Unit Learning Outcomes and Assessment Tasks on Wellbeing

Learning outcomes for the unit

ULO1 Compare, contrast and critically evaluate the differing disciplinary perspectives relating to the topics or themes over the semester.

ULO2 Explore multidisciplinary perspectives and synthesising this knowledge through tutorial discussions and questions guiding learning.

ULO3 Critically think about the benefits and limitations of specific approaches and perspectives on wellbeing.

ULO4 Integrate knowledge from more than one subject area in articulating personal understandings of wellbeing and comparing and contrasting these during tutorial discussions.

ULO5 Improve communication skills by taking part in discussion in tutorials following lectures.

Critically review, analyse and reflect on the La Placa et al. (2013) article to discuss how the Knight McNaught framework for wellbeing can be applied to the recent Covid-19 restrictions in Singapore.

The unforeseen changes to society from the global response to the Covid-19 Pandemic have had wide reaching consequences across many areas of the wellbeing dimensions.

Using the La Placa et al (2013) article as a base, consider how the Knight McNaught framework can be linked to wellbeing concepts, and the effects for people across the wellbeing dimensions. This is a reflective essay, so when talking about yourself and your perception, it is acceptable to use the pronouns “I, we, me, my”

Outline main ideas and author’s thesis, state own thesis statement and your ideas about the article in relationship to your topic.

Main ideas of the article – who, what, when, where, how, why

How does (or doesn’t) the information relate to the current situation?

How does the framework apply during the Covid-19 Pandemic?

How has your wellbeing been affected by the social changes enforced with Covid-19?

What resources have you found useful in supporting your wellbeing?

Define wellbeing dimensions and use at least two within your reflection.

Conclusion

Restate your thesis, summarise your main ideas, include a call for action or a takeaway thought for the reader.

Group PowerPoint Assessment researching One of the topics below (topic and presentation date will be allocated by your tutor0:

1. Exploring wellbeing as a tourism product resource in Asia.

2. The ‘art’ of wellbeing: wellbeing through creativity

3. Supporting Singapore’s youth through mindfulness for wellbeing, resilience and performance.

4. Connecting with nature as a wellbeing intervention.

5. Spiritual and cultural impacts on wellbeing for Indigenous Australian communities.

Group Assignment (3-4 students per group). One submission per group

Produce a PowerPoint presentation connecting research that links the Topic with wellbeing.

Select a case community/study to provide background and context to understandings of wellbeing in relation to your topic. Highlight concepts of wellbeing that underpin your presentation.

• Introduce and define key terms, theories and concepts that show how this aligns with wellbeing.

• Clearly show how the topic enhances or disadvantages wellbeing.

• Explore existing services, programs or initiatives in a specific case study of a community to illustrate the argument.

• Raise awareness of sensitivity to cultural, spiritual, and behavioural differences in communities.

• Be visually appealing, clear, engaging & professional in delivery

Present a 1,000-word reflective analysis (using essay format) summarising your narrated text and wider research for your component of the group presentation.

Assessment is based on your group’s presentation topic.

Critical Reflection Essay must be formally written with a clear introduction, body and conclusion. NB: the conclusion/reflection portion will use first-person point-of-view as you are describing your experiences and learning.

This assessment is not a copy of the notes in the PowerPoint but a short essay which requires thorough research of presented materials and background to the individual’s topic.

• The topic is defined and synthesised within the frameworks of wellbeing.

• The assessment reflects and elaborates on student’s oral presentation topic (Part 2a) using supporting literature.

• The student shows reflective and critical analysis in a succinct conclusion demonstrating knowledge developed through the course, highlighting emerging concepts in the group project; in relation to wellbeing constructs. Some reflection areas to consider:

1. What did I notice?

2. How did the presentation expand my understanding of wellbeing and social capital?

3. Has this assessment changed the way I think?

4. Was any of the information unexpected?

5. How can I apply the learning to my studies/profession/life?

• Evidence of thorough research and support within the literature