CQUniversity Unit Profile.

Task Description
This assessment consists of three distinct yet interconnected components that examine well-being, resilience, and safety in the middle years.

The task is designed to develop your understanding of:

• student wellbeing, resilience, and safety
• factors that place young people at risk
• community, curriculum, and legislative supports available to schools
• strategies that help teachers foster resilience and mitigate risk among middle years students

The three parts build upon one another. The risk factors identified in Part A should inform the resource package developed in Part B. The "At a Glance" overview in Part B.1 should represent the broad range of potential risks affecting middle years students. From this broader overview, select two risk factors to explore in Parts B.2, B.3, and C. The resource selected for analysis in Part C must be drawn from the resource package created in Part B.

 
Part A: Written Report/Essay (1500 words)
Prepare a written report or essay that presents your understanding of student wellbeing, resilience, and safety in relation to middle years students and the contemporary Australian educational context.

Support your discussion with relevant scholarly literature and research.

Your report should address the following:

1. Wellbeing, Resilience, and Safety

• Define wellbeing, resilience, and safety.
• Explain the significance of these concepts for young people during the middle years.

2. The Australian Educational Context

• Describe the current Australian educational context in which wellbeing promotion occurs.
• Consider contemporary challenges, priorities, and initiatives that influence student wellbeing and safety.

3. Students at Risk

• Identify characteristics, environments, experiences, and backgrounds that may place young people at risk of negative wellbeing outcomes.
• Examine factors that may increase vulnerability and contribute to students being identified as "at risk."

 
Part B: Resource Package
Develop a resource package that demonstrates your understanding of contemporary issues that may affect the well-being and safety of middle-years students. This package should be designed as a practical, professional resource for teachers and others who support young people.

 
Part B.1: "At a Glance" Overview
Create a one-page visual representation of the broad range of potential risk sources that may affect middle-years students. This overview should represent the full landscape of potential risks, not only the two risk factors selected for deeper exploration in Parts B.2 and B.3.

Examples may include:

• cyberbullying
• domestic and family violence
• substance use
• mental health concerns
• self-harm
• online safety
• discrimination
• homelessness

A concept map, infographic, diagram, or similar format may be used.

 
Part B.2: Community Resource Bank
From the broader overview in Part B.1, select two risk factors to explore in depth. For each of your two selected risk factors, identify and annotate a minimum of three external community resources.

For each resource:

• include active hyperlinks where possible
• identify specific webpages or resources rather than organisation homepages where appropriate
• provide a brief annotation (two to three sentences) explaining how the resource may support, promote, or maintain the wellbeing and safety of middle years students

 
Part B.3: Curriculum, Policy, and Legislative Supports
For each of your two selected risk factors, identify at least one relevant curriculum document, policy, framework, or legislative document and explain briefly how it supports schools in addressing that risk factor.

Relevant documents may include:

• Australian Curriculum (ACARA)
• Queensland Curriculum and Assessment Authority (QCAA)
• Department of Education frameworks
• Child Protection policies
• Codes of Conduct and Ethics
• Student wellbeing frameworks

 
Part C: Alignment to the Resiliency Wheel and Evaluation (800 words)
Select one key resource from the resource package developed in Part B.

Using the Resiliency Wheel (Henderson, 2007), demonstrate how the selected resource contributes to resilience building.

 
Part C.1: Alignment to the Resiliency Wheel
Align the resource to the six Resiliency Builders presented in the Resiliency Wheel.

This may be presented as:

• a table
• a visual representation
• another clearly organised format

Your alignment should identify how the resource provides opportunities to:

• reduce or mitigate risk factors
• strengthen protective factors
• build resilience among middle years students

Not every Resiliency Builder will be addressed equally; however, you should consider how the resource contributes to each of the six resilience-building domains.

 
Part C.2: Written Evaluation (800 words)
Evaluate the effectiveness of the selected resource in relation to the six Resiliency Builders.

Your evaluation should consider:

• the strengths of the resource
• its capacity to mitigate the identified risk factor
• its contribution to resilience building
• any limitations of the resource
• how teachers could use the resource to support wellbeing, safety, and resilience among middle years students

Support your evaluation with relevant literature where appropriate.

