Unit rationale, description and aim

Well–designed learning environments that are engaging, inclusive and safe promote the achievement of positive learning outcomes. Teachers must be able to develop appropriate strategies and apply effective practices to create positive and nurturing learning environments that respectfully meet learners’ needs and foster their holistic development.

In this unit, pre-service teachers will examine contemporary research, policies and key theories on the role and creation of a positive learning environment, understanding and guidance of young learners’ behaviours for play, learning and development, within educational settings. They will explore a range of strategies to support behaviours that alert teachers to unmet needs and promote pro-social behaviours through the plan and implementation of positive and engaging learning environments. Pre-service teachers will apply these to the critical analysis of real-world case studies. They will synthesise theories, policies and practices to develop a holistic approach to building positive learning environments.

The aim of this unit is to assist pre-service teachers in creating and maintaining positive learning environments that engage young learners and to explore research-based and effective strategies for fostering pro-social behaviours and building positive relationships with children.

These skills will be applied during a 15–day professional experience placement.

2026 10

Campus offering

Find out more about study modes.

Unit offerings may be subject to minimum enrolment numbers.

Please select your preferred campus.

  • Term Mode
  • Semester 2Multi-mode
  • Term Mode
  • Semester 2Multi-mode
  • Term Mode
  • Semester 1Online Scheduled
  • Semester 2Online Scheduled
  • Term Mode
  • Semester 2Multi-mode

Prerequisites

(EDET101 Effective Teaching 2: Curriculum, Planning and Pedagogy AND LNTE111 Literacy and Numeracy Test ) OR (LNTE100 LANTITE - Literacy Test for Initial Teacher Education Students AND LNTE101 LANTITE - Numeracy Test for Initial Teacher Education Students ) OR EDET111 Effective Teaching 2: Curriculum Planning and Pedagogy

Incompatible

EDFX343 Education Studies and Professional Experience 3: Creating Quality Learning Environments , EDET200 Effective Teaching 3: Engaging Learners and Managing Learning Environments

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.

Describe and explain a range of effective and incl...

Learning Outcome 01

Describe and explain a range of effective and inclusive teaching practices to create positive and nurturing learning environments that recognise learners’ needs and foster learner engagement (APST 1.1, 3.5, 4.1, 4.2, 4.4, 5.1; ACECQA A3, A6, C3, C5, D4)
Relevant Graduate Capabilities: GC1, GC2, GC4

Analyse and compare key theories, policies, and Ap...

Learning Outcome 02

Analyse and compare key theories, policies, and Approved Learning Frameworks regarding positive approaches to guiding behaviour (APST 3.5, 4.1, 4.2, 4.4; ACECQA A4, A6, C1, C4, C5, D4, E2, E3)
Relevant Graduate Capabilities: GC1, GC2

Describe and utilise a range of practical strategi...

Learning Outcome 03

Describe and utilise a range of practical strategies for managing alerting behaviours that are challenging (APST 3.7, 4.1, 4.3, 4.4, 7.3; ACECQA A4, A6, C3, C5)
Relevant Graduate Capabilities: GC1, GC2, GC4, GC6, GC7, GC8

Synthesise key theories and relevant policies to d...

Learning Outcome 04

Synthesise key theories and relevant policies to develop approaches that support the creation of effective, engaging and nurturing learning environments that support pro-social behaviours (APST 1.1, 3.7, 4.1, 4.3, 4.4, 4.5, 7.1, 7.2, 7.3, 7.4; ACECQA A1, A3, C3, C4)
Relevant Graduate Capabilities: GC1, GC2, GC4, GC6, GC7, GC8

Complete a successful professional experience in a...

Learning Outcome 05

Complete a successful professional experience in an Early Childhood setting engaging in critical reflection and responding to feedback from colleagues and supervisors to improve teaching practice (APST 1.1, 1.3, 1.5, 2.2, 2.3, 3.1, 3.2, 3.5, 3.7, 4.1, 4.2, 4.3, 4.4, 4.5, 5.2, 6.1, 6.2, 6.3, 7.1, 7.2, 7.3, 7.4; ACECQA A1, A3, A4, A6, C3, C5, D4, E2, E3)
Relevant Graduate Capabilities: GC1, GC2, GC3, GC11, GC12

Content

Topics will include:

