Year
2022Credit points
10Campus offering
No unit offerings are currently available for this unitPrerequisites
NilUnit rationale, description and aim
At a time of rapid ongoing change in society and education, the role of an educator or allied professional with specialist knowledge, understanding, and skills in promoting the social-emotional wellbeing of young people and fostering their engagement with learning is increasingly important. In this unit, within the Wellbeing specialisation of the Graduate Certificate in Education and Master of Education, students will critically review current literature related to developing and sustaining a positive learning environment and identify the key factors that contribute to or hinder the development of such an environment for learners in schools and other learning contexts. Students will examine the relationships among wellbeing, social and emotional competencies, and engagement with learning and critically appraise evidence-informed approaches to building a safe, supportive, inclusive and positive learning environment. Finally, on the basis of their review of literature as well as their critical reflection on local policies, practices, and the principles of Catholic Social Teaching, students will design an initial action plan for enhancing a particular learning environment. Therefore, the aim of this unit is to support students in developing the required advanced knowledge, understanding and skills they need in order to enable a positive learning environment and promote the wellbeing of children and young people.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
On successful completion of this unit, students should be able to:
LO1 - Articulate the key factors that contribute to or hinder the development of a safe, supportive, inclusive and positive learning environment (GA1, GA2, GA4, GA5, GA8, GA9, GA10; APST 1.1, 1.2, 1.3, 4.1, 4.4, 7.1, 7.2)
LO2 - Analyse the relationships among wellbeing, social and emotional competencies, prosocial behaviour, mental health as well as attitudes towards and engagement with learning (GA1, GA2, GA4, GA5, GA8, GA9, GA10; APST 1.1, 1.2, 1.3, 4.1, 4.4, 7.1, 7.2)
LO3 - Critically appraise evidence-informed approaches to building a safe, supportive, inclusive and positive learning environment (GA1, GA2, GA4, GA5, GA8, GA9, GA10; APST 1.1, 1.2, 1.3, 4.1, 4.4, 7.1, 7.2)
LO4 - Develop an action plan for developing and sustaining a safe, supportive, inclusive and positive learning environment that is informed by an understanding of local policies, practices, the role of social-emotional learning, the principles of Catholic Social Teaching and the need for coordinated, collaborative home-school-community approaches and support networks (GA1, GA2, GA4, GA5, GA8, GA9, GA10; APST 1.1, 1.2, 1.3, 4.1, 4.4, 7.1, 7.2).
Graduate attributes
GA1 - demonstrate respect for the dignity of each individual and for human diversity
GA2 - recognise their responsibility to the common good, the environment and society
GA4 - think critically and reflectively
GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession
GA8 - locate, organise, analyse, synthesise and evaluate information
GA9 - demonstrate effective communication in oral and written English language and visual media
GA10 - utilise information and communication and other relevant technologies effectively.
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS
On successful completion of this unit, students should have gained evidence towards the following standards
1.1 Physical, social and intellectual development and characteristics of students (Highly Accomplished) |
1.2 Understand how students learn (Highly Accomplished) |
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds (Highly Accomplished) |
4.1 Support student participation (Lead) |
4.4 Maintain student safety (Highly Accomplished) |
7.1 Meet professional ethics and responsibilities (Highly Accomplished) |
7.2 Comply with legislative, administrative and organisational requirements (Lead) |
Content
Topics will include:
- critical review of current literature related to developing and sustaining safe, supportive, inclusive and positive learning environments
- appraisal of key factors (including collaboration, networks of support and teacher attitude, wellbeing and social-emotional competency) that contribute to or hinder the development of such an environment for learners in schools and other learning contexts
- relationships among wellbeing, social and emotional competencies, and engagement with learning
- evidence-informed approaches and strategies for building and sustaining safe, supportive, inclusive and positive learning environments
- role of local policies, evidence-informed practices, and the principles of Catholic Social Teaching in the development of action plans
- developing action plans for promoting wellbeing and enabling safe, supportive, inclusive and positive learning environments.
Learning and teaching strategy and rationale
This unit may be offered in online, on campus or in blended learning modes. The use of LEO will be integral to the unit in exploring concepts and testing understandings and propositions. Strategies used may include lectures, engagement with the literature, self-directed learning, critical reflection against relevant professional standards, case studies, dialogue and interrogation of concepts, theories and practices, and the application of learning to current professional contexts.
