Using well‐being literacy to align capability‐based learning with well‐being curriculums in Australian secondary schools
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Abstract
Abstract This reflective piece draws a link between recent work in Well‐being Science and capability‐based learning to increase the transferability of well‐being curriculums. We propose that a capability‐based approach to well‐being curriculum may assist students to activate the skills they need when necessary and may update well‐being curriculums for more impactful learning and engagement.
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Authors: Rachael McNamara, Ellen Heyting, Liz Jones
Institutions: The University of Melbourne, Ballarat Health Services, Victorian Curriculum and Assessment Authority