  • Contemporary research and theories relating to developing positive early learning environments
  • Various aspects of early learning environments, e.g. temporal, social-emotional, and physical environment
  • The role of the learning environment in children’s development
  • The impact of changing technologies and social media in the life of very young learners
  • Strategies for creating safe and positive learning environments and promoting physical, psychological and social well-being
  • Contemporary research and theories for understanding very young learners’ behaviours for play, learning and development
  • Understanding factors impacting young learners’ behaviours, such as unmet needs, reflections of social environments, cultural diversity, neurodiversity, play schemas, trauma
  • A range of practical strategies for supporting pro-social behaviours
  • Trauma-aware practices
  • Guidance approaches that include very young learners as agentic participants and/or decision-makers in matters concerning their social and emotional competence
  • Approaches and strategies for building positive relationships with very young learners
  • Meaningful interaction through verbal and non-verbal communication with very young learners
  • Partnerships and collaborations with professional colleagues, parents and caregivers in supporting very young learners’ pro-social behaviours

Assessment strategy and rationale

Assessments in this unit is structured to allow pre-service teachers to progressively demonstrate their achievement of the unit's learning outcomes and develop graduate attributes in line with University assessment requirements. The Education Studies units focus on building understanding and skills across the professional knowledge, practice, and engagement domains required by ACECQA criteria and the APST: Graduate level.

The unit includes two sequenced assessment tasks designed to provide feedback and support progressive development. Additionally, pre-service teachers must pass two hurdle tasks: preparation for the Professional Experience Placement (PEP) and the Professional Experience Assessment (PEA).

A key component of this unit is the Critical Task in Assessment Task 3, which involves creating a rationale and plan for engaging learners and fostering positive behaviours. This task is essential for demonstrating mastery of specific Australian Professional Teacher Standards. Pre-service teachers must achieve at least 50% on this Critical Task and demonstrate mastery of all relevant Graduate Teacher Standards to pass the unit.

To successfully complete this unit, students must complete all assessment tasks, meet the learning outcomes, and achieve a minimum overall passing grade of 50%, including passing the hurdle tasks.

Overview of assessments

Assessment 1:Presentation of critical analysis an...

Assessment 1:Presentation of critical analysis and supporting strategies based upon provided scenarios of young learners’ behaviours

(May be undertaken in groups)

Based on the provided scenarios of young learners’ behaviours: Critically analyse the teacher’s response and the response of the early childhood services. Identify strategies that you would employ to deal effectively with the situation. Justify your choices based on your reading of the literature, relevant policies and one or more relevant theoretical frameworks in this unit. Create a digital presentation, and employ effective verbal and multi-modal communication. and submit an individual reflection

Weighting

50%

Learning Outcomes LO1, LO2, LO3, LO4
Graduate Capabilities GC1, GC2, GC4, GC6, GC7, GC8
Standards ACECQA -A1, ACECQA -A3, ACECQA -A4, ACECQA -A6, ACECQA -C1, ACECQA -C3, ACECQA -C4, ACECQA -C5, ACECQA -D4, ACECQA -E2, ACECQA -E3, APST(GA)1.1, APST(GA)3.5, APST(GA)3.7, APST(GA)4.1, APST(GA)4.2, APST(GA)4.3, APST(GA)4.4, APST(GA)4.5, APST(GA)5.1, APST(GA)7.1, APST(GA)7.2, APST(GA)7.3, APST(GA)7.4

Assessment Task 2: Rationale and plan for engagin...

Assessment Task 2: Rationale and plan for engaging learners

Critical Task

Describe a specific learning setting that is related to your Birth-35 month Professional Experience Placement. In your description of the focus child/ren, include an overview of the physical, social, intellectual and language development and characteristics of the learners, as well as their linguistic, cultural, religious and socio-economic backgrounds. Develop a rationale and plan for inclusive strategies for fostering positive learner interaction in the early childhood setting.

Weighting

50%

Learning Outcomes LO1, LO2, LO3, LO4
Graduate Capabilities GC1, GC2, GC4, GC6, GC7, GC8
Standards ACECQA -A1, ACECQA -A3, ACECQA -A4, ACECQA -A6, ACECQA -C1, ACECQA -C3, ACECQA -C4, ACECQA -C5, ACECQA -D4, ACECQA -E2, ACECQA -E3, APST(GA)1.1, APST(GA)3.5, APST(GA)3.7, APST(GA)4.1, APST(GA)4.2, APST(GA)4.3, APST(GA)4.4, APST(GA)4.5, APST(GA)5.1, APST(GA)7.1, APST(GA)7.2, APST(GA)7.3, APST(GA)7.4

Hurdle Requirement 1: Preparation for the Profess...

Hurdle Requirement 1: Preparation for the Professional Experience Placement

Prior to commencing the Professional Experience placement, pre-service teachers must ensure that they have completed the series of compulsory online preparation modules in the current calendar year, and their ‘Working with Children check’ is current.

