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Positive Communities and Organisations (EDUC20074)

Undergraduate level 2Points: 12.5On Campus (Parkville)

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Year of offer2019
Subject levelUndergraduate Level 2
Subject codeEDUC20074
Semester 2
FeesSubject EFTSL, Level, Discipline & Census Date

In this subject, students will explore how theories on wellbeing, ethics and virtues are being applied to education settings, workplaces and communities.

Students will investigate key questions such as: What are the building blocks of lasting wellbeing in youth and adulthood? What are the ways wellbeing skills can be learned? What are the issues to consider? How can workplaces foster wellbeing in employees and assist their local communities to thrive?

Students will present case studies on how wellbeing insights are being taught and applied in school, organisation or community settings; understand the role of wellbeing and virtues with respect to both subjective and objective outcomes; and consider implications of cross-cultural issues as well as trends in wellbeing policy.

Intended learning outcomes

Students will:

  • Understand the impact of wellbeing on health, social outcomes and achievement.
  • Develop ways the skills of wellbeing can be taught in education settings.
  • Understand the role of strengths-based versus deficit-based teaching approaches.
  • Explore the role of corporations needing to be virtuous, ethical and socially responsible.

Generic skills

On completion of this subject, students will able to:

  • initiate and implement constructive change in their communities through knowledge of innovative methods and tools to teach wellbeing skills.
  • engage in meaningful public discourse, with a profound awareness of community needs and the relationship between wellbeing and performance outcomes.
  • expand their analytical and cognitive skills through learning that draws on multiple disciplines, including education, psychology, and business.

Eligibility and requirements





Non-allowed subjects


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



  • 1500-word analysis of role of wellbeing theory in education. Due mid-semester, 40%
  • 1500-word case study and analysis of a school or organisation that is applying wellbeing theory. Due end of semester, 40%
  • Fortnightly quiz response on lectures (equivalent to 1000 words), 20%

This subject has a hurdle requirement of a minimum of 80% attendance at all scheduled tutorials, seminars and workshops.

Dates & times

  • Semester 2
    Principal coordinatorGavin Slemp
    Mode of deliveryOn Campus — Parkville
    Contact hours36 hours
    Total time commitment170 hours
    Teaching period29 July 2019 to 27 October 2019
    Last self-enrol date 9 August 2019
    Census date31 August 2019
    Last date to withdraw without fail27 September 2019
    Assessment period ends22 November 2019

    Semester 2 contact information

Time commitment details

170 hours

Further information

Last updated: 10 August 2019