Dr Linda Westphalen
Education Specialist
Senior Lecturer
School of Education
Nexus 10, Room 805
linda.westphalen@adelaide.edu.au
08 8318 3784

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.

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

There 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.

It 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.

A 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
lecturer.

As 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.

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

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/ Anxiety	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/ expulsion	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

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.
 
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.

Students must work collegially with partners in presenting.

Students are required to participate fully in research both individually and with peers.

Assessment Task	Task Type	Weighting	Learning Outcome	APST (Graduate)
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

All 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.

Presentation (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:

Definitions
APST covered
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
coordinator.

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.

Focus on:
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.

Submission will be online via CANVAS.  Students must also upload their presentation online for sharing.