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Wellbeing and Social and Emotional Learning for the Primary Years
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EDBED2113 - Wellbeing and Social and Emotional Learning for the Primary Years
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20260200
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2026
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/ords/r/dev/fed_occ/course?p6_code=EDBED2113&p0_catalogue_year=2026&p0_catalogue_term=0600
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5.2
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2026-06-16
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2026-06-16
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Education
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Institute of Education, Arts & Community
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Education
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Undergraduate
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15
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.125
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070103
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Teacher Education: Primary
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<a href="http://www.federation.edu.au/locate/unit/edbed2113">070103 - Teacher Education: Primary</a>
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Graded (e.g. HD, D, C, etc)
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7
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Bachelor Degree
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1
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<p>This unit explores multifaceted aspects of learners' wellbeing and social and emotional learning. Students explore the significance of wellbeing for themselves and those they engage with in school environments. They examine the varying roles and perspectives in promoting children's wellbeing including current public health, wellbeing and curriculum policy. The unit will explore the importance of the development of life skills and appropriate management of feelings, emotions, and resilience as well as the range of factors that impact and shape wellbeing and social and emotional learning. This unit examines the processes for increasing supportive learning environments, an understanding of equity and a respect for self, others and the learning environment.</p>
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<p>• Challenges to wellbeing and key factors contributing to educator and student wellbeing, including potential barriers arising for vulnerable communities.</p><p> • Exploration of social and emotional wellbeing in learning environments and strategies to support flourishing.</p><p> • Understanding self and identity, Resilience Rights and Respectful Relationships, sensory and emotional regulation, attachment and interpersonal connections.</p><p> • Examination of the principles and factors that underpin obligations and expectations of the teaching profession, including the perpetuation of neuromyths, in relation to wellbeing and engagement. </p><p> • Development of life skills and understanding of feelings, emotions, resilience and conflict resolution in order to be successful, engaged and positive learners.</p><p> • Processes for creating supportive and engaging learning environments, with an understanding of equity and respect.</p><p> • The role of learning environments, external professionals, community representatives and parents/carers in promoting wellbeing and social and emotional learning within contemporary public health, education policy and curriculum.</p><p> • Explore strategies for involving and working with parents/carers in the educative process.</p>
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<p>Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment.</p>
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Overview
Key information
Requisites
Learning outcomes
Assessment
FedTASK
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Overview
Unit description
<p>This unit explores multifaceted aspects of learners' wellbeing and social and emotional learning. Students explore the significance of wellbeing for themselves and those they engage with in school environments. They examine the varying roles and perspectives in promoting children's wellbeing including current public health, wellbeing and curriculum policy. The unit will explore the importance of the development of life skills and appropriate management of feelings, emotions, and resilience as well as the range of factors that impact and shape wellbeing and social and emotional learning. This unit examines the processes for increasing supportive learning environments, an understanding of equity and a respect for self, others and the learning environment.</p>
Unit content
<p>• Challenges to wellbeing and key factors contributing to educator and student wellbeing, including potential barriers arising for vulnerable communities.</p><p> • Exploration of social and emotional wellbeing in learning environments and strategies to support flourishing.</p><p> • Understanding self and identity, Resilience Rights and Respectful Relationships, sensory and emotional regulation, attachment and interpersonal connections.</p><p> • Examination of the principles and factors that underpin obligations and expectations of the teaching profession, including the perpetuation of neuromyths, in relation to wellbeing and engagement. </p><p> • Development of life skills and understanding of feelings, emotions, resilience and conflict resolution in order to be successful, engaged and positive learners.</p><p> • Processes for creating supportive and engaging learning environments, with an understanding of equity and respect.</p><p> • The role of learning environments, external professionals, community representatives and parents/carers in promoting wellbeing and social and emotional learning within contemporary public health, education policy and curriculum.</p><p> • Explore strategies for involving and working with parents/carers in the educative process.</p>
