Level: AQF 8 core
Credit points: 6
Prerequisites: None

Unit Description:

Current research suggests that the wellbeing of a school community is shaped by a number of broad influences including the degree to which there is an experience of: choice, meaning and purpose; positive and respectful relationships; enjoyment; personal growth and development; health, and safety; being connected to the school; and inclusivity. In this unit, students are introduced to the theory and principles that underpin the promotion of the social, emotional and academic wellbeing of all members of school communities including students, staff, families and other stakeholders.

As well as being introduced to the theory and research related to wellbeing in schools, students will consider the respective roles that a range of parties, including educational jurisdictions, school leadership, teachers, support staff, families and students, may play in developing and sustaining positive, health-promoting school environments. Opportunity will be provided to consider the relative wellbeing of a school context known to the student, and how the social and emotional health of community members could potentially be enhanced through the application of evidence-based strategies. Finally, students will reflect on their own wellbeing and how this can be maintained and enhanced.

Learning Outcomes:

On successful completion of this unit, students will be able to:

a. Understand factors that contribute to wellbeing in schools

b. Evaluate theories and evidence related to wellbeing in schools

c. Consider the respective role that may be played by a range of stakeholders in promoting wellbeing in schools

d. Applied knowledge related to wellbeing in schools to evaluate the wellbeing of a specific school context

e. Reflected on their own wellbeing and how this may be maintained and enhanced.

Learning and Teaching Process:

The content of this unit has been designed to maximise the learning and the integration of the subject matter. Much of the unit material is specific to the Australian context. For example, this outline does include reference to diverse individuals and diverse groups of individuals. Diversity can encompass but is not limited to: individuals identified with atypical and typical behaviours; Aboriginal and Torres Strait Islander peoples; LGBTIQ+ peoples; culturally and linguistically diverse peoples; individuals with chronological / lifespan status; individuals with learning differences; individuals with different family backgrounds and history.

Students are encouraged to access additional information relevant to their local context, which will assist in applying the learning and ensuring its relevance. This may include specific legislation, government and professional association resources, and journals. It is important that students’ reading is broad.

In general students are expected to:

• read each section of the unit carefully and make notes on new content, and points that are unclear, or in conflict with previous learning or experience
• complete readings of the text and other readings and resources, making notes on important insights or facts, especially those relevant to assignments

There may be periodic suggestions or issues on which students are asked to deliberate and reflect. Sometimes these are dilemmas or difficult issues associated with the study topic which have no right or wrong answers but are used to trigger critical thinking.

Learning activities are set in each section of the unit to give opportunities for further learning. These activities include self-inventories, quizzes, video activities, exercises, case studies and reflection activities. These activities do not need to be sent to the academic teacher for marking. However, valuable learning opportunities will be missed by not engaging with the activities.

Students are also expected to engage in at least 10 hours per week of independent study throughout the trimester.

The workload may include regular weekly learning tasks, attending classes (face-to-face / online), online activities, completing readings, hurdle task activities, researching module topics, and completing prescribed assessment tasks. Students will be required to be proactive and self-directed in their learning, sourcing information as required, especially from the sources available through the Moodle site.

Level: AQF 8 core
Credit points: 6
Prerequisites: None

Unit Description:

Modern schools are multifaceted and complex organisational systems that involve a wide range of important stakeholders including educational jurisdictions, school leadership and administration, staff, students, families, and community members. Research suggests that collaborative, positive relationships are an important predictor of healthy and successful school environments which result in positive outcomes for students across a range of domains.

In this unit students are introduced to knowledge and skills which contribute to building and maintaining positive, healthy relationships in the school context. Specifically, students will consider and practice how these skills may be applied in a range of relational contexts including with school leadership, colleagues, families, students, and other stakeholders.

Learning Outcomes:

On completion of this unit, students will have:

a. Evaluated knowledge and theory related to developing positive, collaborative relationships in the school context;

b. Demonstrate skills required to develop and maintain positive, collaborative relationships in the school context;

c. Considered how knowledge and skills may be applied in a wide range of school-based relational contexts;

d. Reflected on their own contribution to building positive, collaborative relationships in the school context.

Learning and Teaching Process:

5 x 2 hour Online classes

5 x 2 hour fortnightly Online consultation drop-in sessions in alternative week when teaching not scheduled

Monitored self-pace activities

Attendance requirements are only associated with 2 hour Online classes.