 
Word Count Requirements
Part A: 1500 words

Part B: No word count applies.

Part C.2: 800 words

Unless otherwise stated, word counts are calculated from the first word of the introduction to the final word of the conclusion.

Includes: in-text citations; direct quotations.

Does not include: cover page; abstract; table of contents; reference list; appendices.

AI Assessment scale tool: 

Level 2 - You can use AI for planning, idea development, and research. Your final submission should demonstrate how you have developed and refined these ideas. Any misuse or failure to disclose the use of AI tools will be regarded as a breach of academic integrity.

AI-generated content for your critique and review.

Please refer to the Moodle Assessment tile for specific details.

Please note: The word count is considered from the introduction's first word to the conclusion's last word (unless specifically stated in the Task Description). It excludes the cover page, abstract, contents page, reference page and appendices. It includes in-text references and direct quotations.

The 72-hour grace period applies to Assessments 1 and 2.

If you are unable to submit Assessment 1 or Assessment 2 by the due date, you may submit within the 72-hour grace period without applying for an extension.

Important: The 72-hour grace period is included within any approved extension period. It is not added on top of an extension.

For example:

If you receive a 4-day extension, your new due date is 4 days after the original due date. You do not receive an additional 72-hour grace period after those 4 days.

Students who require more than 72 hours beyond the original due date must apply through the University's Assessment Extension System and provide the required supporting documentation.

Please ensure you submit extension requests as early as possible if circumstances arise that may affect your ability to meet assessment deadlines.

• Research-informed examination demonstrating understandings of the vulnerability of middle years students and the factors (characteristics and diverse backgrounds) that could impact their well-being, resilience, and safety within school and community systems. (Australian Professional Standards for Teachers 1.1, 1.3 & 4.4).
• Demonstration of a broad range of potential risk sources for middle years students, along with explicit identification and description of both external resources (professionals, community representatives, and organisations) and school-based resources (curriculum, legislation, and personnel) that can be used to maintain and support students' wellbeing and safety. (Australian Professional Standards for Teachers 4.4 & 7.4).
• Evaluation of a key resource for one source of contemporary risk (identified in Part B) using the Resiliency Wheel to determine how the resource provides both opportunities for mitigating risk factors and building resilience for middle years students. (Australian Professional Standards for Teachers 4.4).
• Personal written competencies that convey the ‘student well-being’ context, utilising knowledge of academic practices and conventions.

Personal Meets Professional: Wellbeing and Resilience Assessment Task

Task Description
This is an individual written task consisting of two connected parts. Insights gained from Part A may inform your understanding of teacher wellbeing and resilience as you design your Whole School Wellbeing Framework in Part B.

Note: The word count applies to written components only. The Wellbeing Framework in Part B is not included in the word count.
 
Part A: Journal Entries — Personal Meets Professional: Wellbeing and Resilience Reflection (1000 words)

Being a teacher in the 21st century presents numerous challenges, both personally and professionally. Critically reflecting on your own wellbeing, resilience, support networks, and self-care strategies will help you identify how these relate to your future work as a teacher and the development of teacher resilience.

A minimum of three journal entries is required, totalling approximately 1000 words. Across your entries, you must address at least four of the following focus areas:

• personal wellbeing
• resilience
• support networks
• self-care strategies
• professional identity
• preparedness for teaching

This ensures your reflection demonstrates both depth within individual entries and breadth across the range of factors that contribute to teacher wellbeing and resilience.

Reflection should move beyond description and consider the implications of your experiences for your future role as a teacher. For example, rather than simply describing a challenging experience, consider what it revealed about your support networks, self-care strategies, or professional resilience, and what this means for your work as a teacher.

You may choose to utilise the Resilient Teacher Model to identify the dimensions your personal strategies align with, helping you recognise which strategies may be beneficial in your future teaching practice.

Journal entries should be written in the first person and do not require academic referencing.
 
Part B: Wellbeing Framework and Justification (1000-word justification, no word count for Wellbeing Framework)

Wellbeing committees are present in schools, and part of their role is to promote whole-school and classroom strategies that support the entire school community. In this part of the task, you will create a Whole School Wellbeing Framework and write a justification grounded in current research and literature.

