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Promoting Wellbeing in Sec Schools (SI) (EDUC91208)
Graduate courseworkPoints: 12.5Online
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable (login required)(opens in new window)
Contact information
Semester 2
Overview
Availability | Semester 2 - Online |
---|---|
Fees | Look up fees |
The subject will provide Interns 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.
Interns 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. Interns 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, Interns 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
On completion of this subject, Interns should be able to demonstrate:
- 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
Corequisites
Non-allowed subjects
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC91181 | Promoting Wellbeing in Secondary Schools |
Semester 2 (On Campus - Parkville)
Semester 1 (On Campus - Parkville)
|
12.5 |
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 2 - Online
Coordinators Emlyn Cruickshank and Dave Camilleri Mode of delivery Online Contact hours 24 hours (16 hours of synchronous online classes and 8 hours of asynchronous online activities). Total time commitment 170 hours Teaching period 22 July 2024 to 20 October 2024 Last self-enrol date 2 August 2024 Census date 2 September 2024 Last date to withdraw without fail 20 September 2024 Assessment period ends 15 November 2024 Semester 2 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 (Secondary) Internship - Links to additional information
Faculty of Education: https://education.unimelb.edu.au/
Last updated: 10 February 2024