Promoting Wellbeing in Sec Schools (SI) (EDUC91208)

Graduate courseworkPoints: 12.5Online

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Overview

Availability
Semester 2 - Online
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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: 27 March 2025

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: 27 March 2025

Assessment

DescriptionTimingPercentage

Report: Written report on collaborative learning strategies

  • 2500 words
Mid semester50%

Script: Annotated script of a conversation for a student wellbeing issue

  • 2500 words
During the examination period50%

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 periodN/A

Last updated: 27 March 2025

Dates & times

  • Semester 2 - Online
    CoordinatorsDave Camilleri and Emlyn Cruickshank
    Mode of deliveryOnline
    Contact hours24 hours (16 hours of synchronous online classes and 8 hours of asynchronous online activities).
    Total time commitment170 hours
    Teaching period28 July 2025 to 26 October 2025
    Last self-enrol date 8 August 2025
    Census date 1 September 2025
    Last date to withdraw without fail26 September 2025
    Assessment period ends21 November 2025

    Semester 2 contact information

    david.camilleri@unimelb.edu.au and cruickshank.e@unimelb.edu.au 

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: 27 March 2025

Further information

Last updated: 27 March 2025