Foundations: Wellbeing (EDUC91322)
Graduate courseworkPoints: 12.5Online and On Campus (Parkville)
About this subject
Contact information
Semester 1
Semester 1
Semester 2
Semester 2
Overview
| Availability | Semester 1 - On Campus Semester 1 - Online Semester 2 - Online Semester 2 - On Campus |
|---|---|
| Fees | Look up fees |
The escalating mental health and wellbeing crisis we are experiencing is embedded within a world marked by unprecedented social, political, economic, and environmental uncertainties. Schools and other learning environments such as workplaces play a significant role in creating a more equitable, inclusive, and socially just society. This subject invites students to consider the ways in which environmental, political, cultural, familial and individual factors influence wellbeing and how they shape our understandings of wellbeing, including the differences between mental health and wellbeing, inclusive conceptualisations of wellbeing, and how wellbeing can be promoted at different levels in learning environments (including schools and organisations). By engaging with a variety of cultural perspectives and exploring the multifaceted nature of wellbeing, students will be equipped to navigate the complexities of promoting wellbeing in diverse educational settings.
For Master of Education students, this subject provides preparation for the Wellbeing in Education specialisation.
Intended learning outcomes
On completion of this subject, students should be able to:
- Compare and contrast different approaches to wellbeing and mental health, reflecting on culture, context and personal position
- Demonstrate understanding of global, cross-cultural and First Nations' perspectives on wellbeing
- Analyse wellbeing settings and systems using different models of wellbeing
- Develop skills to be able to critique wellbeing theories and applications from the perspective of diverse learners.
Generic skills
This subject will assist students to develop the following transferable skills:
- Self-awareness, reflection and self-management
- Motivation and self-directed learning
- Inclusive and respectful communication
- Linking theory and practice.
Last updated: 4 March 2025
Eligibility and requirements
Prerequisites
Option 1 - 150pt Program
Admission into the 150pt Program course entry point in the MC-ED Master of Education
OR
Option 2 - 200pt Program
Admission into one of the following: MC-MLED Master of Modern Languages Education, 200pt Program course entry point in the MC-ED Master of Education, 200pt Program course entry point in the MC-TESOL Master of TESOL
AND
All of
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC90929 | Education Policy in Context |
Semester 2 (Online)
Semester 1 (Online)
Semester 2 (On Campus - Parkville)
Semester 1 (On Campus - Parkville)
|
12.5 |
| EDUC90930 | Literacies in Local and Global Contexts |
Semester 2 (On Campus - Parkville)
Semester 1 (Online)
Semester 1 (On Campus - Parkville)
Semester 2 (Online)
|
12.5 |
AND
One of
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC90900 | Resilience and Relationships |
Term 3 (Online)
Term 1 (Online)
|
12.5 |
| EDUC91030 | Research in Educational Relationships | No longer available | |
| EDUC91316 | Engaging with Research in Education |
Semester 2 (On Campus - Parkville)
Semester 2 (Online)
Semester 1 (Online)
Semester 1 (On Campus - Parkville)
|
12.5 |
AND
One of
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC90830 | The Student as Learner |
Term 1 (Online)
Term 3 (Online)
|
12.5 |
| EDUC91029 | Understanding the Student as Learner |
Semester 2 (On Campus - Parkville)
Semester 1 (On Campus - Parkville)
Semester 2 (Online)
Semester 1 (Online)
|
12.5 |
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: 4 March 2025
Assessment
| Description | Timing | Percentage |
|---|---|---|
Online quizzes: 10 online quizzes on weekly content
| Throughout the teaching period | 30% |
Written Task: Written review of a wellbeing app, game, resource or policy for its effectiveness in promoting wellbeing, diversity, inclusion, and social justice
| Mid teaching period | 40% |
Case Study Analysis : Multimodal plan for addressing a wellbeing challenge
| During the assessment period | 30% |
Attendance Hurdle requirement: A minimum of 75% attendance at, or engagement with, all sessions identified as contact hours (may include lectures, tutorials, seminars, workshops and activities, both synchronous and asynchronous). | Throughout the teaching period | N/A |
Last updated: 4 March 2025
Dates & times
- Semester 1 - On Campus
Coordinator Catherine Smith Mode of delivery On Campus (Parkville) Contact hours 24 hours comprising 8 x 2 hour on campus seminars and 8 hours asynchronous activities Total time commitment 170 hours Teaching period 3 March 2025 to 1 June 2025 Last self-enrol date 14 March 2025 Census date 31 March 2025 Last date to withdraw without fail 9 May 2025 Assessment period ends 27 June 2025 Semester 1 contact information
- Semester 1 - Online
Coordinator Catherine Smith Mode of delivery Online Contact hours 24 hours comprising 8 x 2 hour online seminars and 8 hours asynchronous activities Total time commitment 170 hours Teaching period 3 March 2025 to 1 June 2025 Last self-enrol date 14 March 2025 Census date 31 March 2025 Last date to withdraw without fail 9 May 2025 Assessment period ends 27 June 2025 Semester 1 contact information
- Semester 2 - Online
Coordinator Rosie Yasmin Mode of delivery Online Contact hours 24 hours comprising 8 x 2 hour online seminars and 8 hours asynchronous activities Total time commitment 170 hours Teaching period 28 July 2025 to 26 October 2025 Last self-enrol date 8 August 2025 Census date 1 September 2025 Last date to withdraw without fail 26 September 2025 Assessment period ends 21 November 2025 Semester 2 contact information
- Semester 2 - On Campus
Coordinator Rosie Yasmin Mode of delivery On Campus (Parkville) Contact hours 24 hours comprising 8 x 2 hour on campus seminars and 8 hours asynchronous activities Total time commitment 170 hours Teaching period 28 July 2025 to 26 October 2025 Last self-enrol date 8 August 2025 Census date 1 September 2025 Last date to withdraw without fail 26 September 2025 Assessment period ends 21 November 2025 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: 4 March 2025
Further information
- Texts
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of TESOL Course Master of Education Course Master of Modern Languages Education - Links to additional information
Faculty of Education: https://education.unimelb.edu.au/
Last updated: 4 March 2025