Unit Outline

This unit extends your understanding of the emotional, intellectual, spiritual, interpersonal, social and environmental dimensions of health and wellness. The content focuses on critical aspects of social and emotional learning (SEL) to ensure you can successfully implement a program of SEL in a school or workplace. SEL encompasses concepts such as resilience, mental health, drug education, sexual health, relationships and safety issues. You will develop skills and knowledge to enable you to support the social and emotional wellbeing of your students in your teaching practice.

Intended Learning Outcomes

As per the Assessment and Results Policy 1.3, your results will reflect your achievement against specified learning outcomes.

On completion of this unit, you will be able to:


1.	demonstrate your knowledge and understanding of social and emotional wellbeing issues, research, resources and learning frameworks.
2.	exemplify attitudes, professional values and capacity to meet the needs of student or colleagues mental health and wellbeing in your professional practice.
3.	identify and critically evaluate local, national and/or international social and emotional learning programs.
4.	apply your knowledge of social and emotional wellbeing concepts, research, resources and frameworks to implement learning programs in educational or workplace settings.

Alterations as a result of student feedback

How will I be Assessed?

For more detailed assessment information please see MyLO.

Assessment schedule


ASSESSMENT TASK #	ASSESSMENT TASK NAME	DATE DUE	WEIGHT	LINKS TO INTENDED LEARNING OUTCOMES
Assessment Task 1:	Personal Reflection	Week 4	10 %	LO1
Assessment Task 2:	SEL Questions	Week 7	40 %	LO1, LO2
Assessment Task 3:	Critical Review	Week 13	50 %	LO1, LO2, LO3, LO4

Assessment details

Assessment Task 1: Personal Reflection

Task Description:

Write, video or podcast a personal, critical reflection on your experiences with Social and Emotional Learning and/or Mental Health in a school, workplace or your personal life. Support your reflection with examples, evidence and connections to concepts from course content, resources and research.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.2

Task Length:

500 words or 2.5 minutes maximum

Due Date:

Week 4 (21/Mar/2024)

Weight:

10 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Reflect on your personal experience and/or professional practice of social and emotional wellbeing /mental health (40%)	LO1
2	Explain key concepts of social and emotional wellbeing with examples and evidence from relevant resources and research (40%)	LO1
3	Exhibit scholarly presentation and academic literacy, including editing and referencing in APA style both in-text and the reference list (20%)	LO1

Assessment Task 2: SEL Questions

Task Description:

Provide responses to two questions about social and emotional wellbeing concepts. Questions need to be answered using a video, PowerPoint or podcast response. You can record yourself answering the questions, make a podcast or interview someone but you must cover both questions. Make your response interesting and engaging and supported with evidence and examples where appropriate.
Question One – What mental health problems do you expect to see in a school situation and how would you recognise them? And how should you and the school respond?
Question Two – Do minority groups face greater challenges at school, in mental health and wellbeing; If yes, what things can we do to change this?

Your video, podcast, PowerPoint etc should be no more than 5 min long.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.1, 1.2, 2.1

Task Length:

5 minutes maximum

Due Date:

Week 7 (18/Apr/2024)

Weight:

40 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Explain key concepts of social and emotional wellbeing with examples and evidence from relevant resources and research (40%)	LO1
2	Demonstrate understanding of, and an ability to identify and deal with, mental health and wellbeing issues (40%)	LO2
3	Exhibit scholarly presentation and academic literacy, including editing and referencing in APA style both in-text and the reference list (20%)	LO1

Assessment Task 3: Critical Review

Task Description:

Prepare a video of a critical review of a Social and Emotional Learning Program to justify its implementation in a particular setting. The video must be supported by academic evidence and examples.

You have started in a new role and senior management have asked you provide a review of a Social and Emotional Learning (SEL) program to justify the implementation of the program in your school/workplace. You must present this to the board/staff (record a video of a presentation).

Choose a program (this can be from a text, the internet, a kit or elsewhere) appropriate for the needs of your school/workplace setting.

You will need to provide a brief explanation of your setting to set the context. You will be required to read the program in detail to inform your review. You need to explore other similar programs to demonstrate how your program relates or differs.
Your claims must be supported by evidence including relevant academic literature.

Your review needs to contain the following:
• A brief description of your school/workplace setting
• An overview of the program
• An analysis and evidence of how the program links to research
• Demonstrated understanding of the program from different perspective, i.e. compare and contrast with related program(s)
• Relevant and appropriate professional learning opportunities for staff
• A judgement on the overall effectiveness of the program
• A justification for implementation of the program

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.1, 1.2, 2.1, 2.3, 3.4, 3.6, 4.1

Task Length:

8-10 minutes maximum

Due Date:

Week 13 (27/May/2024)

Weight:

50 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Demonstrate depth of engagement, insight, and understanding of a Social and Emotional Learning program with evidence (25%)	LO2, LO3, LO4
2	Apply knowledge of course content to analyse a Social and Emotional Learning program. Include connections to theory and research (25%)	LO2, LO3, LO4
3	Demonstrate critical thinking and understanding from different perspectives to justify implementation of a Social and Emotional Learning program, with examples (25%)	LO3, LO4
4	Exhibit scholarly presentation and academic literacy including editing and referencing in APA style both in-text and the reference list (25%)	LO1

How your final result is determined

To pass this unit, you need to demonstrate your attainment of each of the Intended Learning Outcomes, achieve a final unit grade of 50% or greater, and pass any hurdle tasks.

Submission of assignments

Where practicable, assignments should be submitted to an assignment submission folder in MYLO. You must submit assignments by the due date or receive a penalty (unless an extension of time has been approved by the Unit Coordinator). Students submitting any assignment in hard copy, or because of a practicum finalisation, must attach a student cover sheet and signed declaration for the submission to be accepted for marking.

Requests for extensions

If you are unable to submit an assessment task by the due date, you should apply for an extension.

A request for an extension should first be discussed with your Unit Coordinator or teaching support team where possible. A request for an extension must be submitted by the assessment due date, except where you can provide evidence it was not possible to do so. Typically, an application for an extension will be supported by documentary evidence: however, where it is not possible for you to provide evidence please contact your Unit Coordinator.

The Unit Coordinator must notify you of the outcome of an extension request within 3 working days of receiving the request.

Late penalties

Assignments submitted after the deadline will receive a late penalty of 5% of the original available mark for each calendar day (or part day) that the assignment is late. Late submissions will not be accepted more than 10 calendar days after the due date, or after assignments have been returned to other students on a scheduled date, whichever occurs first. Further information on Late Penalties can be found on the Assessments and Results Procedure.

Review of results and appeals

You are entitled to ask for a review of the marking and grading of your assessment task if there is an irregularity in the marking standards or an error in the process for determining the outcome of an assessment. Details on how to request a review of a mark for an assignment are outlined in the Review and Appeal of Academic Decisions Procedure.