EUN203 Well-being, Health and Physical Education
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUN203 |
|---|---|
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $592 |
| Domestic tuition unit fee | $3,468 |
| International unit fee | $4,740 |
Unit Outline: Semester 2 2026, Kelvin Grove, Internal
| Unit code: | EUN203 |
|---|---|
| Credit points: | 12 |
| Coordinator: | Michelle-Anne Bradford | michelleanne.bradford@qut.edu.au |
Overview
The emerging understandings and concerns regarding children’s health and wellness, requires the capacity of educators to lead, plan, implement, and evaluate health practices in early childhood and primary contexts to balance the health and well-being of children, families and the broader community. This unit introduces foundational understandings related to child health, well-being and physical activity that influence working with children, and that relate to the learning areas of the Early Years Learning Framework, Queensland Kindergarten Learning Guidelines and the Australian Curriculum: Health and Physical Education. It considers diverse perspectives on health and wellness including Aboriginal and Torres Strait Islander perspectives. The unit advocates evidence and inquiry based principles, policies, and practices to provide relevant, engaging, contemporary, physically active, enjoyable and developmentally appropriate learning experiences for children aged birth-12 years.
Learning Outcomes
On successful completion of this unit you will be able to:
- Research and critically reflect on curricula and recent developments about well-being, health and physical development including related policies and practices for children in early childhood and primary contexts, and the ways in which this is vital in promoting health outcomes (CLO2).
- Plan for ways to embed safe, supportive, caring, inclusive practices to support positive learning environments (CLO3).
- Create an innovative teaching resource which demonstrates effective health, well-being and physical education teaching strategies (CLO4).
- Design an innovative future focused school/centre wide initiative (CLO4).
- Plan ways to collaborate with families and the wider community for the success of your initiative (CLO5).
- Critically reflect on leadership and enterprise skills, behaviours and attributes (CLO6)
- Communicate effectively and professionally by engaging in the planning and implementation of a well-being, health and physical development learning resource, using appropriate channels and digital technologies (CLO8).
Content
Content and learning activities in this unit include:
- child well-being, health and physical education principles, policies, curriculum and practices in education settings for children birth-12 years
- collecting, critiquing and synthesising relevant literature, policy and data for health and well-being related issues and contexts
- current evidence and key ideas relating to child well-being, health and physical education across the developmental phases relevant to early childhood and primary contexts
- healthy lifestyles, including food and nutrition, personal hygiene, health benefits of physical fitness and activity, safety, mental health and well-being, relationships and sexuality
- movement and physical activity, including active play and games, challenge and risk-taking, and sports and other active pursuits
- pedagogies for teaching child well-being, health and physical education including providing inclusive learning environments for all students including those with a disability and Aboriginal and Torres Strait Islander perspectives
- learning experiences and broader centre/school initiatives related to child health, health and physical education
- integrating health, well-being and physical education concepts into other curriculum areas
- identifying significant health and well-being related issues and contexts that require further investigation
- identifying and applying leadership and entrepreneurial thinking
- engaging with colleagues to plan entrepreneurial strategies for developing an initiative to address a problem or issue
- the most effective approaches, including digital technologies and assistance from Gen AI for engaging with families, including two-way positive communication, light-touch learning updates and collaborative planning and problem solving, to promote learning appropriate to student stage of learning
- critical reflection skills for evaluating and reflecting upon project learning experiences.
Some example activities you will participate in are:
Discussion with peers about the research on effective family engagement strategies appropriate to student learning stages, and school practices such as two-way communication, light-touch updates, collaborative planning, and the teacher’s role in fostering these partnerships. This includes discussion of: Phillipson, S. (2024). Partnering with families for child health and wellbeing. In S. Garvis & D. Pendergast (Eds.), Health and Wellbeing in Childhood (4th ed., pp. 290–304).Cambridge: Cambridge University Press.
CC: 4.3, 4.3.1, 4.3.2
Learning Approaches
The unit will incorporate a range of teaching and learning strategies appropriate for internal and online modes of study. It will include lectures, recorded presentations, online materials, as well as participative large-group discussions and small-group interaction. Weekly readings as specified in the unit material will be fundamental to your learning.
Feedback on Learning and Assessment
Formative assessment will be provided through reflection, discussions, feedback in face-to-face and online tutorial sessions and activities, and through written comments on assignment work.