To guide the development of your framework, you may draw on existing wellbeing frameworks shared in this unit (such as the Circle of Courage, Resiliency Wheel, or PERMA model) or develop your own original framework.
 
Framework Format
Please present your framework as a one-page visual model suitable for display throughout the school and for communication to all stakeholders. The framework may be presented as a visual model, infographic, table, flowchart, or other professional format appropriate for communication to school stakeholders.
 
Framework Content
Your framework must include specific strategies and activities for both whole-school and classroom environments and engage the wider school community, including teachers, students, parents, and caregivers.

Your framework must include strategies addressing each of the following domains:

• Learning environments: at both the whole-school and classroom levels
• Curriculum and pedagogy: at both the whole-school and classroom levels
• Relationship building: at both the whole-school and the classroom level

Policies and procedures: at both the whole-school and classroom levels
 
Written Justification

Your 1000-word justification should be supported by relevant contemporary research, policy documents, and professional literature where appropriate, and should explain:

• The need for the framework, including how and why you have selected or developed it.
• The ways the framework can support teachers' work, with reference to the Australian Professional Standards for Teachers (particularly Standard 4).
• How the framework fosters student wellbeing and creates safe, supportive learning environments.
• How the framework could be communicated and shared with parents and caregivers to promote meaningful partnerships that support student wellbeing.

 
Word Count Requirements

Part A: 1000 words
Part B justification: 1000 words
Part B framework: No word count applies.

Word counts are calculated from the first word of the introduction to the final word of the conclusion.

Includes: in-text citations; direct quotations.
Does not include: cover page; abstract; table of contents; reference list; appendices.
 

AI Assessment scale tool: 

Level 2 - You may use AI for planning, idea development, and research. Your final submission should demonstrate how you have developed and refined these ideas. Any misuse or failure to disclose the use of AI tools will be regarded as a breach of academic integrity.

AI-generated content for your critique and review.

Please refer to the Moodle Assessment tile for specific details.

Important Deadline Requirements:

This assessment needs to be completed and submitted before commencing your practical placement (PRAC). This requirement ensures that you can dedicate your full attention to your practical experience without any unresolved academic duties.

Extension Policy: Extensions may be considered appropriately; however, any approved extension cannot extend beyond your PRAC commencement date. The assessment must be completed before commencing your practical placement, regardless of any extension granted.

If you anticipate challenges meeting the deadline or would like to discuss a potential extension, please reach out to me at your earliest convenience to explore your options and ensure compliance with the PRAC timing requirements.

Please note: The word count is calculated from the first word of the introduction to the last word of the conclusion (unless specifically stated in the Task Description). It excludes the cover page, abstract, contents page, reference page, and appendices. It includes in-text references and direct quotations.

The 72-hour grace period applies to Assessments 1 and 2.

If you are unable to submit Assessment 1 or Assessment 2 by the due date, you may submit within the 72-hour grace period without applying for an extension.

Important: The 72-hour grace period is included within any approved extension period. It is not added on top of an extension.

For example:

If you receive a 4-day extension, your new due date is 4 days after the original due date. You do not receive an additional 72-hour grace period after those 4 days.

Students who require more than 72 hours beyond the original due date must apply through the University's Assessment Extension System and provide the required supporting documentation.

Please ensure you submit extension requests as early as possible if circumstances arise that may affect your ability to meet assessment deadlines.

• Critical reflection and self-study on cultivating personal resilience to identify and discuss potential professional resilience, self-care strategies, and professional learning needs as a future teacher. (Australian Professional Standards for Teachers 6.1).
• Presentation of a comprehensive school wellbeing framework that identifies strategies to support students' wellbeing and safety within the entire school and classroom environments. This framework considers the learning environment, curriculum, pedagogy, relationship building, and relevant policies and procedures (Australian Professional Standards for Teachers 4.4).
• Justifying the developed whole school framework by utilising contemporary research and the Australian Professional Standards for Teachers to articulate the selection of the framework, integrated whole school and classroom strategies, as well as the commitment to enhancing student wellbeing and safety through constructive partnerships with students, parents/carers, and the community. (Australian Professional Standards for Teachers - Standard 4).
• Demonstrated personal written competencies that reflect knowledge of academic practices and conventions.