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Promoting Wellbeing in Secondary Schools (EDUC91181)
Graduate courseworkPoints: 12.5Dual-Delivery (Parkville)
From 2023 most subjects will be taught on campus only with flexible options limited to a select number of postgraduate programs and individual subjects.
To learn more, visit COVID-19 course and subject delivery.
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
Semester 1
Dave Camilleri: david.camilleri@unimelb.edu.au
Overview
Availability | Semester 1 - Dual-Delivery |
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Fees | Look up fees |
The subject will provide Teacher Candidates with an opportunity to practise and reflect on a range of research-informed interpersonal and pedagogical skills relevant to their role in promoting student and teacher wellbeing within secondary school communities. Current research is used to inform critical analysis of contemporary student wellbeing policies, models, and practices, and to examine key factors contributing to wellbeing and engagement such as teacher-student relationships, social and emotional learning, behaviour management, school-home partnerships and staff wellbeing.
Teacher Candidates will interpret, design and learn how to implement relevant social and emotional curriculum and pedagogy to develop capacity for promoting wellbeing and respectful relationships. This subject references the Australian/Victorian Curricula and Frameworks. Teacher Candidates will plan and develop skills and teaching strategies to assist them respond to wellbeing issues within a school community and develop ethical and sustainable relationships with students, colleagues, parents and carers.
Intended learning outcomes
On completion of this subject, Teacher Candidates should be able to:
- Select and organise a range of research-informed teaching and relational strategies to support student participation within safe and sustainable school communities.
- Plan professional learning goals through critical reflection on how to use evidence-informed strategies to advance the physical, social, and cognitive capabilities of students to provide inclusive learning environments for all.
- Implement a range of research-informed interpersonal and communicative strategies to effectively manage challenging behaviour and maintain student safety.
- Compare and review effective methods through which to engage parents and carers on matters affecting student wellbeing and engagement to meet professional ethics and legislative, administrative and organisational responsibilities.
Generic skills
This subject will develop the following set of key transferable skills:
- Clinical reasoning and evidence-based practice.
- Critical and creative thinking.
- Creativity and innovation.
- Teamwork and professional collaboration.
- Learning to learn and metacognition.
- Responsiveness to a changing knowledge base.
- Reflection for continuous improvement.
- Linking theory and practice.
- Inquiry and research.
- Active and participatory citizenship.
- Ethical and intercultural understanding.
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
None
Corequisites
None
Non-allowed subjects
EDUC90428 Promoting Student Wellbeing
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
Description | Timing | Percentage |
---|---|---|
Report: Written report on collaborative learning strategies
| Mid semester | 50% |
Script: Annotated script of a conversation for a student wellbeing issue
| During the examination period | 50% |
Attendance Hurdle requirement: A minimum of 80% attendance at, or engagement with, all sessions identified as contact hours (may include lectures, tutorials, seminars and workshops, both synchronous and asynchronous). | Throughout the teaching period | N/A |
Last updated: 10 February 2024
Dates & times
- Semester 1
Coordinator Dave Camilleri Mode of delivery Dual-Delivery (Parkville) Contact hours For enrolment by Accelerated mode Teacher Candidates only in 2022. 24 hours (16 hours of on-campus classes and 8 hours of asynchronous online activities). Total time commitment 170 hours Teaching period 28 February 2022 to 29 May 2022 Last self-enrol date 11 March 2022 Census date 31 March 2022 Last date to withdraw without fail 6 May 2022 Assessment period ends 24 June 2022 Semester 1 contact information
Dave Camilleri: david.camilleri@unimelb.edu.au
Additional delivery details
Accelerated mode: Semester 1, 2022
Extended mode: Semester 1, 2023
Standard mode: Semester 2, 2023
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
There are no specifically prescribed or recommended texts for this subject.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Teaching (Secondary) - Links to additional information
Melbourne Graduate School of Education: https://education.unimelb.edu.au/
Last updated: 10 February 2024