In Learning and Wellbeing in Middle School, students build on their understanding of the role that educators play in creating supportive learning environments to research and articulate strategies for promoting mental health, wellness and effective social relationships with a particular focus on students in the pre-adolescent and adolescent years. Students extend their thinking about the role and relationship of policies, partnerships with external professionals, community representatives and parents in broadening educators’ professional knowledge and socially just practice. They articulate a developed understanding of the links between risk and protective factors, wellness and learning and use examples from their environment and community to develop analytical and practical knowledge of the notion of wellbeing and mental, emotional and social health as a community concern. Students reflect on their own wellness and wellbeing and explore enabling strategies that will support their efficacy and practice throughout their careers. They develop strategies for optimising the wellbeing of learners via the provision of a learning environment that is open, respectful, caring and safe, and via curriculum and pedagogy that teaches personal and social capabilities; builds positive relationships; and is responsive to individual learners. Throughout this unit, students will reflect on how learning and wellbeing are inextricably linked and how a learner’s individual, school and community experiences can significantly impact on their wellbeing.
Level | Undergraduate |
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Unit Level | 3 |
Credit Points | 6 |
Student Contribution Band | SCA Band 1 |
Fraction of Full-Time Student Load | 0.125 |
Pre-requisites or Co-requisites |
There are no pre-requisites for the unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework). |
Class Timetable | View Unit Timetable |
Residential School | No Residential School |
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Assessment Task | Weighting |
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1. Group Work | 50% |
2. Presentation and Written Assessment | 50% |
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%).
All University policies are available on the Policy web site, however you may wish to directly view the following policies below.
This list is not an exhaustive list of all University policies. The full list of policies are available on the Policy web site .
Term 2 - 2023 : The overall satisfaction for students in the last offering of this course was 79.66% (`Agree` and `Strongly Agree` responses), based on a 20.49% response rate.
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
On successful completion of this unit, you will be able to:
Successful completion of the unit Learning and Wellbeing in Middle School provides opportunities for students to demonstrate the Australian Professional Standards for Teachers focus areas of 1.1, 1.3, 3.7, 4.1, 4.4, 6.2, 6.4, 7.1, 7.3 and 7.4. Assessment tasks for this unit may be included in a portfolio and used as evidence of progress towards meeting the standards at Graduate career stage and as the focus for identifying professional learning needs.
Assessment Tasks | Learning Outcomes | |||||
---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | 6 | |
1 - Group Work | • | • | • | |||
2 - Presentation and Written Assessment | • | • | • |
Graduate Attributes | Learning Outcomes | |||||
---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | 6 | |
1 - Communication | • | • | • | |||
3 - Critical Thinking | • | • | • | • | ||
4 - Information Literacy | • | • | ||||
5 - Team Work | • | • | • | |||
6 - Information Technology Competence | • | • | • | • | ||
7 - Cross Cultural Competence | • | • | • | • | • | |
8 - Ethical practice | • | • | • |
Assessment Tasks | Graduate Attributes | |||||||||
---|---|---|---|---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
1 - Group Work | • | • | • | • | • | • | • | |||
2 - Presentation and Written Assessment | • | • | • | • | • |