EDUC 7556 - Supportive and Safe Learning Environments
North Terrace Campus - Quadmester 4 - 2020
General Course Information
Course Code EDUC 7556 Course Supportive and Safe Learning Environments Coordinating Unit School of Education Term Quadmester 4 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact 4 hours per week Available for Study Abroad and Exchange N Prerequisites Successful completion of Curriculum and Methodology A & Curriculum and Methodology B courses in 2 subject specialisation areas Course Description The focus of this course is on providing pre-service teachers with the knowledge, skills and strategies to ensure that children and young adults at all sites of learning are provided with safe and supportive learning environments, including protection from bullying, abuse, neglect and/or manipulation that endangers their physical, emotional or psychological health. It enables pre-service teachers to meet their legal obligations as Mandated Notifiers of Abuse and Neglect, and to ensure that they can also manage protective behaviours for their students and themselves in their classrooms.
Course Coordinator: Dr Linda WestphalenDr Linda Westphalen
School of Education
Nexus 10, Room 805
08 8318 3784
The full timetable of all activities for this course can be accessed from Course Planner.There will be one hour of seminars and three hours of workshops. The seminars cover core legislation, policy and ethical best practices. Attendance is highly recommended. The workshops will be student-led with guided support.
Course Learning Outcomes
On successful completion of this course students will be able to: APST (Graduate) 1 Demonstrate understanding of Keeping Safe: Child Protection Curriculum 1.1, 1.4, 1.6, 2.4, 2.6, 4.1, 4.3, 4.4, 4.5, 7.1, 7.2, 7.3, 7.4 2 Demonstrate understanding of legislative and ethical responsibilities of teachers 1.3, 1.4, 2.4, 4.1, 4.3, 4.4, 4.5, 7.1, 7.2, 7.3, 7.4 3 Implement Child Protection strategies in the classroom 1.1, 1.5, 2.4, 4.1, 4.3, 4.4, 4.5, 7.1, 7.2, 7.3, 7.4 4 Implement teacher protection strategies 4.1, 4.5, 7.1, 7.4 5 Demonstrate understanding of the particular contexts and needs of Indigenous students 1.3, 1.4, 1.5, 2.4, 3.3, 3.5, 3.7, 4.1, 4.4, 7.1, 7.2, 7.3, 7.4 6 Demonstrate understanding of the particular needs of students with disabilities 1.1, 1.6, 1.5, 3.3, 3.5, 3.7, 4.1, 4.4, 4.5, 7.1, 7.2, 7.3, 7.4
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
3, 4, 5, 6 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
1 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1, 2, 3, 4, 5, 6 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
1, 5 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
Required ResourcesThere are no prescribed resources for this course. It is recommended that students complete the Keeping Safe Child Protection Curriulum before beginning, and a knowledge of teacher protection strategies, codes of conduct and the Graduate Level of the Australian Professional Standards for Teachers is assumed. A focus for learning will be current Education-related legislation, so students would be advantaged by reviewing these before seminars begin.
Recommended ResourcesIt is recommended that students actively engage with online resources relating to Child Protection and Duty of Care, Education-related state and federal Legislation and risk assessments. Other resources will be provided by the convener.
Online LearningA working knowledge of how to access online sources is assumed. Students will need to bring a laptop to all seminars and workshops as
online materials will be accessed in all sessions. Most assessment items will be uploaded via CANVAS, but some will be in hard copy to the
Learning & Teaching Activities
Learning & Teaching ModesAs students will have a key role in researching and presenting, active attendance and participation is expected. Workships are student-led with guided support from the convener. Online engagement is also required.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Delivery or Engagement Mode Hours Seminars 1 x 10 hours = 10 hours Workshops 3 x 10 hours = 30 hours Engagement with colleagues in preparation 16 hours minimum Assignments, reading and research 110 hours TOTAL 156 hours
Learning Activities Summary
In Supportive and Safe Learning Environments (SSLE), student will have a major input into the seminar program. In week 1, we will get organised with presentations and establish supervision sessions. As students nominate their research focus from the list above, your convener will add names to the presentation topics.
