Social and Emotional Learning

EDU20014 12.5 Credit Points Available to incoming Study Abroad and Exchange students

Duration

  • One Semester or equivalent

Contact hours

  • On-campus: 12 hours Face to face + Blended Swinburne online - Nil

On-campus unit delivery combines face-to-face and digital learning.

2021 teaching periods

Swinburne Online

Teaching Period 3

Dates:
8 Nov 21 - 13 Feb 22

Results:
8 Mar 22

Last self enrolment:
21 Nov 21

Census:
3 Dec 21

Last withdraw without fail:
31 Dec 21


Prerequisites

EDU10004 Theories of Teaching and Learning 
 
Anti-requisite
EDU20004 Understanding and Supporting Behaviour
Anti-requisite
EDU30004 Wellbeing and Resilience 
 

Aims and objectives

In this unit, pre-service teachers explore theories of social and emotional development that enable children to build a sense of wellbeing and identity in addition to developing resilience. This unit provides pre-service teachers with the knowledge and skills required to develop positive relationships with children. Pre-service teachers are introduced to the major perspectives of understanding and supporting behaviour and explore how these relate to behavioural and educational theories and practices. They explore the role and practice of external agencies and professionals in supporting children, young people, teachers and families.

Unit Learning Outcomes: Students who successfully complete this unit will be able to:
 
1. Teach, plan, and assess and report on wellbeing including physical, social, spiritual and emotional aspects and curriculum content.
2. Identify the impact situational, family, cultural, and environmental aspects have upon children’s wellbeing and resilience.
3. Apply theories of social and emotional development and describe strategies that support students’ wellbeing and safety including school and legislative requirements.
4. Apply appropriate theoretical frameworks and models for responding to a range of behaviours displayed in the learning environment, identifying strategies to support inclusive participation and engagement in classroom activities.
5. Plan learning environments that adhere to positive models of behaviour management and include practical approaches to manage challenging behaviour.
6. Describe a range of strategies for working effectively and ethically with families and external agencies.