economic, cultural and social factors in relation to children, families and health and wellbeing
  • Multiple perspectives on young children’s learning and development in a diverse world
  • Values and principles underpinning student wellbeing with a focus on the whole person, including Catholic social teaching 
  • Planning, implementing, evaluating and reporting/sharing healthy eating learning opportunities for young children in the early years making links to the relevant National and State curriculum, Approved Learning Frameworks and policy documents 
  • Planning, implementing, monitoring, evaluating and reporting/sharing physical activity and education experiences in alignment with the Approved Learning Frameworks and State curriculum and policy documents 
  • A health model of wellness and wellbeing as a framework for exploring the social, cognitive, physical, environmental, emotional, online, sleep and spiritual aspects that support a healthy start to life 
  • The importance of supporting the physical, social, emotional and online health and wellbeing of young children for their development and learning  
  • Approaches to supporting the physical, social, online, sleep and emotional health and well-being of young children in prior-to-school and school settings, including a play-based approach to curriculum and safe and supportive environments. 

Assessment strategy and rationale

This unit includes two assessment tasks which are designed to meet the unit learning outcomes and develop graduate attributes consistent with the University’s assessment requirements. Students are required to complete both of the assessment tasks.

Minimum Achievement Standards

The assessment tasks for this unit are designed to demonstrate the achievement of each learning outcome.

In order to pass this unit, students are required to submit all assessment tasks, meet the learning outcomes of the unit and achieve a minimum overall passing grade of 50%.

Overview of assessments

Assessment Task 1: Planning    Design a...

Assessment Task 1: Planning  

Design a range of experiences that could be offered to support the physical health or nutrition of young children, such as nature play, or outdoor play activities. The rationale of the experiences should be of children’s voices and take account of Approved Learning Frameworks. Consideration should be given to staff well-being and safety in supporting young children’s physical education/activity. 

Weighting

50%

Learning Outcomes LO1, LO2, LO3, LO4
Graduate Capabilities GC1, GC2, GC4, GC7
Standards ACECQA -A3, ACECQA -A4, ACECQA -A5, ACECQA -A6, ACECQA -B1, ACECQA -B2, ACECQA -B8, ACECQA -C1, ACECQA -C2, ACECQA -D1, ACECQA -D2, ACECQA -D3, ACECQA -D4, ACECQA -D5, ACECQA -E1, ACECQA -E2, ACECQA -F2, ACECQA -F3, ACECQA -F4, APST(GA)1.3, APST(GA)1.4, APST(GA)1.6, APST(GA)3.1, APST(GA)3.2, APST(GA)3.3, APST(GA)3.4, APST(GA)4.4, APST(GA)5.3, APST(GA)7.1, APST(GA)7.2, APST(GA)7.3

Assessment Task 2: Report   Select one signi...

Assessment Task 2: Report 

Select one significant contemporary issue concerning the health and emotional well-being of young children such as resilience, bullying, online safety, image taking, and child protection and draw on literature and curriculum/policy documents to reflect on ways to support the health and well-being of young children. Consider how current knowledge could be applied to practice, policies and procedures by reviewing legislation, policy and processes relevant to meeting the educational needs of all learners, including those from diverse backgrounds, Aboriginal and Torres Strait Islander learners and those with a disability.   

Weighting

50%

Learning Outcomes LO1, LO2, LO3, LO4
Graduate Capabilities GC1, GC2, GC4, GC7
Standards ACECQA -A3, ACECQA -A4, ACECQA -A5, ACECQA -A6, ACECQA -B1, ACECQA -B2, ACECQA -B8, ACECQA -C1, ACECQA -C2, ACECQA -D1, ACECQA -D2, ACECQA -D3, ACECQA -D4, ACECQA -D5, ACECQA -E1, ACECQA -E2, ACECQA -F2, ACECQA -F3, ACECQA -F4, APST(GA)1.3, APST(GA)1.4, APST(GA)1.6, APST(GA)3.1, APST(GA)3.2, APST(GA)3.3, APST(GA)3.4, APST(GA)4.4, APST(GA)5.3, APST(GA)7.1, APST(GA)7.2, APST(GA)7.3

Learning and teaching strategy and rationale

This is a 10-credit point unit. Students should anticipate undertaking 150 hours of study in total across the semester for this unit.  Students should expect to participate in a range of the following: online engagement, lectures, tutorials, seminar presentations and/or group discussions, both synchronous and asynchronous, self-directed study activities and assessment tasks. Some participation in appropriate educational settings may be required. These approaches are intended to provide pre-service teachers with access to content about young children’s health and well-being and opportunities to share and build knowledge with peers.

