Resilience and Relationships (EDUC90900)
Graduate courseworkPoints: 12.5Online and On Campus (Parkville)
About this subject
Contact information
Semester 1
Term 2
Term 4
Overview
| Availability | Semester 1 - On Campus Term 2 - Online Term 4 - Online |
|---|---|
| Fees | Look up fees |
The subject will support participants to develop further skills in promoting student wellbeing and creating supportive and safe learning environments at a classroom and whole school level. Current research will be used to understand what teachers can do to support the social and emotional learning of their students, and how to implement school-wide approaches that foster student resilience and respectful relationships across all partners in the education process.
Intended learning outcomes
On completion of this subject, participants will have the knowledge, skills and understanding to enable them to:
- Use an evidence base to articulate the relationship between safe and supportive learning environments, student social and emotional wellbeing, and engagement in learning;
- Critically appraise contemporary frameworks and curricula for the promotion of positive relationships and student wellbeing, and understand their implications for school policy and teacher practice;
- Critically analyse the impact of school culture on student and staff wellbeing and identify evidence-informed approaches to building a positive learning environment
Generic skills
On completion of this subject, participants will have the knowledge, skills and understanding to
- Engage confidently in the promotion of student wellbeing and effectively address barriers to student learning and wellbeing at the classroom and school level;
- Lead and promote effective, ethical and respectful relationships with all involved in the learning community;
- Effectively engage students, parents, community members, and professional colleagues to support student learning and development;
- Critically evaluate approaches to student resilience and relationships at a class, school and system level; and
- Collaborate effectively to ensure that equity, participation and democracy are manifested in learning and teaching and organizational processes.
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
None
Corequisites
None
Non-allowed subjects
None
Inherent requirements (core participation requirements)
The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.
Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student-equity/home
Last updated: 10 February 2024
Assessment
Additional details
- Evidence-informed discussion paper addressing the role of teacher-learner relationships in the promotion of student wellbeing(1000 words) due early in subject (20%)
- Discussion paper appraising a prevention education intervention for learner wellbeing (1500 words) due mid subject (30%)
- Essay: Recommended organisation-wide approach to addressing a wellbeing issue (2500 words) due end of subject (50%)
Hurdle requirements:
-
Online students: Contribution to a minimum of 80% of online class blogs
-
On campus students: Minimum of 80% attendance at all scheduled lectures, tutorials, seminars and workshops.
Last updated: 10 February 2024
Dates & times
- Semester 1 - On Campus
Principal coordinator Helen Cahill Mode of delivery On Campus (Parkville) Contact hours 24 hours Total time commitment 170 hours Teaching period 27 February 2017 to 28 May 2017 Last self-enrol date 10 March 2017 Census date 31 March 2017 Last date to withdraw without fail 5 May 2017 Assessment period ends 23 June 2017 Semester 1 contact information
- Term 2 - Online
Principal coordinator Helen Cahill Mode of delivery Online Contact hours 24 hours Total time commitment 170 hours Pre teaching start date 3 April 2017 Teaching period 10 April 2017 to 4 June 2017 Last self-enrol date 4 April 2017 Census date 28 April 2017 Last date to withdraw without fail 19 May 2017 Assessment period ends 9 June 2017 Term 2 contact information
- Term 4 - Online
Principal coordinator Helen Cahill Mode of delivery Online Contact hours 24 hours Total time commitment 170 hours Pre teaching start date 2 October 2017 Teaching period 9 October 2017 to 3 December 2017 Last self-enrol date 3 October 2017 Census date 27 October 2017 Last date to withdraw without fail 17 November 2017 Assessment period ends 8 December 2017 Term 4 contact information
Time commitment details
170 hours
Last updated: 10 February 2024
Further information
- Texts
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Clinical Teaching Course Graduate Diploma in Educational Studies - Available through the Community Access Program
About the Community Access Program (CAP)
This subject is available through the Community Access Program (also called Single Subject Studies) which allows you to enrol in single subjects offered by the University of Melbourne, without the commitment required to complete a whole degree.
Please note Single Subject Studies via Community Access Program is not available to student visa holders or applicants
Entry requirements including prerequisites may apply. Please refer to the CAP applications page for further information.
Last updated: 10 February 2024