Year
2024Credit points
10Campus offering
Prerequisites
Nil
Incompatible
EDWB603 Enabling Positive Learning Environments AND EDAP615 Positive Education a Strengths-Based Approach
Unit 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 wellbeing of young people and fostering their engagement with learning is increasingly important.
In this unit, students will critically review current literature related to developing and sustaining a positive learning environment that fosters student wellbeing and will identify the key enablers and barriers to the development of such an environment for learners in schools. Students will examine the relationship among wellbeing, social and emotional competencies and critically appraise evidence-informed approaches to building a safe, supportive, inclusive and positive learning environment. Based on 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.
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.
| Learning Outcome Number | Learning Outcome Description | Relevant Graduate Capabilities |
|---|---|---|
| LO1 | Articulate the key factors that contribute to or hinder the development of a safe, supportive, inclusive and positive learning environment affecting student wellbeing (APST HA 4.1, 4.4; APST Lead 1.1, 1.2, 1.3, 7.1, 7.2) | GC1 |
| LO2 | Analyse the relationships among wellbeing, social and emotional competencies, prosocial behaviour, mental health as well as attitudes towards and engagement with learning (APST HA 4.1, 4.4; APST Lead 1.1, 1.2, 1.3, 7.1, 7.2) | GC2 |
| LO3 | Critically appraise evidence-informed models, frameworks and approaches to building a safe, supportive, inclusive and positive learning environment that fosters student wellbeing (APST HA 4.1, 4.4; APST Lead 1.1, 1.2, 1.3, 7.1, 7.2) | GC7 |
| LO4 | Create an action plan for developing and sustaining a safe, supportive, inclusive and positive learning environment that fosters wellbeing and 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 (APST HA 4.1, 4.4; APST Lead 1.1, 1.2, 1.3, 7.1, 7.2) | GC8 |
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - HIGHLY ACCOMPLISHED
On successful completion of this unit, students should have gained evidence towards the following standards:
4.1 Support student participation Initiate and take responsibility for implementing current school and/ or system, curriculum and legislative requirements to ensure student wellbeing and safety |
4.4 Maintain student safety Initiate and take responsibility for implementing current school and/ or system, curriculum and legislative requirements to ensure student wellbeing and safety |
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - LEAD
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 Lead colleagues to select and develop teaching strategies to improve student learning using knowledge of the physical, social and intellectual development and characteristics of students. |
1.2 Understand how students learn Lead processes to evaluate the effectiveness of teaching programs using research and workplace knowledge about how students learn. |
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds Evaluate and revise school learning and teaching programs, using expert and community knowledge and experience, to meet the needs of students with diverse linguistic, cultural, religious and socioeconomic backgrounds. |
7.1 Meet professional ethics and responsibilities Model exemplary ethical behaviour and exercise informed judgements in all professional dealings with students, colleagues and the community. |
7.2 Comply with legislative, administrative and organisational requirements Initiate, develop and implement relevant policies and processes to support colleagues’ compliance with and understanding of existing and new legislative, administrative, organizational and professional responsibilities. |
Content
Topics will include:
- 1a. critical review of current literature related to fostering student wellbeing and developing and sustaining safe, supportive, inclusive and positive learning environments
- 1b. appraisal of key factors (including collaboration, teacher behaviour, 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
- 2a. relationships among wellbeing, social and emotional competencies, and engagement with learning
- 3a. Social-ecological systems theory and other models, frameworks and approaches to enhancing student wellbeing
- 3b. evidence-informed approaches and strategies to foster student wellbeing and building and sustaining safe, supportive, inclusive and positive learning environments
- 4a. role of local policies, evidence-informed practices, and the principles of Catholic Social Teaching in the development of action plans
- 4b. developing action plans for promoting student wellbeing and enabling safe, supportive, inclusive and positive learning environments.
Learning and teaching strategy and rationale
Engagement for learning is the key driver in the delivery of this curriculum. This unit is supported by a Learning Management System (LMS) site, and the use of the LMS will be integral to the unit in exploring concepts and testing understandings and propositions. Approaches 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. The aim is to design a reflective and reflexive learning space for participants to consider and discuss the importance of student wellbeing and the relevance of teachers’ wellbeing and teaching practice
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.
Mode of delivery: This unit will be offered in one or more of modes of delivery described below, chosen with the aim of providing flexible delivery of academic content.
- On Campus: Most learning activities or classes are delivered at a scheduled time, on campus, to enable in-person interactions. Activities will appear in a student’s timetable.
- Intensive: In an intensive mode, students require face-to-face attendance on weekends, or any block of time determined by the school. Students will have face-to-face interactions with lecturer(s) to further their achievement of the learning outcomes. This unit is structured with required upfront preparation before workshops. The online learning platforms used in this unit provide multiple forms of preparatory and practice opportunities for students to prepare and revise.
- Multi-mode: Learning activities are delivered through a planned mix of online and in-person classes, which may include full-day sessions and/or placements, to enable interaction. Activities that require attendance will appear in a student’s timetable.
- Online unscheduled: Learning activities are accessible anytime, anywhere. These units are normally delivered fully online and will not appear in a student’s timetable.
- Online scheduled: All learning activities are held online, at scheduled times, and will require some attendance to enable online interaction. Activities will appear in a student’s timetable.
