Graduate Certificate in Educational Wellbeing
Southern Cross University
About
Schools play an integral role in promoting social and emotional development for students.
This course comprises four units that develop foundational knowledge to help you build supportive school communities and positive learning environments for both students and teachers.The flexible delivery of the course is designed to fit seamlessly around work, family, and other priorities.
It’s 100% online, and you can complete it one, seven-week unit at a time from the comfort of your home – or anywhere with an internet connection.The course is suited to experienced educators looking to progress their careers into a leadership role.
It is also a pathway to further study – graduates of this course receive entry and credit towards a Master of Education.
Structure
| Title | Level of learning | Note |
|---|---|---|
| EDUC5006 - Valuing Diversity | Intermediate | |
| WELF5002 - Supporting Students in Difficult Times | Intermediate | |
| EDUC6008 - Educational Leadership and Wellbeing | Advanced | |
| WELF6002 - Enhancing Student Wellbeing | Advanced |
Entry requirements
The minimum entry requirement for this course is:
- a four year Bachelor degree in Education from any Australian University, or equivalent, or
- an undergraduate degree and a fourth-year level teaching qualification from any Australian university, or equivalent.
To be eligible to receive the Graduate Certificate of Educational Wellbeing, students must complete the equivalent of 4 units (48 credit points), comprising 4 core units.
Learning outcomes
Course Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a course. These outcomes are aligned with the <a href="/staff/teaching-and-learning/graduate-attributes/">graduate attributes</a>.
| Graduate Attribute | Course Learning Outcome |
|---|---|
| Intellectual rigour | Critically analyse, synthesize and evaluate educational contexts, concepts and theories to arrive at a conclusion, and justify that decision. Apply knowledge of evaluation and research principles and methods to analyse issues and solve problems in educational contexts. |
| Creativity | Demonstrate initiative by identifying innovative and creative responses to emerging educational challenges. Conceive preferable educational futures, and propose inventive ways to achieve them. |
| Ethical practice | Critically evaluate the implications of challenging ethical issues in education at the interpersonal, organisational, and governance levels. Demonstrate a commitment to social justice, human rights, ethics and sustainability in professional practice, scholarship, and research. |
| Knowledge of a discipline | Demonstrate advanced and integrated theoretical and practical understanding of a specialised area of education with a global perspective. Locate, evaluate, and implement theory to generate reliable data, making defensible evidence-based professional and organisational decisions about complex educational problems. |
| Lifelong learning | Reflect on current skills, knowledge and attitudes to plan and implement ongoing personal and professional learning. Critically reflect on demonstrating professional discernment, autonomy, resilience, responsibility and accountability when responding to change. |
| Communication and social skills | Demonstrate advanced oral and written communication skills in both academic and professional settings. Demonstrate responsive leadership and the capacity to facilitate collaboration between a diverse range of individuals and teams. |
| Cultural competence | Demonstrate a commitment to education founded on respect for the rights or all persons. Critically reflect on how a global perspective of educational practice can encourage inclusivity and cultural competence. |
Institution