Level: AQF 8 core
Credit points: 6
Prerequisites: None

Unit Description:

The school years represent a period of considerable growth and change across numerous areas of a young person’s life. People enter school as young children highly dependent on the care of others, and exit it as young adults who are expected to competently manage life’s responsibilities and challenges. This unit focusses on many of the typical developmental, social and emotional experiences and challenges that are faced by young people today as they traverse the period between commencing school and graduation.

Students will consider a range of important and common developmental, social, and emotional issues encountered by contemporary school students including physical maturation and change; cognitive and moral development; identity formation; gender and sexuality; peer and family relationships; bullying; social media; drugs and alcohol; stress, anxiety and depression; diversity and difference; and transitioning to high school and beyond. In addition the unit will focus on how adults within the school environment may best support young people during the inevitable changes that accompany growing up, and assist them to develop knowledge and skills that will allow them to successfully navigate the school years.

Learning Outcomes:

On successful completion of this unit, students will be able to:

a. Critically analyse the range of developmental changes experienced by children and young people

b. Comprehend a number of common experiences and challenges faced by young people during the school years

c. Evaluate evidence-based strategies to maintain and enhance the wellbeing of young people in the school context

d. Reflect on their own contribution to the developmental, social and emotional wellbeing of young people who they know

Learning and Teaching Process:

The content of this unit has been designed to maximise the learning and the integration of the subject matter. Much of the unit material is specific to the Australian context. For example, this outline does include reference to diverse individuals and diverse groups of individuals. Diversity can encompass but is not limited to: individuals identified with atypical and typical behaviours; Aboriginal and Torres Strait Islander peoples; LGBTIQ+ peoples; culturally and linguistically diverse peoples; individuals with chronological / lifespan status; individuals with learning differences; individuals with different family backgrounds and history.

Students are encouraged to access additional information relevant to their local context, which will assist in applying the learning and ensuring its relevance. This may include specific legislation, government and professional association resources, and journals. It is important that students’ reading is broad.

In general students are expected to:

• read each section of the unit carefully and make notes on new content, and points that are unclear, or in conflict with previous learning or experience
• complete readings of the text and other readings and resources, making notes on important insights or facts, especially those relevant to assignments

There may be periodic suggestions or issues on which students are asked to deliberate and reflect. Sometimes these are dilemmas or difficult issues associated with the study topic which have no right or wrong answers but are used to trigger critical thinking.

Learning activities are set in each section of the unit to give opportunities for further learning. These activities include self-inventories, quizzes, video activities, exercises, case studies and reflection activities. These activities do not need to be sent to the academic teacher for marking. However, valuable learning opportunities will be missed by not engaging with the activities.

Students are also expected to engage in at least 10 hours per week of independent study throughout the trimester.

The workload may include regular weekly learning tasks, attending classes (face-to-face / online), online activities, completing readings, hurdle task activities, researching module topics, and completing prescribed assessment tasks. Students will be required to be proactive and self-directed in their learning, sourcing information as required, especially from the sources available through the Moodle site.

Level: AQF 8 core
Credit points: 6
Prerequisites: None

Unit Description:

Contemporary schools are increasingly diverse and complex communities. Students and their families come from a broad range of backgrounds characterised by the diversity of their members not only with respect to age, gender, and socioeconomic status but also in ethnicity, culture, language, religion and spirituality, sexual identity and orientation, and ability.

The unit provides students with opportunities to explore the diversity of client presentations in school settings, and supports the development of skills in self-awareness, sensitivity, multicultural counselling and informed and ethical practice. In addition, it will provide students with specific interpersonal skills and strategies to work effectively with a wide range of students and their families.

Learning Outcomes:

On successful completion of this unit, students will be able to:

a. Understand key concepts of culture, cultural identity, cultural influence, stigma, and prejudice

b. Demonstrate a familiarity with the key issues faced by minority student populations and their families, including Aboriginal and Torres Strait Islander Peoples, migrants, refugees, LGBTIQ people, and people with physical/intellectual disabilities

c. Apply skills for working effectively with students from diverse backgrounds and their families

d. Reflect on their own identity and experience with respect to key topics discussed in the unit and how this may impact on their practice

e. Critically evaluate the ethical issues associated with working with students from diverse populations

Learning and Teaching Process:

5 x 2 hour Online classes

5 x 2 hour fortnightly Online consultation drop-in sessions in alternative week when teaching not scheduled

Monitored self-pace activities

Attendance requirements are only associated with 2 hour Online classes.