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Social and Emotional Wellbeing (EDUC91056)
Graduate courseworkPoints: 12.5On Campus (Parkville)
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable (login required)(opens in new window)
Contact information
Semester 1
Overview
Availability | Semester 1 |
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Fees | Look up fees |
Social and emotional development and wellbeing is directly connected to successful academic outcomes, strong relationships and school belonging. Teacher Candidates will develop skills to foster the collective and individual connections to people, place, culture and community that are central to wellbeing. This work is informed by multiple perspectives of and approaches to social and emotional wellbeing for children, families, and educators.
This subject references the Australian/Victorian Early Years Learning and Development Frameworks and Curricula. Policies and frameworks will help guide pedagogical and assessment practice decisions working within and across early years services and settings and in the early years of school. Teacher Candidates will deepen their understanding of the importance of wellbeing, examine and practice building social and emotional skills, and identify pathways for strengthening children’s capabilities of their own wellbeing and identity.
Intended learning outcomes
On completion of this subject, Teacher Candidates should be able to:
- Describe and analyse contemporary educational research and theory in social and emotional development and wellbeing.
- Critically reflect independently and with colleagues on the development of their own social and emotional wellbeing capabilities and assess the implications for their work with children/ young people and communities.
- Analyse safe and supportive learning environments using knowledge of evidence-based approaches to promote social and emotional development and wellbeing.
- Illustrate the conditions, connections and relationships that lead to strong development and learning.
- Articulate the importance of working within regulatory frameworks governing to support children's social and emotional wellbeing.
Generic skills
This subject will develop the following set of key transferable skills:
- Clinical reasoning and evidence-based practice.
- Critical and creative thinking.
- Responsiveness to a changing knowledge base.
- Reflection for continuous improvement.
- Linking theory and practice.
- Ethical and intercultural understanding.
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
Description | Timing | Percentage |
---|---|---|
Presentation: Create and present a lesson on social and emotional well-being (1500 words equivalent)
| Mid semester | 30% |
Reflection: Written reflection on understandings of learning environments
| Mid semester | 20% |
Professional Plan: Design a partnership plan to support social and emotional well-being
| During the examination period | 50% |
Peer Feedback Hurdle requirement: Teacher Candidates must provide written peer feedback on least one or more classmates' presenations. | Throughout the teaching period | N/A |
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 Angela Molloy Murphy Mode of delivery On Campus (Parkville) Contact hours 24 hours (16 hours of on-campus classes and 8 hours of asynchronous online activities) Total time commitment 170 hours Teaching period 26 February 2024 to 26 May 2024 Last self-enrol date 8 March 2024 Census date 3 April 2024 Last date to withdraw without fail 3 May 2024 Assessment period ends 21 June 2024 Semester 1 contact information
What do these dates mean
Visit this webpage to find out about these key dates, including how they impact on:
- Your tuition fees, academic transcript and statements.
- And for Commonwealth Supported students, your:
- Student Learning Entitlement. This applies to all students enrolled in a Commonwealth Supported Place (CSP).
Subjects withdrawn after the census date (including up to the ‘last day to withdraw without fail’) count toward the Student Learning Entitlement.
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 (Early Childhood) - Links to additional information
Faculty of Education: https://education.unimelb.edu.au/
Last updated: 10 February 2024