Student Wellbeing Process & Partnerships

This subject is not offered in 2011.

Attendance at all classes (tutorial/seminars/practical classes/lectures/labs) is obligatory. Failure to attend 80% of classes will normally result in failure in the subject.

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Description, Subject Objectives, Generic Skills and Assessment Requirements of this entry.

The University is dedicated to provide support to those with special requirements. Further details on the disability support scheme can be found at the HDisability Liaison Unit websiteH: Hhttp://www.services.unimelb.edu.au/disability/H

• critically analyse the impact of organisational structures, policies, processes and culture on school effectiveness, including student wellbeing, in educational settings;
• recommend processes to improve organisational health based on an understanding of the concept of organisational health and its relationship to student and teacher wellbeing;
• establish effective and coordinated cross-sectoral partnerships to enhance student wellbeing and learning in educational settings grounded on a critical understanding of contemporary theories on the development of school-community partnerships;
• identify how theories and models of change can be strategically applied to school improvement processes to enhance student wellbeing and learning.

This subject is not available as a breadth subject.

• use advanced knowledge to provide leadership in the promotion of student wellbeing;
• demonstrate highly developed cognitive, analytic and problem-solving skills;
• understand the significance and value of their knowledge and engage with student wellbeing issues in the wider educational community;
• articulate their knowledge and understanding in effective oral and written presentations.