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EEE756 - Health, Wellbeing and Inclusive Education

Unit details

Year:

2020 unit information

Enrolment modes:

Trimester 1: Burwood (Melbourne), Cloud (online), CBD*

Trimester 2: Burwood (Melbourne), Cloud (online), CBD*

Trimester 3: Burwood (Melbourne), Cloud (online), CBD*

Credit point(s):1
EFTSL value:0.125
Unit Chair:Jill Loughlin
Cohort rule:

Students commencing in 2020 must be enrolled in course D303, D304, E761, E762, E763, E764 or E765

Prerequisite:

D303 or D304 course students must have passed 24 credit points of study at levels 1, 2 & 3 with a minimum WAM of 60%

Corequisite:

EEE754 and EEE755       

Incompatible with:

Nil

Typical study commitment:

Students will on average spend 150-hours over the trimester undertaking the teaching, learning and assessment activities for this unit.

Scheduled learning activities - campus:

Time engaging in learning activities is expected to total a combined equivalent of 8-10 hours per week. 

Trimester 1: 1 x 3-hour scheduled face-to-face workshop per non-placement teaching week (approx. 6-9 weeks), this includes engagement with materials, responses to tasks, independent study.

Trimester 3: Intensives at Burwood 5 x 3-hour sessions with dates to be confirmed.

Scheduled learning activities - cloud:

Time engaging in learning activities is expected to total a combined equivalent of 8-10 hours per week.

This includes engagement with materials, responses to tasks, regular forum posting and responding to others, scheduled synchronous online discussions and independent study during non-placement teaching weeks (approx. 6-9 weeks).

It is highly recommended that you attend scheduled synchronous discussions in CloudDeakin throughout the trimester.

In-person attendance requirements:

Trimester 3: Intensives at Burwood 

Students who are completing professional experience placements are not required to attend classes or scheduled synchoronous sessions during the placement.

Note:

*CBD refers to Institute of Koorie Education; Community Based Delivery

Content

This unit will explore the aims and purpose of schooling by drawing on historical and contemporary perspectives which influence the way learning environments are created and impact on children and young people’s learning.

Students will engage in an exploration of the relationship between learning, learning outcomes and well-being. Individual wellbeing and identity and wellbeing from ecological, Indigenous and intercultural perspectives will be explored. Students will investigate learning environments and how these impact on learner well-being and in turn learning.

The unit also explores ways to create safe, secure and nurturing learning environments for all children and young people that enhance positive learner engagement

 

These are the Learning Outcomes (ULO) for this unit

At the completion of this unit, successful students can:

Deakin Graduate Learning Outcomes
ULO1

Analyse how national regulatory, curriculum and policy frameworks constitute children and young people as learners through the lens of health and wellbeing

GLO1: Discipline-specific knowledge and capabilities

ULO2

Identify factors and theories that underpin and shape inclusive learning friendly environments

GLO1: Discipline-specific knowledge and capabilities

ULO3 Constructively engage with discourses and debates about the history and purpose of education in the 21st century

GLO1: Discipline-specific knowledge and capabilities

GLO2: Communication

ULO4 Discuss and debate contemporary theories and critical perspectives in relation to learner belonging, engagement and wellbeing

GLO1: Discipline-specific knowledge and capabilities

GLO2: Communication

ULO5 Critically examine teacher and learner agency supporting health, safety and wellbeing across diverse learning communities

GLO3: Digital literacy

GLO5: Problem solving

GLO6: Self-management

These Unit Learning Outcomes are applicable for all teaching periods throughout the year

Assessment

Assessment Description Student output Grading and weighting
(% total mark for unit)
Indicative due week
Assessment 1 (Individual) - Analytical Essay 2000 words or equivalent  40%

Information not yet available

Assessment 2 (Individual) - Digital Scrapbook  3000 words or equivalent 60%

Information not yet available

The assessment due weeks provided may change. The Unit Chair will clarify the exact assessment requirements, including the due date, at the start of the teaching period.

Learning Resource

Essential learning resources:

Australian Department of Education and Training, 2011, My Time, Our Place - Framework for School Age Care in Australia. Found online at: https://docs.education.gov.au/node/3388

Australian Curriculum Assessment and Reporting Authority 2019, The Australian Curriculum – Health and Physical Education F-10 curriculum, https://www.australiancurriculum.edu.au/f-10-curriculum/

CHURCHILL, R., Godhino, S., Johnson, N., Keddie, A., Letts, W., Lowe, K., McKay, J., McGill, M., Moss, J., Nagel, M., Shaw, K. and Rogers, J. (2018). Teaching: Making a Difference. 4th ed. [Melbourne]: JOHN WILEY.   (Hard copy and Electronic copies are available for purchase)

The Melbourne Declaration on Educational Goals for Young Australians. Found online at: http://www.curriculum.edu.au/verve/_resources/national_declaration_on_the_educational_goals_for_young_australians.pdf

Department of Education, training and Workplace relations, 2009, Belonging, Being, Becoming – the early years learning framework for Australia. Found online at: https://www.acecqa.gov.au/sites/default/files/2018-02/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf

Australian Curriculum Assessment and Reporting Authority, 2011, General capabilities. Found Online at: https://www.acara.edu.au/curriculum/general-capabilities

Australian Department of Education and Training, 2011, My Time, Our Place - Framework for School Age Care in Australia. Found online at: https://docs.education.gov.au/node/3388

 

Recommended learning resources:

Beattie, M 2007, The art of learning to teach: Creating professional narratives, Pearson, Upper Saddle River, NJ.

Dewey, J, 1916, Democracy and education. Macmillan, US.

Edwards, CP, Gandini, L & Forman, GE, 2011, The hundred languages of children, ABC-CLIO, Westport, US.

Garvis, S & Pendergast, D 2017, Health and wellbeing in childhood, Cambridge, United Kingdom; Port Melbourne, VIC Cambridge University Press.

Grace, R, Hodge, K & McMahon, C, 2016, Children, families and communities, Oxford University Press, South Melbourne.

Noddings, N, 2013, Caring: A Relational Approach to Ethics and Moral Education, University of California Press, CA.

Noddings, N, 2003, Happiness and education, Cambridge University Press, UK.

Welch, A, Connell, R, Mockler, N, Sriprakash, A, Proctor, H, Hayes, D, Foley, D, Vickers, M, Bagnall, N, Burns, K, Low, R & Groundwater-Smith, S, 2017, Education, change and society, Oxford University Press, South Melbourne.

Wright, K, & McLeod, J (eds) 2014, Rethinking Youth Wellbeing: Critical Perspectives, Springer, Singapore. Available from: ProQuest Ebook Central. [18 February 2019].

 

*The texts and reading list for the unit can be found on the University Library via the link below: https://deakin.rl.talis.com/modules/unitcode.html
Note: Select the relevant trimester reading list.

Please note that a future teaching period's reading list may not be available until a month prior to the start of that teaching period so you may wish to use the relevant trimester's prior year reading list as a guide only.

Unit Fee Information

Click on the fee link below which describes you:

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