EUB205 Child Health, Wellbeing, Safety and Movement

Unit Outline: Semester 1 2026, Kelvin Grove, Internal

Overview

To support children’s health and wellness, early childhood educators require the capacity to lead, plan, implement, and evaluate health practices in early childhood settings and to balance the health needs of individual children. Additionally, educators’ health and wellness is an important aspect of effective delivery of early childhood programs. This unit introduces foundational understandings related to child health, wellbeing, safety and movement that influence working with children, and that relate to the Australian Curriculum learning areas of Health and Physical Education and The Early Years Learning Framework. The unit focuses on food, nutrition and wellness principles as well as diverse, contemporary and cultural perspectives on health and wellness including Aboriginal and Torres Strait Islander perspectives.

Learning Outcomes

On successful completion of this unit you will be able to:

1. Plan a sequence of lessons and a professional development workshop drawing on health, safety, well-being and movement content, teaching strategies and curriculum.
2. Select and critique scholarly and current perspectives on health, safety, well-being and movement.
3. Develop innovative learning activities and strategies to involve parents in the educative process.
4. Collaborate with colleagues to plan and deliver professional development.
5. Communicate in a professional manner to deliver professional development and provide feedback to colleagues.

Content

Learning Approaches

Feedback on Learning and Assessment

You will gain feedback in this unit through participation in weekly workshops with academics and peers. You will receive written feedback on your summative assessment from teaching staff. Opportunities for formative feedback on the development of your assessments will be available at points throughout the unit. You will receive feedback from your peers on the presentation of your group workshop.

Assessment

Overview

There are two summative assessment tasks for this unit:

1. Group workshop and handout
2. Integrated plan

These assessment tasks are linked to lectures, workshops, professional experiences and online learning experiences. Formative assessment is incorporated through the provision of constructive feedback in seminars and Assessment Task 1.

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Group workshop and handout

In small groups, you will research, prepare, present and evaluate a workshop on a practical health, wellbeing, safety, or movement issue in early education. You will demonstrate appropriate teaching and learning strategies for early childhood health/ physical education for a diverse group of children. Your workshop will include consideration of needs of children from diverse linguistic, cultural, religious and socioeconomic backgrounds.

You will be required to actively participate in workshops and provide constructive feedback to your peers.

NQS 2

The use of generative artificial intelligence (GenAI) tools is prohibited during this assessment.

Assessment: Integrated plan

You will create an inspiration board for each of your lessons/learning experiences promoting health, wellbeing, safety, and movement in early education settings that evidences the sources, professional conversations, research and tools, including Gen AI that have inspired your designs. You will link these to curriculum, theory and literature. Your lessons/learning experiences will include ways to involve parents/carers in the educative process.

You will then design and refine a series of lessons/learning experiences for promoting health, wellbeing, safety, and movement in early education settings. You may use Generative AI to create the lessons/learning experiences.

The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.

This assignment is eligible for the 48-hour late submission period and assignment extensions.

Academic Integrity

Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.

The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.

You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.

Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.

Resources

Resource Materials

Prescribed text(s)

Garvis, S., & Pendergast, D. (Eds.) (2020). Health and wellbeing in childhood. (3rd ed.). Cambridge, UK: Cambridge University Press.

Other

Recommended text:

Davis, J. (Ed.) (2024). Young children and the environment: Early education for sustainability (3rd ed.). Port Melbourne, VIC: Cambridge University Press.

Australian Curriculum, Assessment and Reporting Authority (ACARA)

Department of Education. Curriculum into the Classroom (C2C)

Risk Assessment Statement

There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer use will apply.

Standards/Competencies

This unit is designed to support your development of the following standards\competencies.

Australian Professional Standards for Teachers

1 Professional Knowledge: Know students and how they learn

1. Physical, social and intellectual development and characteristics of students
   Relates to: Integrated plan
2. Understand how students learn
   Relates to: Integrated plan
3. Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
   Relates to: Group workshop and handout, Integrated plan

2 Professional Knowledge: Know the content and how to teach it

1. Content and teaching strategies of the teaching area
   Relates to: Group workshop and handout, Integrated plan
2. Content selection and organisation
   Relates to: Integrated plan
3. Curriculum, assessment and reporting
   Relates to: Integrated plan

3 Professional Practice: Plan for and implement effective teaching and learning

1. Plan, structure and sequence learning programs
   Relates to: Integrated plan
2. Use teaching strategies
   Relates to: Group workshop and handout, Integrated plan
3. Select and use resources
   Relates to: Integrated plan
4. Use effective classroom communication
   Relates to: Group workshop and handout
5. Engage parents/carers in the educative process
   Relates to: Integrated plan

4 Professional Practice: Create and maintain supportive and safe learning environments

1. Support student participation
   Relates to: Group workshop and handout, Integrated plan
2. Manage classroom activities
   Relates to: Integrated plan
3. Maintain student safety
   Relates to: Integrated plan

6 Professional Engagement: Engage in professional learning

1. Engage with colleagues and improve practice
   Relates to: Group workshop and handout

Course Learning Outcomes

ED34 Bachelor of Early Childhood Education (Birth to Five)

1. Knowledgeable: Integrate theory, curriculum and context to plan, implement and evaluate learning and teaching.
   Relates to: ULO1, Group workshop and handout, Integrated plan
2. Scholarly: Analyse and interpret scholarly and professional literature to inform decision-making in early childhood education and care.
   Relates to: ULO2, Group workshop and handout, Integrated plan
3. Collaborative: Collaborate with children, families, colleagues, wider communities and other professionals to promote child learning development and wellbeing outcomes
   Relates to: ULO3, ULO4, Group workshop and handout, Integrated plan
4. Communicative: Articulate early childhood teaching philosophies, pedagogies and practices to a variety of audiences.
   Relates to: ULO5, Group workshop and handout

ED39 Bachelor of Education (Early Childhood)

1. Knowledgeable: Apply professional knowledge to learning areas, learning and learners.
   Relates to: ULO1, Group workshop and handout, Integrated plan
2. Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
   Relates to: ULO2, Group workshop and handout, Integrated plan
3. Innovative: Create innovative future-focused learning.
   Relates to: ULO3, Group workshop and handout, Integrated plan
4. Collegial: Collaborate and connect with professional networks and the wider community.
   Relates to: ULO4, Group workshop and handout
5. Communicative: Engage and communicate effectively and professionally.
   Relates to: ULO5, Group workshop and handout