Schedule Week Core Seminar Focus Hour 2 Hour 3 Hour 4 Learning Outcomes APST (Graduate) 1 Introduction: review of Keeping Safe Child Protection Curriculum (Secondary focus)(Addressing Learning Outcomes 1 and 2) Presenting research
Meeting with Supervisors and making the most of their (and your) time
Set up: Every topic needs to be covered by at least one student. Building your support repetoire - ePortfolio Balancing the 'bad stuff' with positive support. Modelling a Seminar or workshop presentation: using the Presentation template 1, 2 1.1, 1.3, 1.4, 1.5, 1.6, 2.4, 2.6, 4.1, 4.3, 4.4, 4.5, 7.1, 7.2, 7.3, 7.4 2 Legislation, policy and ethical practice; Education Act SA (1972) and Regulations (2012); Australian Education Act (2013)(Addressing Learning Outcomes 2 and 3) Children in Institutional Care Youth Offenders Police Matters 1, 2, 3, 5, 6 1.1, 1.3, 1.4, 1.5, 1.6, 2.4, 2.6, 3.3, 3.5, 3.7, 4.1, 4.3, 4.4, 4.5, 7.1, 7.2, 7.3, 7.4 3 The needs of Indigenous students: Racial Discrimination Act (1975)(Addressing Learning Outcome 5) Depression/
Self-Harm Eating Disorders 1, 2, 3, 5, 6 1.1, 1.3, 1.4, 1.5, 1.6, 2.4, 2.6, 3.3, 3.5, 3.7, 4.1, 4.3, 4.4, 4.5, 7.1, 7.2, 7.3, 7.4 4 Students with DisabilitiesDisability Standards for Education (2005) and the Disablity Discrimination Act (1992)(Addressing Learning Outcome 6) LGBTIQ Sexual Health Serious Health (student or parent) 1, 2, 3, 5, 6 1.1, 1.3, 1.4, 1.5, 1.6, 2.4, 2.6, 3.3, 3.5, 3.7, 4.1, 4.3, 4.4, 4.5, 7.1, 7.2, 7.3, 7.4 5 Keeping Safe: Teacher Safety (Addressing Learning Outcome 4) Parent Pressure Radicalisation Domestic Violence 1, 2, 3, 5, 6 1.1, 1.3, 1.4, 1.5, 1.6, 2.4, 2.6, 3.3, 3.5, 3.7, 4.1, 4.3, 4.4, 4.5, 7.1, 7.2, 7.3, 7.4 6 Implementation KSCPC: classroom practice, curriculum and assessment; Flourshing as a student (Addressing Learning Outcomes 1 and 3) Addiction and Substance Abuse Bereavement and grief Poverty 1, 2, 3, 5, 6 1.1, 1.3, 1.4, 1.5, 1.6, 2.4, 2.6, 3.3, 3.5, 3.7, 4.1, 4.3, 4.4, 4.5, 7.1, 7.2, 7.3, 7.4 7 Cyber awareness: Mr Creepy (Addressing Learning Outcomes 1, 2 and 3) Student Bullying (including online) Cultural Violence and Assimilation Teen parenthood 1, 2, 3, 5, 6 1.1, 1.3, 1.4, 1.5, 1.6, 2.4, 2.6, 3.3, 3.5, 3.7, 4.1, 4.3, 4.4, 4.5, 7.1, 7.2, 7.3, 7.4 8 Supportive teachers in the staff room: Flourishing as a Teacher (Addressing Learning Outcome 4) Workplace Bullying Burnout Geographical Isolation 1, 2, 4, 5, 6 1.1, 1.3, 1.4, 1.5, 1.6, 2.4, 2.6, 3.3, 3.5, 3.7, 4.1, 4.3, 4.4, 4.5, 7.1, 7.2, 7.3, 7.4 9 Mindfulness, Well-being and preventative strategies for fostering wellness (Addressing Learning Outcomes 3 and 4) Suspension/
Extended family carers (eg. Grandparents) Homelessness 1, 2, 3, 5, 6 1.1, 1.3, 1.4, 1.5, 1.6, 2.4, 2.6, 3.3, 3.5, 3.7, 4.1, 4.3, 4.4, 4.5, 7.1, 7.2, 7.3, 7.4 10 Conclusions/Summary Building Resilience - students Building Resilience - Teachers Reflective Practice in support of well-being 1, 2, 3, 4, 5, 6 1.1, 1.3, 1.4, 1.5, 1.6, 2.4, 2.6, 3.3, 3.5, 3.7, 4.1, 4.3, 4.4, 4.5, 7.1, 7.2, 7.3, 7.4
A key aspect of SSLE is to begin to scaffold students into skills they need for their major research topic to be undertaken in the following year. This will include the research itself, presenting and making the most of supervision time.
If you would like to explore a different education - relevant topic not listed above, please feel free to discuss this with the convener.
Please do not choose a topic that may have a possible impact on your personal well-being. Many of these topics deal with the 'not so nice' side of social and personal lives. If you are adversely affected in any way by any of the content in this series, please let the convener know straight away (you do NOT have to tell her anything other than you're affected) and take advantage of the University's Counselling support via Student Life: http://www.adelaide.edu.au/counselling/. Your welfare is important and must be a principle consideration. The convener will support you with modifications to coursework content and/or assessment if required.