Assessment strategy and rationale
The assessment tasks for this unit are designed for students to demonstrate achievement of each of the learning outcomes. In addition, the tasks represent an opportunity to align with the individual needs of students and their professional contexts. The assessment tasks are cumulative in their requirements, demonstrating how the complexities that surround student wellbeing and how policy and practice frameworks are designed to foster wellbeing. There are two assessment tasks designed as bite-size, achievable and palatable tasks. The assessment strategy used allows students to demonstrate their knowledge related to perspectives on wellbeing in a creative and practical manner.
The assessment strategy is designed for students to acquire specific student wellbeing knowledge and apply their skills to their individual circumstance. In addition, the tasks seek to address specific needs, requirements and circumstances of individual participants in their professional educational contexts.
In order to successfully complete this unit, postgraduate students need to complete and submit two graded assessment tasks. The first task involves a critical review presented using a multi-media presentation related to fostering wellbeing in the classroom environment. The second task is an initial action plan for the implementation of strategies to foster student wellbeing in their professional context.
In order to pass this unit, students are required to submit and pass both assessment tasks.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes |
|---|---|---|
Assessment Task 1: Critical Review Multi-Media Presentation This task requires students to critically review current relevant literature and identify key enablers and barriers to fostering (or enhancing) student wellbeing and 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. Outline how you would set up project-based learning in classes to ensure it is a safe and inclusive environment for all students. Students should present their findings in the format of a multi-media-presentation that could be shared within a professional learning event with other educators. | 50% | LO1, LO2 |
Assessment Task 2: Initial Action Plan To develop an Initial Action Plan proposal which includes a rationale for the design, flow chart, timeline, and description of five evidence-based/informed strategies for enabling (or enhancing) student wellbeing within a safe, supportive, inclusive and positive learning environment in their professional context. The plan should be consistent with current policy frameworks and also incorporate a description of the evidence that would be gathered to monitor the implementation and potential outcomes of the plan. | 50% | LO3, LO4 |
Representative texts and references
Avery, J. C., Morris, H., Galvin, E., Misso, M., Savaglio, M., & Skouteris, H. (2021). Systematic Review of School-Wide Trauma-Informed Approaches. Journal of child & adolescent trauma, 14(3), 381-397. https://doi.org/10.1007/s40653-020-00321-1
Balcombe, L., & De Leo, D. (2021). Digital Mental Health Challenges and the Horizon Ahead for Solutions. JMIR mental health, 8(3), e26811. https://doi.org/10.2196/26811
Brunzell, T., Stokes, H., & Waters, L. (2019). Shifting Teacher Practice in Trauma-Affected Classrooms: Practice Pedagogy Strategies Within a Trauma-Informed Positive Education Model. School mental health, 11(3), 600-614. https://doi.org/10.1007/s12310-018-09308-8
Cahill, H., Kern, M. L., Dadvand, B., Cruickshank, E. W., Midford, R., Smith, C., Farrelly, A., & Oades, L. (2019). An Integrative Approach to Evaluating the Implementation of Social and Emotional Learning and Gender-Based Violence Prevention Education. The international journal of emotional education, 11(1), 135-152.
Ekstedt, M., Kirsebom, M., Lindqvist, G., Kneck, Å., Frykholm, O., Flink, M., & Wannheden, C. (2022). Design and Development of an eHealth Service for Collaborative Self-Management among Older Adults with Chronic Diseases: A Theory-Driven User-Centered Approach. International journal of environmental research and public health, 19(1), 391. https://doi.org/10.3390/ijerph19010391
Goode, A. D., Frith, M., Hyne, S. A., Burzic, J., & Healy, G. N. (2022). Applying a User Centred Design Approach to Optimise a Workplace Initiative for Wide-Scale Implementation. International journal of environmental research and public health, 19(13), 8096. https://doi.org/10.3390/ijerph19138096
Grant, J., Gregoric, C., Jovanovic, J., Parry, Y., & Walsh, K. (2021). Educating professionals who will work with children in the early years: an evidence-informed interdisciplinary framework. Early years (London, England), 41(1), 48-63. https://doi.org/10.1080/09575146.2018.1488819
Heyeres, M., McCalman, J., Langham, E., Bainbridge, R., Redman-MacLaren, M., Britton, A., Rutherford, K., & Tsey, K. (2019). Strengthening the Capacity of Education Staff to Support the Wellbeing of Indigenous Students in Boarding Schools: A Participatory Action Research Study. The Australian journal of indigenous education, 48(1), 79-92. https://doi.org/10.1017/jie.2017.42
McElearney, A., Brennan-Wilson, A., Murphy, C., Stephenson, P., & Bunting, B. (2018). Cluster randomised controlled trial of ‘whole school’ child maltreatment prevention programme in primary schools in Northern Ireland: study protocol for Keeping Safe. BMC public health, 18(1), 1-15. https://doi.org/10.1186/s12889-018-5492-8
Spears, B. A., Taddeo, C., & Ey, L.-A. (2021). Using participatory design to inform cyber/bullying prevention and intervention practices: Evidence-Informed insights and strategies. Journal of psychologists and counsellors in schools, 31(2), 159-171. https://doi.org/10.1017/jgc.2021.20