Assessment
Overview
Assessment in this unit is both formative and summative. There are two summative assessment tasks (1) Physical activity teaching demonstration (2) Innovation plan.
Literacy and numeracy standards as required by the profession are an inherent requirement of the unit.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Physical activity teaching demonstration
As a group compile a list of resources about teaching physical activities (for example the skill of throwing) and present these with descriptions of their usefulness for teaching.
Within your group, you are asked to prepare an individual video resource that demonstrates teaching a physical activity based on the group topic.
EU30 pre-service teachers are encouraged to focus this assessment task in prior-to-school early childhood contexts.
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.
Relates to learning outcomes
Course learning outcomes: 2, 3 ,4, 8
APST: 1.1, 1.2; 1.5, 3.3, 3.4, 3.5, 4.1, 4.2
Assessment: Innovation Plan
As a group choose a health and well-being focus (for example mental health, nutrition or personal hygiene).
Research the impact of your focus area on children and families by reviewing policy documents, reports and literature.
As a group plan an innovative centre/school-wide initiative to encourage and promote lifestyle changes, health and well-being. You should consider research evidenced strategies which engage families and the wider community to promote learning appropriate to each student’s stage of learning and employ strategies, using appropriate channels and digital technologies, to foster positive communication, collaboration.
Finally, you should individually reflect on how this experience contributes to your preparation as an educator, collaborator, leader and entrepreneurial thinker.
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.
Relates to learning outcomes
Course learning outcomes: 2, 3, 4, 5, 6, 8
APST: 4.1, 4.4, 6.2, 6.3, 6.4, 7.3, 7.4
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
The following resource materials will be used throughout this unit.
Resource Materials
Prescribed text(s)
Garvis, S. & Pendergast, D. (Eds.) (2024). Health and wellbeing in childhood (4th ed.). Cambridge University Press.
Other
A range of relevant curriculum materials including:
Australian Curriculum, Assessment and Reporting Authority (ACARA) (2014). Australian Curriculum Health and Physical Education: Foundation to Year 10. Watson, ACT: ACARA.
Department of Education Employment and Workplace Relations (DEEWR) (2009). Belonging, being & becoming: The early years learning framework for Australia. Barton, ACT: Australian Government.
Queensland Studies Authority (now QCAA) (2010). Queensland Kindergarten Learning Guideline. State of Queensland.
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 and physical activity 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
- Physical, social and intellectual development and characteristics of students
Relates to: Physical activity teaching demonstration - Understand how students learn
Relates to: Physical activity teaching demonstration - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Physical activity teaching demonstration
3 Professional Practice: Plan for and implement effective teaching and learning
- Use teaching strategies
Relates to: Physical activity teaching demonstration - Select and use resources
Relates to: Physical activity teaching demonstration - Use effective classroom communication
Relates to: Physical activity teaching demonstration
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Physical activity teaching demonstration, Innovation Plan - Manage classroom activities
Relates to: Physical activity teaching demonstration - Maintain student safety
Relates to: Innovation Plan
6 Professional Engagement: Engage in professional learning
- Engage in professional learning and improve practice
Relates to: Innovation Plan - Engage with colleagues and improve practice
Relates to: Innovation Plan - Apply professional learning and improve student learning
Relates to: Innovation Plan
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Engage with the parents/carers
Relates to: Innovation Plan - Engage with professional teaching networks and broader communities
Relates to: Innovation Plan
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU30 Master of Teaching (Early Childhood)
- Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO1, Physical activity teaching demonstration, Innovation Plan - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO2, Physical activity teaching demonstration, Innovation Plan - Innovative: Lead and create innovative future-focused learning.
Relates to: ULO3, ULO4, Physical activity teaching demonstration, Innovation Plan - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO5, Innovation Plan - Resilient: Reframe challenges and opportunities for capacity building and learning.
Relates to: ULO6, Innovation Plan - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO7, Physical activity teaching demonstration
EU40 Master of Teaching (Primary)
- Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO1, Physical activity teaching demonstration, Innovation Plan - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO2, Physical activity teaching demonstration, Innovation Plan - Innovative: Lead and create innovative future-focused learning.
Relates to: ULO3, ULO4, Physical activity teaching demonstration, Innovation Plan - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO5, Innovation Plan - Resilient: Reframe challenges and opportunities for capacity building and learning.
