TEAC 2058 Wellbeing and Promoting Positive Learning Environments

Credit Points 10

Legacy Code 102129

Coordinator Terrence Wright Opens in new window

Description The unit is only offered to students enrolled in the Bachelor of Education (Primary) Aboriginal and Torres Strait Islander Education program. The purpose of this unit is for prospective teachers to develop an understanding of the individual and contextual factors which influence children's behaviour and to apply this knowledge to building and maintaining positive learning environments. The unit focuses on proactive and preventative measures through the establishment of a healthy learning ecology. It draws upon professional experiences to apply sound theoretical foundations to base approaches to responding to a range of student behaviours while simultaneously promoting student mental health, wellbeing and resilience. The unit provides support for the development of an integrated management plan that reflects the diverse nature of children's behaviour and is informed by both theory and a critical evaluation of personal and professional dispositions.

School Education

Student Contribution Band HECS Band 1 10cp

Check your HECS Band contribution amount via the Fees page.

Level Undergraduate Level 2 subject

Equivalent Subjects EDUC 2013 - Personal Development Health and Physical Education 2 (AREP)

Restrictions Students must be enrolled in 1717 - Bachelor of Education (Primary) Aboriginal and Torres Strait Islander Education.

Learning Outcomes

On successful completion of this subject, students should be able to:
  1. Describe children�fs development, cultural and socio-cultural factors influencing stude

Subject Content

1. Influences on children's behaviour: Ecological systems theory and implications.
2. Healthy learning ecology: a proactive and preventative approach.
- Understanding children's development and their diverse needs.
- promoting positive learning environments.
- establishing positive relationships.
3. Theoretical foundations.
- theoretical bases and related discipline models.
- developing A personal philosophy and integrated model of discipline.
4. Teacher and student mental health, wellbeing and resilience: Implications for behavior.
5. Policies, legislation and support services for promoting positive behavior and the mental health and wellbeing needs of students and teachers.
6. Deeping of knowledge and skills to meet the specific needs of Aboriginal and Torres Strait Islander young people.


The following table summarises the standard assessment tasks for this subject. Please note this is a guide only. Assessment tasks are regularly updated, where there is a difference your Learning Guide takes precedence.

Item Length Percent Threshold Individual/Group Task
Attitudes to student misbehaviour 1500 words 50 N Individual
Group Presentation: Approaches to Behaviour Management 15 minutes 20 N Group
Individual Presentation: Developing personal model of student discipline/wellbeing 5 minutes 30 N Individual

Prescribed Texts

  • Roffey, S. (2011). The new teacher's survival guide to behaviour (2nd ed.) London: Sage Available online from WSU library

Teaching Periods

2022 Semester 1



Subject Contact Terrence Wright Opens in new window

Attendance Requirements 80% attendance rate is imposed in all core subjects’ due to the nature of class activities that are aligned with subject assessments.

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