HUMAN DEVELOPMENT AND WELLBEING
EDU4HDW
2018
Credit points: 15
Subject outline
In this subject a lifespan approach to human development is undertaken including a focus on theories of physical, social, emotional and moral development as well as the needs and importance of effectively engaging with parents/carers are considered. The socio-ecological context of human development is explored to examine impacts on development, wellbeing and sustainable living. School-based strategies to support development, health and wellbeing are considered. Contemporary socio-cultural factors that influence child and adolescent development
School: School of Education
Credit points: 15
Subject Co-ordinator: Karen O'Reilly-Briggs
Available to Study Abroad Students: Yes
Subject year level: Year Level 4 - UG/Hons/1st Yr PG
Exchange Students: Yes
Subject particulars
Subject rules
Prerequisites: N/A
Co-requisites: N/A
Incompatible subjects: N/A
Equivalent subjects: N/A
Special conditions: N/A
Learning resources
Readings
| Resource Type | Title | Resource Requirement | Author and Year | Publisher |
|---|---|---|---|---|
| Readings | Adolescence and emerging adulthood: A cultural approach (6th ed.) | Recommended | Arnett, J. (2014) | Upper Saddle River, NJ: Pearson |
| Readings | ASG Student Social and Emotional Health Report | Recommended | Australian Council for Education Research (2007 | Melbourne, Victoria |
| Readings | Teaching the teachers: Preparing Educators to engage families for student achievement | Recommended | Caspe, M., Lopez, M., Chu, A., & Weiss, H. (2011) | PTA & Harvard family research project. |
| Readings | Family-school partnerships framework | Recommended | Department of Education, Employment and Workplace Relations (2008) | http://www.familyschool.org.au/pdf/framework.pdf |
| Readings | Educational Psychology for Learning and Teaching (4th ed. | Recommended | Duchesne, S., McMaugh, A., Bochner, S., & Krause, K. L., (2013 | Melbourne: Cengage |
| Readings | School, family, and community partnerships: Preparing educators and improving Schools. (2nd ed.) | Recommended | Epstein, J. (2010) | Boulder: Westview Press. |
| Readings | Building School, Family and Community Partnerships: Developing a Theoretical Mode | Recommended | Frederico, M. & Whiteside, M. (2016) | Australian Social Work 69(1) 51-66. |
| Readings | Teaching & learning in Indigenous Education | Recommended | Harrison, N. (2007) | Oxford University press |
Graduate capabilities & intended learning outcomes
01. Describe patterns of development from the pre-natal stage to young adulthood and their implications for wellbeing.
- Activities:
- Online modules and intensive workshops
02. Explain the socio-ecological context of and possible impacts on, development, wellbeing and sustainable living.
- Activities:
- Online modules and intensive workshops
03. Use a case study to analyse possible impacts on development and wellbeing and to research and describe appropriate school based interventions to support development, learning and wellbeing.
- Activities:
- Online modules and intensive workshops
04. Develop communication skills to identify and cater for the strengths and needs of children, differing family structures and to engage with engage parents/carers.
- Activities:
- Online modules and intensive workshops
Bendigo, 2018, Semester 1, Blended
Overview
Online enrolment: Yes
Maximum enrolment size: N/A
Enrolment information:
Subject Instance Co-ordinator: Karen O'Reilly-Briggs
Class requirements
Lecture/SeminarWeek: 10 - 22
Four 7.0 hours lecture/seminar per study period on any day including weekend during the day from week 10 to week 22 and delivered via face-to-face.
"The intensive component of this subject will be delivered at the Bundoora campus only"
Scheduled Online ClassWeek: 10 - 22
Two 2.0 hours scheduled online class per study period on any day including weekend during the day from week 10 to week 22 and delivered via online.
"Zoom Sessions"
Unscheduled Online ClassWeek: 10 - 22
One 2.0 hours unscheduled online class per week on any day including weekend during the day from week 10 to week 22 and delivered via online.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Essay (1500 words equivalent) | 35 | 01, 02, 03, 04 | |
| Case study (1500 words) | 35 | 01, 02, 03 | |
| Communication Strategy - Engaging with Parents/Carer Givers (1000 words equivalent) | 30 | 04 |
Melbourne, 2018, Semester 1, Blended
Overview
Online enrolment: Yes
Maximum enrolment size: N/A
Enrolment information:
Subject Instance Co-ordinator: Karen O'Reilly-Briggs
Class requirements
Lecture/SeminarWeek: 10 - 22
Four 7.0 hours lecture/seminar per study period on any day including weekend during the day from week 10 to week 22 and delivered via face-to-face.
"The intensive component of this subject will be delivered at the Bundoora campus only"
Scheduled Online ClassWeek: 10 - 22
Two 2.0 hours scheduled online class per study period on any day including weekend during the day from week 10 to week 22 and delivered via online.
"Zoom Sessions"
Unscheduled Online ClassWeek: 10 - 22
One 2.0 hours unscheduled online class per week on any day including weekend during the day from week 10 to week 22 and delivered via online.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Essay (1500 words equivalent) | 35 | 01, 02, 03, 04 | |
| Case study (1500 words) | 35 | 01, 02, 03 | |
| Communication Strategy - Engaging with Parents/Carer Givers (1000 words equivalent) | 30 | 04 |