This is a 10 credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total across the semester. To achieve a passing standard in this unit, students will find it helpful to engage in the full range of learning activities and assessments utilised in this unit, as described in the learning and teaching strategy and the assessment strategy. The learning and teaching and assessment strategies include a range of approaches to support your learning such as reading, reflection, discussion, webinars, podcasts, video, workshops, and assignments etc.
Assessment strategy and rationale
In order to successfully complete this unit, students need to complete and submit two graded assessment tasks. The assessment strategy used allows students to demonstrate their knowledge related to creating positive learning environments.
In order to develop this level of creativity, students are required to complete two tasks. The first task involves a review of literature identifying factors that contribute to or hinder safe and supportive learning environments. The second task is an action plan designed for a specific context.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Attributes |
|---|---|---|---|
Assessment Task 1 Critical Review This task requires students to critically review current relevant literature and identify key factors that contribute to or hinder the development of safe, supportive, inclusive and positive learning environments. Consideration should also be given to factors such as wellbeing, social-emotional competency, prosocial behaviour, mental health, and engagement with learning). Students should present their findings in the format of their choice (e.g., essay, presentation, online activity, etc.). | 50% | LO1, LO2 | GA1, GA2, GA4, GA5, GA8, GA9, GA10 |
Assessment Task 2 Initial Action Plan This task requires students to develop a proposal for an initial action plan for enabling (or enhancing) a safe, supportive, inclusive and positive learning environment in their professional context. The plan should be consistent with current policy frameworks, include consideration of the need for the proposed plan and a rationale for its design. Students should include a flow chart (including time estimates) for implementing the plan, a brief description of selected evidence-informed strategies to be utilised as well as a description of the evidence that would be gathered to monitor the implementation and potential outcomes of the plan. | 50% | LO3, LO4 | GA1, GA2, GA4, GA5, GA8, GA9, GA10 |
Representative texts and references
Adams, C. & Olsen, J. (2017). Principal support for student psychological needs: social-psychological pathway to a healthy learning environment. Journal of Educational Administration, 55(5), 510-525.
Aldridge, J. M., Fraser, B. J., Ala’i, K., Earnest, J., Afari, E., & Fozdar, F. (2016). Students’ perceptions of school climate as determinants of wellbeing, resilience, and identity. Improving Schools, 19(1), 5-26.
Baker, L. (2017). Review: Mental health and wellbeing through schools: The way forward. Journal of Psychologists and Counsellors in Schools, 27(1), 137-138.
Brede, J., Remington, A., Kenny, L., Warren, K., & Pellicano, E. (2017). Excluded from school: Autistic students’ experiences of school exclusion and subsequent re-integration into school. Autism and Developmental Language Impairments, 2, 1-20.
Collie, R. J. (2017). Teachers’ social and emotional competence: Links with social and emotional learning and positive workplace outcomes. In E. Frydenberg, A. J. Martin, & R. J. Collie (Eds.), Social and emotional learning in Australia and the Asia-Pacific: Perspectives, programs and approaches (pp. 167-184). Singapore: Springer.
Noble, T. & McGrath, H. Slemp, G. R., Chin, T., Kern, M. L., Siokou, C., Loton, D., Oades, L. G., Vella-Broderick, D., & Waters, L. (2017). Positive education in Australia: Practice, measurement, and future directions. In E. Frydenberg, A. J. Martin, & R. J. Collie (Eds.), Social and emotional learning in Australia and the Asia-Pacific: Perspectives, programs and approaches (pp. 101-122). Singapore: Springer.
Schonert-Reichl, K. A. (2017). Social and emotional learning and teachers. The Future of Children, 27(1), 137-155
Towns, S. (2017). Harnessing the power of collaborative practice to improve the primary to secondary school transition experience. Australian Educational Leader, 39(1), 58-61.
Waters, L. E., White, M. A., Wang, L. & Murray, A. Simon (2015). Leading whole-school change. In M. A. White & A. S. Murray (Eds.), Evidence-based approaches in positive education: Implementing a strategic framework for well-being in schools (pp. 43-63). Dordrecht: Springer.
White, M. A. & Waters, L. E. (2015). Strengths-based approaches in the classroom and the staffroom. In M. A. White & A. S. Murray (Eds.), Evidence-based approaches in positive education: Implementing a strategic framework for well-being in schools (pp. 111-133). Dordrecht: Springer.