Linking School and Community

This subject has the following teaching availabilities in 2016:

170 hours

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability

A study of contemporary theories and models of school-home, school-community partnerships and cross-sectoral practice; critical perspectives on concept of community.

On completion of this subject students should be able to:

• demonstrate a critical understanding of contemporary theories on the development of school-community partnership
• understand and analyse the research on the impact of parent engagement to identify appropriate practices for improving parent participation in their own setting
• establish effective and coordinated cross sectoral community partnerships to enhance student wellbeing and learning in educational settings

There are two assessment components:

• One assignment of 1,000 words (20 per cent) due mid semester
• One 4,000 word assignment (80 per cent) due end of semester

There are two hurdle requirements:

• Completion of an on site visit (after Day 3) to a selected Community Agency relevant to their school context. Guideline Questions are provided to structure the visit and discussion with Agency staff and field notes are required to be taken.The visit will normally entail being at the Agency for an hour minimum.
• Using the knowledge gained on this field visit students are required to prepare a 10 minute presentation on the work of the agency and the potential for collaboration between the school and the agency. This presentation is shared in class, in groups of 6/7 organised around specific wellbeing services

This subject has a minimum hurdle requirement of 80% attendance at all tutorials, seminars and workshops.

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;
• Articulate their knowledge and understanding in effective oral and written presentations.