Unit rationale, description and aim
“Schools play a vital role in promoting the intellectual, physical, social, emotional, moral, spiritual and aesthetic development and wellbeing of young Australians” (MYCEETYA, 2008). This unit explores how teachers and schools can develop an integrated approach to the education and development of the whole person. All of the experiences school students have influence their wellbeing and development. Learning within and between the disciplines, and personal and interpersonal learning each play a part. The unit focuses on the school culture and environment, teaching and learning (both explicit and implicit), the links between school, home and community, and the contribution of all of these to student wellbeing and the development of the whole person.
The aim of this unit is to provide pre-service teachers with the understanding of the role schools play in the wellbeing and development of the whole person, through examining diverse aspects of the school culture, environment and local community.
Campus offering
No unit offerings are currently available for this unit.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.
Analyse critically key school policies and documen...
Learning Outcome 01
Articulate multiple ways in which teacher practice...
Learning Outcome 02
Identify opportunities for promoting wellbeing and...
Learning Outcome 03
Review a range of resources and strategies availab...
Learning Outcome 04
Identify and describe opportunities for working wi...
Learning Outcome 05
Content
Topics will include:
- Definitions and approaches to wellbeing
- Current policy frameworks and their implications for wellbeing and positive development
- Values and principles underpinning student wellbeing with a focus on the whole person, including Catholic social teaching
- Contribution of teacher language, relationships with students and parents, classroom approaches, behaviour management and other teaching approaches to students’ wellbeing
- Connections between wellbeing and learning across curriculum areas and within disciplines
- A range of resources and strategies
- Models of school/family/community partnerships for learning, wellbeing and development.
Assessment strategy and rationale
A range of assessment procedures will be used to meet the unit learning outcomes and develop graduate attributes consistent with University assessment requirements. Such procedures may include, but are not limited to, essays, reports, examinations, student presentations or case studies.
Minimum Achievement Standards
The assessment tasks for this unit are designed to demonstrate achievement of each learning outcome.
There will be three assessment tasks totalling the equivalent of 4,000 words.
Overview of assessments
Task One Task 1 requires students to analyse the ...
Task One
Task 1 requires students to analyse the impact of school policies and teacher practices (including their own) on student wellbeing
40%
Task Two Task 2 requires students to critique str...
Task Two
Task 2 requires students to critique strategies and resources for the promotion of wellbeing within a discipline
20%
Task Three Task 3 requires students to describe a...
Task Three
Task 3 requires students to describe a school / family / community partnership identifying the nature of the interactions, immediate and ongoing contributions to wellbeing, and further opportunities which might ensue/flow from this partnership.
40%
Learning and teaching strategy and rationale
Pre-service teachers will be involved in a variety of teaching-learning strategies to progress and demonstrate their understandings in this unit. Participants will be involved in a variety of teaching-learning strategies to support learning, including: workshops, seminars, lectures, site visits and online support and investigations.
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 (or equivalent in intensive mode).