Viewing Unit History

The information below is relevant from 24/02/2014 to 09/07/2017
Click Here to view current information

EDED13434 - Learning and Wellbeing in Middle School

General Information

Unit Synopsis

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.

Details

Level Undergraduate
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

Unit Availabilities from Term 3 - 2015

Term 2 - 2017 Profile
Bundaberg
Distance
Mackay
Noosa
Rockhampton
Term 2 - 2018 Profile
Bundaberg
Distance
Mackay
Noosa
Rockhampton
Term 2 - 2019 Profile
Bundaberg
Cairns
Mackay
Noosa
Online
Rockhampton
Term 2 - 2020 Profile
Bundaberg
Cairns
Mackay
Noosa
Online
Rockhampton
Term 2 - 2021 Profile
Bundaberg
Cairns
Mackay City
Online
Rockhampton
Term 2 - 2022 Profile
Bundaberg
Cairns
Mackay
Online
Rockhampton
Townsville

Attendance Requirements

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).

Assessment Overview

Recommended Student Time Commitment

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 Tasks

Assessment Task Weighting
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%).

Consult the University’s Grades and Results Policy for more details of interim results and final grades

Past Exams

To view Past Exams, please login
Previous Feedback

Term 2 - 2020 : The overall satisfaction for students in the last offering of this course was 4.2 (on a 5 point Likert scale), based on a 38.74% response rate.

Feedback, Recommendations and Responses

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.

Source: Unit evaluation
Feedback
Moodle navigation
Recommendation
Review the structure of the Moodle site and implement changes that facilitate 'user-friendly' access to key materials.
Action Taken
The unit was restructured using the tile format and key materials were easily accessible through consistent headings and formatting of weekly content.
Source: Student Feedback Staff Feedback
Feedback
Review wording of assessment tasks .
Recommendation
Review wording and structure of assessment tasks to limit any ambiguity.
Action Taken
Nil.
Source: Student Feedback Staff Feedback
Feedback
Explicit alignment between Moodle content and assessment tasks were helpful.
Recommendation
Maintain explicit links within weekly content and assessment overviews.
Action Taken
Nil.
Source: Student Feedback
Feedback
Resources are up to date, practical and significant both professionally and personally.
Recommendation
Maintain current links and resources in Moodle Content to reflect current industry environment.
Action Taken
Nil.
Unit learning Outcomes

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

  1. Identify and critique relevant policies, relationships, organisations and networks that support the wellbeing of individuals and communities.
  2. Examine the range of risk and protective factors that impact on the wellbeing of pre-adolescent and adolescent individuals from diverse social and cultural backgrounds.
  3. Evaluate strategies and processes that can support and maximise individual and community wellbeing, belonging and safety in physical, social and cyber environments.
  4. Identify strategies that contribute to the maintenance of personal and professional wellbeing of educators.
  5. Discuss the role of educators in the promotion of social, emotional and mental wellbeing to enhance student learning in rapidly changing 21st century contexts.
  6. Communicate an explicit commitment to the wellbeing of learners through defence of socially just classroom practice and strategies for building productive partnerships with students, parents and carers and communities.

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.

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5 6
1 - Group Work
2 - Presentation and Written Assessment
Alignment of Graduate Attributes to Learning Outcomes
Introductory Level
Intermediate Level
Graduate Level
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
Alignment of Assessment Tasks to Graduate Attributes
Introductory Level
Intermediate Level
Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9
1 - Group Work
2 - Presentation and Written Assessment