Relates to: ULO6, Innovation Plan - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO7, Physical activity teaching demonstration
Unit Outline: Semester 2 2026, Online
| Unit code: | EUN203 |
|---|---|
| Credit points: | 12 |
Overview
The emerging understandings and concerns regarding children’s health and wellness, requires the capacity of educators to lead, plan, implement, and evaluate health practices in early childhood and primary contexts to balance the health and well-being of children, families and the broader community. This unit introduces foundational understandings related to child health, well-being and physical activity that influence working with children, and that relate to the learning areas of the Early Years Learning Framework, Queensland Kindergarten Learning Guidelines and the Australian Curriculum: Health and Physical Education. It considers diverse perspectives on health and wellness including Aboriginal and Torres Strait Islander perspectives. The unit advocates evidence and inquiry based principles, policies, and practices to provide relevant, engaging, contemporary, physically active, enjoyable and developmentally appropriate learning experiences for children aged birth-12 years.
Learning Outcomes
On successful completion of this unit you will be able to:
- Research and critically reflect on curricula and recent developments about well-being, health and physical development including related policies and practices for children in early childhood and primary contexts, and the ways in which this is vital in promoting health outcomes (CLO2).
- Plan for ways to embed safe, supportive, caring, inclusive practices to support positive learning environments (CLO3).
- Create an innovative teaching resource which demonstrates effective health, well-being and physical education teaching strategies (CLO4).
- Design an innovative future focused school/centre wide initiative (CLO4).
- Plan ways to collaborate with families and the wider community for the success of your initiative (CLO5).
- Critically reflect on leadership and enterprise skills, behaviours and attributes (CLO6)
- Communicate effectively and professionally by engaging in the planning and implementation of a well-being, health and physical development learning resource, using appropriate channels and digital technologies (CLO8).
Content
Content and learning activities in this unit include:
- child well-being, health and physical education principles, policies, curriculum and practices in education settings for children birth-12 years
- collecting, critiquing and synthesising relevant literature, policy and data for health and well-being related issues and contexts
- current evidence and key ideas relating to child well-being, health and physical education across the developmental phases relevant to early childhood and primary contexts
- healthy lifestyles, including food and nutrition, personal hygiene, health benefits of physical fitness and activity, safety, mental health and well-being, relationships and sexuality
- movement and physical activity, including active play and games, challenge and risk-taking, and sports and other active pursuits
- pedagogies for teaching child well-being, health and physical education including providing inclusive learning environments for all students including those with a disability and Aboriginal and Torres Strait Islander perspectives
- learning experiences and broader centre/school initiatives related to child health, health and physical education
- integrating health, well-being and physical education concepts into other curriculum areas
- identifying significant health and well-being related issues and contexts that require further investigation
- identifying and applying leadership and entrepreneurial thinking
- engaging with colleagues to plan entrepreneurial strategies for developing an initiative to address a problem or issue
- the most effective approaches, including digital technologies and assistance from Gen AI for engaging with families, including two-way positive communication, light-touch learning updates and collaborative planning and problem solving, to promote learning appropriate to student stage of learning
- critical reflection skills for evaluating and reflecting upon project learning experiences.
Some example activities you will participate in are:
Discussion with peers about the research on effective family engagement strategies appropriate to student learning stages, and school practices such as two-way communication, light-touch updates, collaborative planning, and the teacher’s role in fostering these partnerships. This includes discussion of: Phillipson, S. (2024). Partnering with families for child health and wellbeing. In S. Garvis & D. Pendergast (Eds.), Health and Wellbeing in Childhood (4th ed., pp. 290–304).Cambridge: Cambridge University Press.
CC: 4.3, 4.3.1, 4.3.2
Learning Approaches
The unit will incorporate a range of teaching and learning strategies appropriate for internal and online modes of study. It will include lectures, recorded presentations, online materials, as well as participative large-group discussions and small-group interaction. Weekly readings as specified in the unit material will be fundamental to your learning.
Feedback on Learning and Assessment
Formative assessment will be provided through reflection, discussions, feedback in face-to-face and online tutorial sessions and activities, and through written comments on assignment work.
Assessment
Overview
Assessment in this unit is both formative and summative. There are two summative assessment tasks (1) Physical activity teaching demonstration (2) Innovation plan.