Specific Course RequirementsStudents must work collegially with partners in presenting.
Small Group Discovery ExperienceStudents are required to participate fully in research both individually and with peers.
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Task Task Type Weighting Learning Outcome APST
Reflective commentary on Presentation Summative 10% 1 1.1, 1.3, 1.4, 1.5, 1.6, 2.4, 2.6, 3.3, 3.5, 3.7, 4.1, 4.3, 4.4, 4.5, 7.1, 7.2, 7.3, 7.4 Presentation Summative 40% 1, 2, 3, 5, 6 1.1, 1.3, 1.4, 1.5, 1.6, 2.4, 2.6, 3.3, 3.5, 3.7, 4.1, 4.3, 4.4, 4.5, 7.1, 7.2, 7.3, 7.4 Scenario-based Response Summative 40% 2, 4 1.3, 1.4, 2.4, 4.1, 4.3, 4.4, 4.5, 7.1, 7.2, 7.3, 7.4 Participation in Seminars and reflection on seminar content Summative 10% 1, 2, 3, 4, 5, 6 1.1, 1.3, 1.4, 1.5, 1.6, 2.4, 2.6, 3.3, 3.5, 3.7, 4.1, 4.3, 4.4, 4.5, 7.1, 7.2, 7.3, 7.4
Assessment Related RequirementsAll assessments other than the presentation must be submitted by the end of week 10. After this time, they will attract the same marking penalities as for usual university assessments and policy: 2 marks per day for 7 days; thereafter a late submission will be awarded a zero mark for that assessment item.
Assessment DetailPresentation (Summative 40%)
Addressing Learning Outcomes 1, 2, 5, 6
(APST 1.1, 1.3, 1.4, 1.5, 1.6, 2.4, 2.6, 3.3, 3.5, 3.7, 4.1, 4.3, 4.4, 4.5, 7.1, 7.2, 7.3, 7.4)
In pairs or small groups, students will develop a 40 minute presentation on a chosen topic in the area of learning environments, safety and support. There will be a 5 - 10 minute question time.
Assessments will also be peer reviewed with a 10% loading on the final result. The lecturer's result will account for 30%.
A presentation template will be provided which will have required links to the KSCPC, Legislation and APST. Every topic must have at least one presenter. Every topic must consider the particular needs of Indigenous students and students with disabilities.
They must address the following key focus areas:
Causes and contexts
Statistics in Australia and South Australia, including if possible numbers relating to Indigenous students and students with disabilities
Research around the reasons for these numbers
Legislation and polices around these issues, both federal and state: these must be identified and clearly related to the issues as relevant.
Support networks and organisations
Keeping Safe Child Protection: relevant sections
Implications for teachers and school leaders in applied practice,with attention to Indigenous students and students with disabililties.
If students have a different topic that they would like to consider, they are welcome to negotiate its inclusion in the program with the
Students will upload their presentation to CANVAS, for all students to share.
Scenario-based Response (Formative 40%)
Addressing Learning Outcomes 2 and 4
(APST 1.3, 1.4, 2.4, 4.1, 4.3, 4.4, 4.5, 7.1, 7.2, 7.3, 7.4)
You are a teacher in a school. One day as you're waiting outside an office for a meeting, you overhear a colleague on the phone. What you
hear is in a scenario below.
Pick one of the following scenarios and write a 2000 - 2500 word researched response in first person outlining how you would advise this teacher. This assignment must be in prose, but can be short answer responses to the criteria below.
Please identify which recording you are addressing in your response.
Please identify any Legislative areas that pertain.
What are the systemic cultural problems that you can identify in relation to the school at which you both work? What are the issues?
Why are these issues... issues?
Of all of the issues that this staff member is facing, which is the most important and why?
What questions you would ask to clarify the situation?;
Practical strategies they can use to help with their stress levels (eg. online apps, support networks...);
What organisations or people you could refer them to (eg. counsellors, the union...) so as to get more long term solutions to their problems. These should be properly referenced;
Are there any other services that could help your colleague?
What are the 'take home messages' for you as a beginning teacher?
Participation in Seminars and reflection on seminar content (Summative 20%)
Addressing Learning Outcomes 1, 2, 3, 4, 5, 6
(APST 1.1, 1.3, 1.4, 1.5, 1.6, 2.4, 2.6, 3.3, 3.5, 3.7, 4.1, 4.3, 4.4, 4.5, 7.1, 7.2, 7.3, 7.4)
In 500 words, briefly outline in first person your knowledge of Child Protection issues against the APST presented here. You need to reflect you knowledgeof the course content, in your response.
SubmissionSubmission will be online via CANVAS. Students must also upload their presentation online for sharing.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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