| Semester 1, 2020 On-campus Springfield | |
| Short Description: | Social&Emotional Wellbeing Sec |
| Units : | 1 |
| Faculty or Section : | Faculty of Business, Education, Law and Arts |
| School or Department : | School of Education |
| Student contribution band : | National Priority - Teaching |
| ASCED code : | 070105 - Teacher Education: Secondary |
| Grading basis : | Graded |
Staffing
Examiner:
Requisites
Pre-requisite: EDS2401 and Students must be enrolled in one of the following Programs: BEDU or BSED
Other requisites
It is highly recommended this course be undertaken after successfully completing at least four teaching area courses - two from each area.
Students must have successfully completed the entire previous year’s Professional Experience courses in order to enrol in this course. Students must be available for a prescribed period of time to undertake a placement in a school or other approved site as required in this course.
Before commencing this course students will be assumed to have read the full details of Professional Experience particulars and familiarised themselves with the requirements. Please see the Education Placement Professional Experience website and the Professional Experience Book for full details.
State law in Queensland (Australia) requires that all adults working/undertaking professional experience/researching with children under the age of 18, in the state of Queensland must hold a valid blue card OR exemption card .
If undertaking placement outside of Queensland you must ensure that all relevant checks are completed and evidence of this is provided to the Professional Experience office .
Provided a blue card renewal application has been submitted at least 30 days before expiry of the current card, the blue card will remain active while the renewal application is processed (details available at .
Blue Card Services cannot process a form dated more than 16 weeks prior to lodgement. In addition, a representative of USQ or a Justice of the Peace, must sight the applicant’s identification documents and check the information on the form, before signing and dating the USQ declaration (refer to .
Where a student is denied approval for a blue card, enrolment in any initial teacher education program will be withdrawn (refer to .
If undertaking Professional Experience outside of Queensland, students are advised to check the Working with Children requirements of the state within which Professional Experience will be undertaken (refer to .
Rationale
Modern schools are complex social environments due to rapid change impacting families, communities, technology, culture, government, and 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, however, are showing signs of distress. Many mental health problems and illnesses manifest themselves in the developmental period of 12-24 years of age. This group includes the typical secondary school student population. 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. This course includes a Professional Experience placement of 15 days.
Synopsis
This course is designed to prepare pre-service teachers for teaching positions in secondary schools by helping them to develop an awareness of the nature of risk and the protective factors that impact on students' 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 students 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. The value of initiatives that enhance academic outcomes through social and emotional learning in the classroom will feature as a way to motivate schools to generate and implement policies dealing with social and emotional wellbeing. Pre-service teachers will explore the implications of teacher wellbeing as a precursor to promoting health in school communities.
A 15-day professional experience placement is attached to this course. For full details of the Professional Experience particulars, please refer to the Professional Experience website and the Professional Experience Book.
Objectives
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);
- identify, describe and analyse factors that lead to student alienation, mental health problems / mental illness, especially in relation to the safe, ethical and responsible use of ICT (APST 4.4, 4.5);
- identify a sequence of lessons that considers the wellbeing and safety of all students and reflects the school, curriculum and legislative requirements (APST 3.2, 4.4);
- outline the role of social and emotional learning in the promotion of social and emotional wellbeing, including a critical discussion on the role of the teacher in the promotion of social and emotional wellbeing within learning programs (APST 3.2, 4.4);
- formulate cogent arguments for the centrality of teacher wellbeing in a health promoting school culture (APST 4.4);
- outline the rationale for continued professional learning especially in relation to teacher wellbeing and health promotion to improve students learning with connection to the Australian Professional Standards for Teachers (APST 6.1, 6.4);
- demonstrate professionalism during pre-service teacher placements through the ongoing practice and assessment of pre-service teacher professional practice (1.1, 1.3, 1.5, 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.3, 5.1, 5.4, 6.3, 7.1, 7.2)
Topics
| Description | Weighting(%) | |
|---|---|---|
| 1. | Contextualising and conceptualising social emotional wellbeing and learning in secondary schools | 30.00 |
| 2. | Inquiring and investigating issues in social emotional wellbeing and learning in secondary schools | 30.00 |
| 3. | Responding to issues in social emotional wellbeing and learning in secondary schools | 40.00 |
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from (unless otherwise stated). (https://omnia.usq.edu.au/textbooks/?year=2020&sem=01&subject1=ESP3100)
Please for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)
Reference materials
Student workload expectations
| Activity | Hours |
|---|---|
| Directed ¾«¶«´«Ã½app | 80.00 |
| Private ¾«¶«´«Ã½app | 85.00 |
Assessment details
| Description | Marks out of | Wtg (%) | Due Date | Notes |
|---|---|---|---|---|
| PROFESSIONAL EXPERIENCE | 1 | 1 | 25 Feb 2020 | (see note 1) |
| ASSIGNMENT 1 | 50 | 50 | 31 Mar 2020 | |
| ASSIGNMENT 2 | 49 | 49 | 02 Jun 2020 |
Notes
- Students must successfully complete the Professional Experience to be eligible for a passing grade for this course. A mark of one (1) indicates you have passed the Professional Experience component. A mark of zero (0) indicates you have not passed the Professional Experience component. Professional Experience should be conducted as per the Professional Experience Calendar unless approval has been granted by the Program Coordinator.
Important assessment information
-
Attendance requirements:
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 in addition to the successful completion of the Professional Experience component. Failure of the Professional Experience component will result in a Fail grade for this course. -
Penalties for late submission of required work:
Students should refer to the Assessment Procedure (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 successfully complete the Professional Experience component and must achieve at least 50% of the total weighted marks available for the course. Failure of the Professional Experience component will result in a Fail grade for this 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. -
Examination information:
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. -
¾«¶«´«Ã½app Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene ¾«¶«´«Ã½app policies and practices. These policies can be found at .
Assessment notes
-
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 .
-
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).
-
Professional Experience is a compulsory component of this course and integral to completion of the assessment tasks. Dates for each Professional Experience course are selected to support students’ capacity to apply the theory of the coursework in the Professional Experience placement. Students are advised not to select a course that includes Professional Experience in a semester where they are unable to meet the specified requirements of Professional Experience. Any application for a ‘change of dates’ for Professional Experience placement must qualify for consideration under the conditions of the USQ Assessment Extension Policy. An unsupported application will delay program completion.
Evaluation and benchmarking
In meeting the ¾«¶«´«Ã½app’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).
Other requirements
-
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.