Social-Emotional Development & Learning (EDUC91348)
Graduate courseworkPoints: 12.5Online and On Campus (Parkville)
About this subject
Contact information
Semester 2
Semester 2
Overview
| Availability | Semester 2 - Online Semester 2 - On Campus |
|---|---|
| Fees | Look up fees |
This subject explores social, emotional and affective development and factors that influence learners’ success in education and throughout life. The subject will provide students with an examination of so-called ‘noncognitive’ factors—including social-emotional learning, mental health, motivation, self-identity, stress, social supports, and belonging—which affect learning and psychosocial outcomes. It will examine how such processes are influenced by culture and neurodiversity. Specifically, students will learn about how contemporary and scientific research in neuroscience, psychology, and education has shed light on these social-emotional processes, and generate implications and ideas for education and other learning settings.
Intended learning outcomes
On completion of this subject, students should be able to:
- Critically evaluate research and theory relevant to social-emotional development in education and learning
- Explain how social-emotional skills are influenced by culture and neurodiversity
- Design research-informed learning interventions that are sensitive to learners' social-emotional needs
- Explore contemporary approaches to social-emotional development across the age span.
Generic skills
This subject will assist students to develop the following transferable skills:
- Self-awareness
- Critical reasoning and thinking
- Scientific literacy and problem-solving
- Link theory and research evidence to practice.
Last updated: 4 March 2025
Eligibility and requirements
Prerequisites
Option 1 - Master of Education 200pt Program
Admission into the 200pt Program course entry point in the MC-ED Master of Education
AND
A minimum of 100 credit points in Master of Education
AND
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC91318 | Foundations: Data & Science of Learning |
Semester 2 (On Campus - Parkville)
Semester 1 (On Campus - Parkville)
|
12.5 |
Option 2 - Master of Education 150pt Program
Admission into the 150pt Program course entry point in the MC-ED Master of Education
AND
A minimum of 50 credit points in Master of Education
AND
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC91318 | Foundations: Data & Science of Learning |
Semester 2 (On Campus - Parkville)
Semester 1 (On Campus - Parkville)
|
12.5 |
Option 3 - Master of Education 100pt Program
Admission into the 100pt Program course entry point in the MC-ED Master of Education
Option 4 - Master of Instructional Leadership
Admission into the MC-INSLEAD Master of Instructional Leadership
Option 5 - Prior to Mid-Year 2024 Students
Commencement prior to mid-year 2024 in the MC-ED Master of Education, MC-TESOL Master of TESOL, or MC-MLED Master of Modern Languages Education
AND
50 credit points from
| 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 |
| EDUC91316 | Engaging with Research in Education |
Semester 2 (On Campus - Parkville)
Semester 2 (Online)
Semester 1 (Online)
Semester 1 (On Campus - Parkville)
|
12.5 |
| EDUC91030 | Research in Educational Relationships | No longer available | |
| EDUC90900 | Resilience and Relationships |
Term 3 (Online)
Term 1 (Online)
|
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 |
| EDUC91029 | Understanding the Student as Learner |
Semester 2 (On Campus - Parkville)
Semester 1 (On Campus - Parkville)
Semester 2 (Online)
Semester 1 (Online)
|
12.5 |
| EDUC90830 | The Student as Learner |
Term 1 (Online)
Term 3 (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 |
|---|---|---|
Written media review of social-emotional resource: Write an essay for a professional lay audience that reviews a social-emotional resource for students/learners.
| Early Teaching Period | 20% |
Participation in an interactive activity and written report: Write a reflection of your experience and consider the influence of culture and/or neurodiversity on social-emotional skills.
| Mid Teaching Period | 30% |
Written evidence review of social-emotional program: Analyse the evidence around a social-emotional program, taking into account its suitability for diverse learners including First Nations students
| During the assessment period | 50% |
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). | Throughout the teaching period | N/A |
Last updated: 4 March 2025
Dates & times
- Semester 2 - Online
Coordinator Ben Deery Mode of delivery Online Contact hours 24 hours comprising 4 x 4hrs of online seminars over four Saturdays, plus 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 Ben Deery Mode of delivery On Campus (Parkville) Contact hours 24 hours comprising 4 x 4hrs of on campus seminars over four Saturdays, plus 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 Instructional Leadership Course Master of Education - Links to additional information
Faculty of Education: https://education.unimelb.edu.au/
- Available through the Community Access Program
About the Community Access Program (CAP)
This subject is available through the Community Access Program (also called Single Subject Studies) which allows you to enrol in single subjects offered by the University of Melbourne, without the commitment required to complete a whole degree.
Please note Single Subject Studies via Community Access Program is not available to student visa holders or applicants
Entry requirements including prerequisites may apply. Please refer to the CAP applications page for further information.
- Available to Study Abroad and/or Study Exchange Students
Last updated: 4 March 2025