EDF5865 · Partnerships, health and wellbeing

Overview

In this unit you will firstly explore the role and importance of school, family and community partnerships in supporting student learning and wellbeing. Attention is also paid to the role of partnerships with professional organisations in enhancing teachers’ professional knowledge, practice and wellbeing. In the latter half of the unit the focus will shift to whole-school approaches to student health, wellbeing and safety. You will explore and develop different approaches to understanding and supporting student health, wellbeing and safety, whilst simultaneously achieving school, curriculum and legislative requirements. The role of teachers working in partnership with others as part of whole-school responses to, for example, bullying, youth suicide, gender issues and trauma will be explored.

Offerings

Assessment

The Handbook does not list a final examination among the assessment items. That is not a guarantee there is none.

Assessment details may change. Please refer to the assessment information in Moodle closer to the start of the teaching period.

Requisites

The Handbook lists no prerequisite, corequisite or prohibition for this unit.

Learning outcomes

1. describe key priority health and wellbeing issues impacting young people
2. understand and apply insights from the social and commercial determinants of health and wellbeing in program design
3. understand and critique different definitions, models and frameworks of health, wellbeing and safety
4. describe strategies that support and maintain students’ wellbeing and safety, and that align with school, curriculum and legislative requirements
5. articulate the importance of engaging with parents/carers and communities, and identify strategies to support the development and maintenance of school, family and community partnerships.

Workload

The minimum total expected workload to achieve the learning outcomes for this unit is 144 hours per teaching period comprising a mixture of scheduled learning activities and independent study. Usually, you can expect to engage with: • 24 hours* of scheduled learning delivered on campus via weekly/regular directed learning activities; and • the remaining hours to be allocated towards self-directed/independent study Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement. *Subject to variation due to professional experience requirements

Student experience, not official rules. Nothing here changes what the Handbook says.