Part A: Course Overview

Course Title: Student and Teacher Well-being

Credit Points: 12.00

Terms

Course Code	Campus	Career	School	Learning Mode	Teaching Period(s)
TCHE2701	Bundoora Campus	Undergraduate	360H Education	Face-to-Face	Sem 2 2024

Course Coordinator: Kathy Littlewood

Course Coordinator Phone: +61 3 9925 7806

Course Coordinator Email: kathy.littlewood@rmit.edu.au

Course Coordinator Location: Bundoora

Course Coordinator Availability: By appointment

Pre-requisite Courses and Assumed Knowledge and Capabilities

None

Course Description

In this course you will explore student and teacher wellbeing to prepare you for the realities of the contemporary classroom. Firstly, you will be introduced to knowledge and insights about teacher wellbeing and focus on recognising wellbeing issues in the work of beginning and early career teachers.  Approaches for responding to the wellbeing challenges presented by teaching work will be explored in order to build resilience in your career as a teacher. You will also gain knowledge of how to plan for your personal and professional wellbeing as a beginning and early career teacher.  

Student wellbeing will also be investigated. You will explore ways to create educational experiences that promote the wellbeing of young people, focusing on perspectives on wellbeing, and professional practices that enhance students’ confidence, resilience, and emotional understanding. You will develop skills to create enabling, positive learning environments whilst engaging families and communities to support wellbeing and learning. Key issues such as behaviour management, Respectful Relationships, cyber safety and role of social media in school and other educational contexts/settings will be explored. 

Objectives/Learning Outcomes/Capability Development

This course contributes to the following BP320P24 Bachelor of Education (Primary) and BP320PEC24 Bachelor of Education (Primary and Early Childhood Education) Program Learning Outcomes: 

PLO2. Enhance student learning and wellbeing by adopting practices that support sustainable futures and principles of inclusion.  

PLO4. Adopt and apply sustainable, ethical, and collaborative pedagogical approaches that demonstrate understanding of the transformative potential of education in local and global social contexts.  

PLO7. Engage with school communities and professional networks and communicate with diverse stakeholders in a range of contexts. 

Upon successful completion of this course, you will be able to: 

		Graduate APST
1.	Analyse teacher and student behaviours using theory-practice and professional understandings of wellbeing	1.1, 6.2
2.	Critically analyse aspects of teacher and student wellbeing and evaluate appropriate strategies and supports for managing concerns	4.1, 4.2, 4.3, 4.4
3.	Apply professional ethical principles and relevant legislative, administrative and organisational processes for developing practical strategies in supporting teacher and student wellbeing and managing issues	7.1, 7.2
4.	Discuss and communicate key components of student and teacher wellbeing for a range of stakeholders in broadening professional knowledge and practice	3.7, 6.3, 7.3, 7.4

Overview of Learning Activities

You will be actively engaged in a range of learning activities such as workshops, tutorials, seminars, project work, class discussion, individual and group activities. Teaching and learning may be face to face, online, or a combination of both. 

Overview of Learning Resources

RMIT will provide you with resources and tools (e.g. readings, policy documents, etc.) for learning in this course through our online systems. 

There are services available to support your learning through the University Library. The Library provides guides on academic referencing and subject specialist help as well as a range of study support services. For further information, please visit the Library page on the RMIT University website and the myRMIT student portal. 

Overview of Assessment

You will be assessed on how well you meet the course’s learning outcomes (CLO) and on your development against the program learning outcomes. The assessment is also mapped against the Australian Professional Standards for Teachers (APST).  

Assessment Tasks

	Title	Weighting	CLOs	APSTs
AT 1	Individual Report	30%	1,2,3	1.1, 4.1, 4.2, 4.3, 4.4, 6.2, 7.1, 7.2
AT 2	Group Presentation	20%	1,2,3,4	1.1, 3.7 4.1, 4.2, 4.3, 4.4, 6.2, 6.3, 7.1, 7.2, 7.3, 7.4
AT 3	Individual portfolio	50%	1,2,3,4	1.1, 3.7 4.1, 4.2, 4.3, 4.4, 6.2, 6.3, 7.1, 7.2, 7.3, 7.4

 

Feedback will be given on all assessment tasks. 

If you have a long-term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program coordinator or Equitable Learning Services if you would like to find out more. 

Your course assessment conforms to RMIT assessment principles, regulations, policies, procedures and instructions.