University of Technology Sydney

090001 Foundations of Child and Family Health

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2024 is available in the Archives.

UTS: Health
Credit points: 6 cp
Result type: Grade and marks

There are course requisites for this subject. See access conditions.


Child and family health is an important primary health specialty which provides screening and health support to families and has foundations in community health and health promotion. This subject covers a range of topics that provide an essential grounding for child and family health beginning practitioners, while developing students' understanding of evidence-based practice and its application within child and family health settings. The subject develops the student's understanding of primary health care in enhancing the importance of health promotion within child and family health practice.

Subject learning objectives (SLOs)

Upon successful completion of this subject students should be able to:
A. Critically analyse the principles of primary health care and health promotion as the basis for health care delivery
B. Differentiate the underlying theories, models and standards informing Child and Family Health Practice
C. Appraise and reflect on the students’ construct of their world view in particular that of Indigenous Australians “ways of knowing, being and doing
D. Apply cognitive, technical and innovative skills to evaluate complex concepts and information that would enhance outcomes for infants, children and their family’s wellbeing

Course intended learning outcomes (CILOs)

This subject also contributes specifically to the following graduate attributes:

  • Prioritise and lead integrated care, based on collaborative approaches with families, caregivers, and interdisciplinary teams to promote optimal health outcomes. (2.1)
  • Demonstrate social and ethical accountability to enable efficient use of resources and equity of access to optimal and safe health care (3.1)
  • Demonstrate clinical competence based on the professional standards and current evidence, and actively engage in ongoing continuing professional development (5.1)
  • Critically reflect on Indigenous Australian contexts to inform professional cultural capability to work effectively with and for Indigenous Australians within the health and social care profession (6.1)

Teaching and learning strategies

Orientation activities
In preparation for the session students have access to activities during orientation week. These activities are designed to introduce students to the subject and their peers, and will assist students to prepare for the subject's assessment tasks.

Independent learning activities
This subject is taught using a variety of teaching and learning strategies. The strategies used emphasise active and applied approaches to developing students’ ability to understand the structure, function and purpose of primary health care and health promotion from the perspective of a child and family health practitioner. An overarching theme of the approaches to teaching and learning is to support students to actively learn with the support of a facilitator who can assist and coach them. Understanding and critical thinking skills will be encouraged via a range of activities, including but not limited to:

  • On-line resources to prepare students for active engagement with the subject content
  • Thought provoking readings, videos and other activities to stimulate thinking, promote understanding and support analysis and evaluation
  • Problem solving, discovery-based and critical thinking activities via a range of guided and self-directed learning opportunities
  • Learning that is supported by real world examples, case studies, illustrations and data
  • Real-time feedback to student responses to key online activities
  • Opportunities for students to reflect on, explain and record their input under advice and guidance.

Readings, videos and activities will be available online relevant to the topic of the week. This will help you progress through the subject and complete assessment items effectively. The online material aims to enhance your understanding of the topic or delve deeper into a more specific area, compare experiences and ideas with others and gain feedback. Information and links to learning activities can be accessed via Canvas.

Zoom meetings
Students are strongly encouraged to attend all scheduled Zoom meetings as they will provide opportunities for group activities, discussion, self-assessment, peer review and formative feedback from the subject coordinator and the teaching team. Additionally, they will also help students prepare for the subject’s assessment tasks. The schedule for this subject’s zoom meetings is below in the program section.

Feedback in this subject takes several forms including self-assessment, peer review, automatic feedback from interactive activities and the teaching team. Formative feedback throughout the subject aims to increase the student’s performance in summative assessments.