Weighting

Pass/Fail

Learning Outcomes LO2, LO5
Graduate Capabilities GC1, GC2, GC3, GC11, GC12
Standards ACECQA -A1, ACECQA -A3, ACECQA -A4, ACECQA -A6, ACECQA -C1, ACECQA -C3, ACECQA -C4, ACECQA -C5, ACECQA -D2, ACECQA -D4, ACECQA -E2, ACECQA -E3, APST(GA)1.1, APST(GA)1.3, APST(GA)1.5, APST(GA)2.2, APST(GA)2.3, APST(GA)3.1, APST(GA)3.2, APST(GA)3.5, APST(GA)3.7, APST(GA)4.1, APST(GA)4.2, APST(GA)4.3, APST(GA)4.4, APST(GA)4.5, APST(GA)5.2, APST(GA)6.1, APST(GA)6.2, APST(GA)6.3, APST(GA)7.1, APST(GA)7.2, APST(GA)7.3, APST(GA)7.4

Hurdle Requirement 2: Professional Experience Ass...

Hurdle Requirement 2: Professional Experience Assessment

Pre-service teachers must demonstrate attainment of the relevant Australian Professional Standards for Teachers: Graduate within a primary school setting. Refer to Professional Experience Handbook and Report.

 

A pass grade for this task will be awarded following:

  • the successful completion of 15 professional experience days and,
  • submission of a satisfactory Professional Experience Assessment Report

 

Notes:

  • Multiple attempts at this hurdle task are not permitted.
  • Professional Experience is a mandated part of Initial Teacher Education courses. Failing this task will result in a fail grade for the unit overall and pre-service teachers will be required to enrol in a future offering of the unit. 
Weighting

Pass/Fail

Learning Outcomes LO1, LO3, LO5
Graduate Capabilities GC1, GC2, GC3, GC4, GC6, GC7, GC8, GC11, GC12
Standards ACECQA -A1, ACECQA -A3, ACECQA -A4, ACECQA -A6, ACECQA -C3, ACECQA -C5, ACECQA -D4, ACECQA -E2, ACECQA -E3, APST(GA)1.1, APST(GA)1.3, APST(GA)1.5, APST(GA)2.2, APST(GA)2.3, APST(GA)3.1, APST(GA)3.2, APST(GA)3.5, APST(GA)3.7, APST(GA)4.1, APST(GA)4.2, APST(GA)4.3, APST(GA)4.4, APST(GA)4.5, APST(GA)5.1, APST(GA)5.2, APST(GA)6.1, APST(GA)6.2, APST(GA)6.3, APST(GA)7.1, APST(GA)7.2, APST(GA)7.3, APST(GA)7.4

Learning and teaching strategy and rationale

This 10-credit point unit requires approximately 150 hours of total learning time across the semester, encompassing direct teaching, reading, assessment preparation, and a professional experience placement. Adopting a social constructivist approach, this unit aims to enhance pre-service teachers' understanding of planning, assessment, and effective pedagogies. Students will deepen their knowledge of teaching strategies through critical reading, lecturer modelling, active engagement, and tutorial discussions. Professional communication skills and collaborative abilities will be developed through group activities, including class presentations. Pre-service teachers will build their communication skills and gain confidence in managing groups before using these skills in settings with children. Engaging learners and supporting prosocial behaviours by locating and synthesising information to inform plans for learning will be developed. The placement offers the opportunity to link theory and practice in learning environments with children.

To pass this unit, various assessment procedures will be used to achieve learning outcomes and develop graduate attributes in line with the university's assessment requirements. These 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

    Learning, development and care

    Relevant Learning OutcomeLO4, LO5

  • Relating to

    Social and emotional development

    Relevant Learning OutcomeLO1, LO4, LO5

  • Relating to

    Child health, wellbeing and safety

    Relevant Learning OutcomeLO2, LO3, LO5

  • Relating to

    Diversity, difference and inclusivity

    Relevant Learning OutcomeLO1, LO2, LO3, LO5

  • Relating to

    Alternative pedagogies and curriculum approaches

    Relevant Learning OutcomeLO2

  • Relating to

    Guiding behaviour/engaging young learners

    Relevant Learning OutcomeLO1, LO3, LO4, LO5

  • Relating to

    Teaching methods and strategies

    Relevant Learning OutcomeLO2, LO4

  • Relating to

    Children with diverse needs and backgrounds

    Relevant Learning OutcomeLO1, LO2, LO3, LO5

  • Relating to

    Socially inclusive practice

    Relevant Learning OutcomeLO1, LO2, LO5

  • Relating to

    Contemporary theories and practice

    Relevant Learning OutcomeLO2, LO5

  • Relating to

    Ethics and professional practice

    Relevant Learning OutcomeLO2, LO5

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 and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.