Key information
Institute / school:
Institute of Education, Arts & Community
Discipline:
Education
Study level:
Undergraduate
Credit points:
15
EFTSL:
0.125
Field of education:
<a href="http://www.federation.edu.au/locate/unit/edbed2113">070103 - Teacher Education: Primary</a>
Offering:
<p><strong>Semester 2</strong><p>Wimmera - Horsham (On Campus)</p></p>
Grade scheme:
Graded (e.g. HD, D, C, etc)
Placement component:
No
Requisites
Prerequisite
<p>must have completed 1 of EDBED1009/<a href="/ords/r/dev/fed_occ/course?p6_code=EDBED1017" target="_blank">EDBED1017</a>/<a href="/ords/r/dev/fed_occ/course?p6_code=EDPTH1017" target="_blank">EDPTH1017</a></p>
Corequisite
None
Exclusion
<p>must not have completed 1 of EDBED2109/ EDFGC3028/EDBED3011</p>
Learning outcomes
Learning outcomes
<p>On successful completion of this unit, students are expected to gain the following [K]nowledge, [S]kills and [A]pplication of knowledge & skills</p>
Learning Outcomes
Ref
Outcome
K1
<p>Define key concepts, perspectives and relevant theoretical constructs in wellbeing, safety and social and emotional learning, including knowledge and understanding of common neuromyths.</p>
K2
<p>Explore and analyse the significance of key factors that contribute to staff and student wellbeing, personal growth and readiness for teaching and learning.</p>
K3
<p>Recognise the importance of resilience and self-regulation for staff and students, including consistent and proportional responses to student behaviour.</p>
K4
<p>Examine legislative, administrative and organisational policies to develop an understanding of the purpose and principles of promoting wellbeing and social and emotional learning in schools.</p>
K5
<p>Research and analyse the most effective strategies for supporting well-being and safety through professional engagement with students, colleagues, families and community.</p>
S1
<p>Demonstrate confidence in planning activities that support targeted wellbeing goals, including clear directions for staff and student roles.</p>
S2
<p>Develop strategies for enhancing and engaging parent/carers in the educative process.</p>
S3
<p>Plan inclusive classroom activities that support student access, participation and engagement in social and emotional learning.</p>
A1
<p>Plan teaching and learning practices that create a positive classroom climate and culture; and a safe, supportive learning environment.</p>
A2
<p>Design engaging lesson sequences that meet the broader needs of students to develop effective social and emotional learning skills, attitudes and behaviours.</p>
A3
<p>Demonstrate an awareness of effective teaching strategies for developing social and emotional learning.</p>
Assessment
Learning Tasks and Assessment
Ref
Learning task
Assessment type
Weighting
Learning outcomes assessed
1
<p>Participate in forums to reflect and synthesise course content including personal reflection and planning.</p>
<p>Hurdle Reflection</p>
<p>S/U</p>
K1, K2, K3, S1
2
<p>Plan a unit of work that promotes a social and emotional learning competency within an engaging and supportive learning environment.</p>
<p>Unit of Work</p>
<p>40-60%</p>
K1, K5, S1, S2, S3, A2, A3
3
<p>Discuss the importance of wellbeing for children in a primary context including connections to current curriculum, policy and national wellbeing priorities. Explore challenges and implications for promoting wellbeing within a primary school setting as well as wellbeing and strategies for involving parents/carers in the educative process.</p>
<p>Critical Essay</p>
<p>40-60%</p>
K1, K2, K4, K5, S3, A1, A2
Supplementary assessment available:
Yes
Supplimentary assessment information:
<p>Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment.</p>
FedTASK
FedTASK
<p>Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FedTASKs (<strong>T</strong>ransferable <strong>A</strong>ttributes <strong>S</strong>kills and <strong>K</strong>nowledge) provide a targeted focus on five key, transferable Attributes, Skills, and Knowledge that are embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and co-operative learning opportunities.</p>
FedTASK
Description of FedTASK outcome
Level
FedTASK 1: Interpersonal
The ability to effectively communicate, interact and work with others both individually and in groups.
<p>Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context</p>
FedTASK 2: Leadership
The ability to apply professional skills and behaviours in leading others.
<p>Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context</p>
FedTASK 3: Critical Thinking and Creativity
The ability to work in complexity and ambiguity using imagination to create new ideas.
<p>Level 2 - Student demonstrates some independence within provided guidelines</p>
FedTASK 4: Digital Literacy
The ability to work fluently across a range of tools and applications to achieve a range of skills.
<p>Level 1 - Students require directions and boundaries from mentor</p>
FedTASK 5: Sustainable and Ethical Mindset
The ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions.
<p>Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context</p>
Key information
Institute / school:
Institute of Education, Arts & Community
Discipline:
Education
Study level:
Undergraduate
Credit points:
15
EFTSL:
0.125
Field of education:
<a href="http://www.federation.edu.au/locate/unit/edbed2113">070103 - Teacher Education: Primary</a>
Offering:
<p><strong>Semester 2</strong><p>Wimmera - Horsham (On Campus)</p></p>
Grade scheme:
Graded (e.g. HD, D, C, etc)
Placement component:
No
Disclaimer
<em>Information in the Federation Handbook is correct at the time of publication. The University reserves the right to alter any course, unit, procedure or fee.</em>
Additional information
Add Info Static Text
Internal reference: EDBED2113 - U5.2