SPE3004 Social and Emotional Wellbeing in Primary Context
|Semester 2, 2019 Online|
|Short Description:||Socl & Emtnl Wellbeing Primary|
|Faculty or Section :||Faculty of Business, Education, Law and Arts|
|School or Department :||School of Education|
|Student contribution band :||National Priority - Teaching|
|ASCED code :||070113 - Teacher Education: Special Edu|
|Grading basis :||Graded|
|Version produced :||26 May 2019|
Examiner: Susan Carter
Students enrolling in courses which do not follow the recommended enrolment pattern cannot be assured of a developmental learning experience or program completion within their preferred timeframe.
Modern schools are complex social environments due to rapid change impacting families, communities, technology, culture, government, the economy, and workplace reform. Influences such as globalisation, growth of digital technology, increasing social and cultural diversity, increasingly inequitable distribution of wealth, and the ongoing explosion of new knowledge are leading to unprecedented levels of stress across the social spectrum. Young people are being challenged to live with complexity, uncertainty, and diversity more than ever before. Most cope well and adjust to the demands of contemporary life due to support from families, friends, schools, and other social networks. An increasing number of young people, however, are showing signs of distress. Schools play a crucial role in promoting health and wellbeing in their local communities, and society is increasingly turning to education as a source of positive influence on mental health outcomes for future generations. Students will reflect on their own experiences and build new understandings that will be applied in sector specific professional experience contexts.
This course is designed to prepare pre-service teachers by helping them to develop an awareness of the nature of risk and the protective factors that impact learners' social and emotional wellbeing and mental health. Pre-service teachers will participate in a range of learning activities to develop knowledge of the warning signs of mental health problems and/or illness, and the curriculum and pedagogical approaches that promote wellbeing in school communities. Pre-service teachers will learn how to respond to learners showing signs of distress, in particular distress related to bullying or cyberbullying. A health promotion model will be introduced and pre-service teachers will explore practical and innovative ways to promote health-enhancing cultures in their classrooms, through curriculum, and in school communities. Pre-service teachers will explore the implications of educator wellbeing as a precursor to promoting health in school communities.
The course objectives define the student learning outcomes for a course in accordance with the Australian Institute for Teaching and School Leadership’s (AITSL) Australian Professional Standards for Teachers (APST). On successful completion of this course pre-service teachers should be able to:
- apply a broad range of concepts in mental health promotion and intervention through the application of an ecological/contextual model addressing social and emotional wellbeing issues (APST 4.4, 4.5)
- identify, describe, and analyse factors that lead to learner alienation, mental health problems/mental illness (APST 4.4)
- explain response strategies within learning programs, across a range of contexts (APST 3.2, 4.4, 4.5)
- describe the role of social and emotional learning in the promotion of social and emotional wellbeing, including a critical discussion on the role of the educator in the promotion of social and emotional wellbeing within learning programs (APST 3.2, 4.4, 4.5)
- formulate cogent arguments for the centrality of educator wellbeing in a health promoting school culture (APST 4.4, 4.5).
|1.||Contextualising and conceptualising social emotional wellbeing and learning in primary schools||30.00|
|2.||Inquiring and investigating issues in social emotional wellbeing and learning in primary schools||30.00|
|3.||Responding to issues in social emotional wellbeing and learning in primary schools.||40.00|
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://omnia.usq.edu.au/textbooks/?year=2019&sem=02&subject1=SPE3004)
Please contact us for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)
Student workload expectations
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|ASSIGNMENT 1||40||40||14 Aug 2019|
|ASSIGNMENT 2||60||60||18 Sep 2019|
Important assessment information
It is the students' responsibility to attend and participate appropriately in all activities scheduled for them, and to study all material provided to them or required to be accessed by them, to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.
Requirements for students to complete each assessment item satisfactorily:
To complete assessment items satisfactorily, students must obtain at least 50% of the marks available for each item.
Penalties for late submission of required work:
Students should refer to the Assessment Procedure http://policy.usq.edu.au/documents.php?id=14749PL (point 4.2.4)
Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative items for the course.
There is no examination in this course.
Examination period when Deferred/Supplementary examinations will be held:
There is no examination in this course, there will be no deferred or supplementary examinations.
University Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at http://policy.usq.edu.au.
Referencing in assignments must comply with the APA referencing system. This system should be used by students to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ library's referencing guide. This guide can be found at http://www.usq.edu.au/library/referencing.
Students are required to demonstrate competence in and appropriate use of academic language and literacy, including spelling, grammar, punctuation, and referencing in all assessment responses. Marks allocated to the aforementioned criteria will be specified in the criteria for assessment of all assessment items.
Students are required to submit ALL assignments to evidence meeting or exceeding the mandatory requirements of the Australian Professional Standards for Teachers (APSTs).
Evaluation and benchmarking
In meeting the University’s aims to establish quality learning and teaching for all programs, this course monitors and ensures quality assurance and improvements in at least two ways. This course:
1. conforms to the USQ Policy on Evaluation of Teaching, Courses and Programs to ensure ongoing monitoring and systematic improvement
2. forms part of the Bachelor of Education and is benchmarked against the:
- internal USQ accreditation/reaccreditation processes which include (i) stringent standards in the independent accreditation of its academic programs, (ii) close integration between business and academic planning, and (iii) regular and rigorous review
- Queensland College of Teachers
- Australian Professional Standards for Teachers (APST) of the Australian Institute for Teaching and School Leadership (AITSL).
Participation: Students can expect it will be necessary to participate in and contribute to a range of learning opportunities in this course including online study activities, lectures, tutorials, seminar presentations, group discussions and self-directed study activities in order to apply the coursework that will enable quality assessment tasks to be submitted as evidence of professional development.