    Relevant Learning OutcomeLO1, LO4, LO5

  • 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 OutcomeLO5

  • Relating toDemonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.

    Relevant Learning OutcomeLO5

  • Relating toOrganise content into an effective learning and teaching sequence.

    Relevant Learning OutcomeLO5

  • Relating toUse curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.

    Relevant Learning OutcomeLO5

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

    Relevant Learning OutcomeLO5

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

    Relevant Learning OutcomeLO5

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

    Relevant Learning OutcomeLO5

  • Relating toDemonstrate a range of verbal and non-verbal communication strategies to support student engagement.

    Relevant Learning OutcomeLO1, LO2

  • Relating toDescribe a broad range of strategies for involving parents/carers in the educative process.

    Relevant Learning OutcomeLO3, LO4, LO5

  • Relating toIdentify strategies to support inclusive student participation and engagement in classroom activities.

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating toDemonstrate the capacity to organise classroom activities and provide clear directions.

    Relevant Learning OutcomeLO1, LO2, LO5

  • Relating toDemonstrate knowledge of practical approaches to manage challenging behaviour.

    Relevant Learning OutcomeLO3, LO4, LO5

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

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating toDemonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.

    Relevant Learning OutcomeLO4, LO5

  • Relating toDemonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.

    Relevant Learning OutcomeLO1

  • Relating toDemonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.

    Relevant Learning OutcomeLO5

  • Relating toDemonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.

    Relevant Learning OutcomeLO5

  • Relating toUnderstand the relevant and appropriate sources of professional learning for teachers.

    Relevant Learning OutcomeLO5

  • Relating toSeek and apply constructive feedback from supervisors and teachers to improve teaching practices.

    Relevant Learning OutcomeLO5

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

    Relevant Learning OutcomeLO4, LO5

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

    Relevant Learning OutcomeLO4, LO5

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

    Relevant Learning OutcomeLO3, LO4, LO5

  • Relating toUnderstand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

    Relevant Learning OutcomeLO4, LO5

Representative texts and references

Curriculum Framework:

Australian Government Department of Education [AGDE] (2022). Belonging, Being and Becoming: The Early Years Learning Framework for Australia (V2.0). Australian Government Department of Education for the Ministerial Council. https://www.education.gov.au/early-childhood/national-quality-framework/approved-learning-frameworks

Recommended references

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2021). Programming and planning in early childhood settings (8th ed.). Cengage. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/13lm7d8/alma991013049599702352

Edwards, N. M., & Denham, S. (2018). Early Social-emotional development: Your guide to promoting children’s positive behavior. Brookes Publishing. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991013250376502352

Gonzalez-Mena, J., & Eye, D. (2018). Infants, toddlers, and caregivers: A curriculum of respectful, responsive, relationship-based care and education (11th ed.). McGraw-Hill Education. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/13lm7d8/alma991012963399202352

Grimmer, T. (2017). Observing and developing schematic behaviour in young children: A professional guide for supporting children’s learning, play and development. Jessica Kingsley Publishers. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991013349003902352

Howard, J. (2020). Trauma-aware early childhood education and care. Early Childhood Australia. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991013030200502352

Mouton-Odum, S., Golomb, R.G., & Penzel, F. (2021). Helping your child with sensory regulation: Skills to manage the emotional and behavioral components of your child’s sensory processing challenges. New Harbinger Publications. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991013169361402352

Nicholson, J., Perez, L., & Kurtz, J. (2019). Trauma-informed practices for early childhood educators: Relationship-based approaches that support healing and build resilience in young children. Routledge. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991013435728302352

Tassoni, P. (2018). Understanding children’s behaviour: Learning to be with others in early years. Bloomsbury Publishing PLC/Featherstone https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991013434949402352

Whitters, H.G. (2020). Adverse childhood experiences, attachment, and the early years learning environment: Research and inclusive practice. Routledge. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991013089749502352

Wilson-Ali, N. (2021). Promoting infant-toddler cognitive learning and development. Early Childhood Australia. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991013112600402352

Locations
Credit points
Year

Have a question?

We're available 9am–5pm AEDT,
Monday to Friday

If you’ve got a question, our AskACU team has you covered. You can search FAQs, text us, email, live chat, call – whatever works for you.

Live chat with us now

Chat to our team for real-time
answers to your questions.

Launch live chat

Visit our FAQs page

Find answers to some commonly
asked questions.

See our FAQs