Literacy and numeracy standards as required by the profession are an inherent requirement of the unit.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Physical activity teaching demonstration
As a group compile a list of resources about teaching physical activities (for example the skill of throwing) and present these with descriptions of their usefulness for teaching.
Within your group, you are asked to prepare an individual video resource that demonstrates teaching a physical activity based on the group topic.
EU30 pre-service teachers are encouraged to focus this assessment task in prior-to-school early childhood contexts.
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.
Relates to learning outcomes
Course learning outcomes: 2, 3 ,4, 8
APST: 1.1, 1.2; 1.5, 3.3, 3.4, 3.5, 4.1, 4.2
Assessment: Innovation Plan
As a group choose a health and well-being focus (for example mental health, nutrition or personal hygiene).
Research the impact of your focus area on children and families by reviewing policy documents, reports and literature.
As a group plan an innovative centre/school-wide initiative to encourage and promote lifestyle changes, health and well-being. You should consider research evidenced strategies which engage families and the wider community to promote learning appropriate to each student’s stage of learning and employ strategies, using appropriate channels and digital technologies, to foster positive communication, collaboration.
Finally, you should individually reflect on how this experience contributes to your preparation as an educator, collaborator, leader and entrepreneurial thinker.
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.
Relates to learning outcomes
Course learning outcomes: 2, 3, 4, 5, 6, 8
APST: 4.1, 4.4, 6.2, 6.3, 6.4, 7.3, 7.4
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
The following resource materials will be used throughout this unit.
Resource Materials
Prescribed text(s)
Garvis, S. & Pendergast, D. (Eds.) (2024). Health and wellbeing in childhood (4th ed.). Cambridge University Press.
Other
A range of relevant curriculum materials including:
Australian Curriculum, Assessment and Reporting Authority (ACARA) (2014). Australian Curriculum Health and Physical Education: Foundation to Year 10. Watson, ACT: ACARA.
Department of Education Employment and Workplace Relations (DEEWR) (2009). Belonging, being & becoming: The early years learning framework for Australia. Barton, ACT: Australian Government.
Queensland Studies Authority (now QCAA) (2010). Queensland Kindergarten Learning Guideline. State of Queensland.
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 and physical activity 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
- Physical, social and intellectual development and characteristics of students
Relates to: Physical activity teaching demonstration - Understand how students learn
Relates to: Physical activity teaching demonstration - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Physical activity teaching demonstration
3 Professional Practice: Plan for and implement effective teaching and learning
- Use teaching strategies
Relates to: Physical activity teaching demonstration - Select and use resources
Relates to: Physical activity teaching demonstration - Use effective classroom communication
Relates to: Physical activity teaching demonstration
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Physical activity teaching demonstration, Innovation Plan - Manage classroom activities
Relates to: Physical activity teaching demonstration - Maintain student safety
Relates to: Innovation Plan
6 Professional Engagement: Engage in professional learning
- Engage in professional learning and improve practice
Relates to: Innovation Plan - Engage with colleagues and improve practice
Relates to: Innovation Plan - Apply professional learning and improve student learning
Relates to: Innovation Plan
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Engage with the parents/carers
Relates to: Innovation Plan - Engage with professional teaching networks and broader communities
Relates to: Innovation Plan
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU30 Master of Teaching (Early Childhood)
- Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO1, Physical activity teaching demonstration, Innovation Plan - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO2, Physical activity teaching demonstration, Innovation Plan - Innovative: Lead and create innovative future-focused learning.
Relates to: ULO3, ULO4, Physical activity teaching demonstration, Innovation Plan - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO5, Innovation Plan - Resilient: Reframe challenges and opportunities for capacity building and learning.
Relates to: ULO6, Innovation Plan - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO7, Physical activity teaching demonstration
EU40 Master of Teaching (Primary)
- Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO1, Physical activity teaching demonstration, Innovation Plan - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO2, Physical activity teaching demonstration, Innovation Plan - Innovative: Lead and create innovative future-focused learning.
Relates to: ULO3, ULO4, Physical activity teaching demonstration, Innovation Plan - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO5, Innovation Plan - Resilient: Reframe challenges and opportunities for capacity building and learning.
Relates to: ULO6, Innovation Plan - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO7, Physical activity teaching demonstration