To achieve a passing standard in this unit, a range of assessment procedures will be used to meet the unit learning outcomes and develop graduate attributes consistent with the university’s assessment requirements. Such procedures may include but are not limited to, reading, reflection, discussion, webinars, podcasts, videos etc

ACECQA Curriculum Specifications

In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Children's Education and Care Quality Authority (ACECQA) standards:

  • Relating to

    Social and emotional development

    Relevant Learning OutcomeLO1

  • Relating to

    Child health, wellbeing and safety

    Relevant Learning OutcomeLO1, LO3, LO4

  • Relating to

    Early intervention

    Relevant Learning OutcomeLO1, LO2, LO3

  • Relating to

    Diversity, difference and inclusivity

    Relevant Learning OutcomeLO2

  • Relating to Early Years Learning Framework

    Relevant Learning OutcomeLO3

  • Relating to

    The Australian curriculum

    Relevant Learning OutcomeLO3

  • Relating to

    Physical and health education

    Relevant Learning OutcomeLO1, LO3

  • Relating to

    Alternative pedagogies and curriculum approaches

    Relevant Learning OutcomeLO3

  • Relating to

    Play based pedagogies

    Relevant Learning OutcomeLO3

  • Relating to

    Developing family and community partnerships

    Relevant Learning OutcomeLO2, LO4

  • Relating to

    Multicultural education

    Relevant Learning OutcomeLO2

  • Relating toAboriginal and Torres Strait Islander perspectives

    Relevant Learning OutcomeLO2

  • Relating to

    Socially inclusive practice

    Relevant Learning OutcomeLO2, LO3

  • Relating to

    Culture, diversity and inclusion

    Relevant Learning OutcomeLO2

  • Relating to

    Historical and comparative perspectives

    Relevant Learning OutcomeLO4

  • Relating to

    Contemporary theories and practice

    Relevant Learning OutcomeLO4

  • Relating to

    Management and administration

    Relevant Learning OutcomeLO4

  • Relating to

    Professional identity and development

    Relevant Learning OutcomeLO4

  • Relating to

    Advocacy

    Relevant Learning OutcomeLO4

Australian Professional Standards for Teachers - Graduate Level

In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Graduate Level standards:

  • Relating toDemonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds

    Relevant Learning OutcomeLO4

  • Relating toDemonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds

    Relevant Learning OutcomeLO4

  • Relating toDemonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.

    Relevant Learning OutcomeLO4

  • Relating toSet learning goals that provide achievable challenges for students of varying abilities and characteristics.

    Relevant Learning OutcomeLO1, LO3

  • Relating toPlan lesson sequences using knowledge of student learning, content and effective teaching strategies.

    Relevant Learning OutcomeLO3

  • Relating toInclude a range of teaching strategies.

    Relevant Learning OutcomeLO3

  • Relating toDemonstrate knowledge of a range of resources, including ICT, that engage students in their learning.

    Relevant Learning OutcomeLO3

  • Relating toDescribe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.

    Relevant Learning OutcomeLO1, LO2

  • Relating toDemonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.

    Relevant Learning OutcomeLO3

  • Relating toUnderstand and apply the key principles described in codes of ethics and conduct for the teaching profession.

    Relevant Learning OutcomeLO4

  • Relating toUnderstand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.

    Relevant Learning OutcomeLO4

  • Relating toUnderstand strategies for working effectively, sensitively and confidentially with parents/carers.

    Relevant Learning OutcomeLO4

Representative texts and references

Australian Curriculum https://www.australiancurriculum.edu.au/ 

Australian Curriculum, Assessment and Reporting Authority (ACARA) www.acara.edu.au 

Australian Children’s Education and Care Quality Authority. Early Years Learning Framework https://www.acecqa.gov.au/acecqa-approved-learning-frameworks-version-2.0-communications-toolkit

Recommended references 

Cazaly, H. (2023). Young children's health and wellbeing: From birth to 11. [SAGE]. (ordered Print only available)

Edwards, S., & Henderson, M. (2023). Young children online. Early Childhood Australia: Canberra https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991013384849602352

Musgrave, J., Dorrian, J., Josephidou, J., Langdown, B., & Rodriguez Leon, L. (2024). Promoting physical development and activity in early childhood: Practical ideas for early years settings. [Routledge]. (ordered ebook)

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