Content Topics:

  • Child and family health practice, primary health care, and health promotion
  • Supporting early childhood health and development
  • Ecological Framework with public/community health framework
  • The social determinants of health and CFH
  • Early life challenges and their impact on health
  • First Nations communities, families and child health
  • Supporting health and development in the first 2000 days
  • Culturally and linguistically diverse (CALD), refugee, disabled, low-socioeconomic and LGBTIQ+ persons
  • Case Management for at-risk children and their families
  • Professional practice and working in collaboration with health professionals, services, and organisations
  • Mandatory reporting and professional responsibilities
  • Continuing education for professional practice
  • Professional Practice: Role of CFH practitioner and specialty practice
  • Caring for families and child wellbeing
  • Bias in the healthcare setting
  • Self-care


Assessment task 1: Mapping your community


In this assessment task, students will be using what they have learned about Social Ecology and the Social Determinants of Health, and how these frameworks are applied in Primary Health Care. By exploring their local area with a new lens, students will gather information to inform their practice and assist families in their local area.


This assessment task addresses subject learning objective(s):

A and B

This assessment task contributes to the development of graduate attribute(s):

2.1 and 3.1

Weight: 15%

150 words per service: 600 words

Assessment task 2: Critical appraisal of Aboriginal Community Controlled Health services: Priority Populations First Nations Communities


In practice, CFH practitioners may see families from Indigenous communities in their local area. It is vitally important to the health and wellbeing of Australia’s First Nations Peoples that healthcare and community services are developed with their close consultation, ensuring that each individual service is appropriate for their needs. This assessment asks students to critically appraise the Aboriginal Community Controlled Health services below and report on their development, function and evaluation.


This assessment task addresses subject learning objective(s):

A, C and D

This assessment task contributes to the development of graduate attribute(s):


Weight: 50%

2000 words

Assessment task 3: Reflective writing for professional practice


Reflection in practice and on practice is fundamental to professional growth and development. For this assessment, students will be reflecting on their experiences of discovering the foundations of Child and Family Health practice throughout the subject.


This assessment task addresses subject learning objective(s):


This assessment task contributes to the development of graduate attribute(s):


Weight: 35%

1200 words

Other resources

UTS Student Centre
Building 10
Monday to Friday: 9am - 5pm
Tel: 1300 ASK UTS (1300 275 887)

Details for student centres:

For other resources/ information refer to the Faculty of Health website ( and Canvas at:

UTS Library
The Library has a wide range of resources, facilities and services to support you including textbooks, subject readings, health literature databases, workshops and bookable study rooms. There is also a team of librarians to help you with your questions available via online chat, phone and in person. W:, Facebook: utslibrary, Twitter: @utslibrary Tel: (02) 9514 3666.

Improve your academic and English language skills
Marks for all assessment tasks such as assignments and examinations are given not only for what you write but also for how you write. If you would like the opportunity to improve your academic and English language skills, make an appointment with the HELPS (Higher Education Language & Presentation Support) Service in Student Services.

HELPS (Higher Education Language & Presentation Support)
HELPS provides assistance with English language proficiency and academic language. Students who need to develop their written and/or spoken English should make use of the free services offered by HELPS, including academic language workshops, vacation intensive courses, drop-in consultations, individual appointments and Conversations@UTS ( HELPS staff are also available for drop-in consultations at the UTS Library. Phone (02) 9514 9733.

Please see for additional information on other resources provided to students by UTS.

The Accessibility and Financial Assistance Service
?The Accessibility Service can support students with disabilities, medical or mental health conditions, including temporary injuries (e.g., broken limbs). The Accessibility Service works with Academic Liaison Officers in each Faculty to provide ‘reasonable adjustments’ such as exam provisions, assistive technology, requests and strategies for managing your studies alongside your health condition. If you’re unsure whether you need assistance, we recommend getting in touch early and we can provide advice on how our service can assist you. Make an appointment with an Accessibility Consultant (AC) on +61 2 9514 1177 or

The Financial Assistance Service can assist you with financial aspects of life at university, including Centrelink information, tax returns and budgeting, interest-free student loans and grants to assist with course-related costs. Check eligibility and apply online and make an appointment on +61 2 9514 1177 or