Wellbeing Approaches and Frameworks (EDUC91350)
Graduate courseworkPoints: 12.5Online
Overview
| Availability | March - Online August - Online |
|---|---|
| Fees | Look up fees |
This subject concerns the historical, cultural, social and political contexts in which well-being is understood and the concepts, theories and evidence-based research informing and directing the promotion of well-being in educational settings. The focus will be on current models that have general application but are also utilised in promoting learner and educator well-being from early childhood to post-compulsory educational settings. Through engaging with contemporary research, theories and frameworks students will interrogate and reflect on their own perspectives and values regarding wellbeing and the ways in which wellbeing is understood for diverse learner perspectives.
Intended learning outcomes
On completion of this subject, students should be able to:
- Summarise and compare key theories and frameworks that inform approaches to promoting wellbeing
- Critically evaluate the supporting research and current debates for selected theories and frameworks
- Critically appraise theories and frameworks to analyse issues of equity, diversity, inclusion, and social justice when delivering wellbeing education
- Interact with contemporary global research to inform personal and organisational practices in the promotion of learner and staff wellbeing.
Generic skills
This subject will assist students to develop the following transferable skills:
- Critical reasoning and thinking
- Problem solving
- Communication.
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 |
|---|---|---|---|
| EDUC91322 | Foundations: Wellbeing |
Semester 2 (Online)
Semester 1 (On Campus - Parkville)
Semester 2 (On Campus - Parkville)
Semester 1 (Online)
|
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 |
|---|---|---|---|
| EDUC91322 | Foundations: Wellbeing |
Semester 2 (Online)
Semester 1 (On Campus - Parkville)
Semester 2 (On Campus - Parkville)
Semester 1 (Online)
|
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
EDUC90258 Student Wellbeing: Current Approaches
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 |
|---|---|---|
Small group presentation: (10-minutes) of an allocated wellbeing framework, and an individual 1500-word paper critiquing all frameworks discussed in the group (Presentation is weighted as 1000 words equivalent; 20%)
| Mid-teaching period | 50% |
Case study: Discussion paper in which the supporting research and evidence is critically evaluated
| 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 and asynchronous). | N/A |
Last updated: 4 March 2025
Dates & times
- March - Online
Coordinator Natalie Hendry Mode of delivery Online Contact hours Online: 24 hours comprising 16 hours on synchronous online sessions and 8 hours asynchronous online learning Total time commitment 170 hours Pre teaching start date 3 March 2025 Pre teaching requirements During the pre-teaching period students will be required to engage with materials on the LMS Teaching period 9 March 2025 to 10 May 2025 Last self-enrol date 4 March 2025 Census date 21 March 2025 Last date to withdraw without fail 23 April 2025 Assessment period ends 20 May 2025 March contact information
- August - Online
Coordinator Natalie Hendry Mode of delivery Online Contact hours 24 hours comprising 16 hours of synchronous online sessions and 8 hours asynchronous online learning Total time commitment 170 hours Pre teaching start date 28 July 2025 Pre teaching requirements During the pre-teaching period students will be required to engage with materials on the LMS Teaching period 3 August 2025 to 20 September 2025 Last self-enrol date 29 July 2025 Census date 15 August 2025 Last date to withdraw without fail 19 September 2025 Assessment period ends 14 October 2025
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