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Module Descriptors

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Session: 2022/23

Last modified: 14/12/2022 15:00:52

Title of Module: Supporting Health & Wellbeing

Code: EDUC08006 SCQF Level: 8
(Scottish Credit and Qualifications Framework)		 Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Education & Social Sciences
Module Co-ordinator:TBC 

Summary of Module

This module focuses on relationships and their importance in personal and professional life.

Concepts of Health Education
Exploration of the dimensions of health and their dynamic interactions. Examination of the complexity of the factors including beliefs , values and attitudes influencing health-related behaviours.

Concepts of Health Promotion
Exploration of different models and approaches to health promotion and understanding of the differences between health education and health promotion.

Current Key Health Issues
Development of knowledge and understanding of mental health. The significance of physical activity and exercise and issues relating to nutrition and healthy eating in childhood will be considered. Current health issues affecting society including addiction, mental health, wellbeing and additional health needs. Recognition and knowledge of global, UK and Scottish policy development since 2000 and recent developments.

Collaboration Between Health Professionals
Investigation of strategies that encourage, enhance and involve collaboration between health professionals and parents. Consideration of families with additional support needs and the promotion of breast feeding.

Implications for Clients and Workers in Providing a Health Promoting Approach
Discussion of the features of a ‘health promoting' establishment.  Group presentation to peers on the ways in which a child care establishment can protect and improve the health of children, parents/carers and staff.

Working in partnership with parents and professionals ( Multi-agency working)
Examination of the elements of partnership working with parents, professionals and the wider community in order to promote the health and well-being of children and families.
 


Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.

Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations

Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.

HybridC
Online with mandatory face-to-face learning on Campus

HybridO
Online with optional face-to-face learning on Campus

Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.


Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:

 

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Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1check markTerm 2check markTerm 3check mark

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Learning Outcomes: (maximum of 5 statements)

On successful completion of this module the student will be able to:

L1. To develop a critical knowledge and understanding of the concepts of health, health education and health promotion in relation to the work of a childcare sector professional.

L2. To review current key health issues, relevant documentation and reflect on their impact on children aged 0-12 years.

L3. To investigate strategies which allow childcare professionals to work in collaboration with parents and health professionals for the benefit of the health of children and their families.

L4. To develop skills in researching a topic which takes consideration of developing a health promoting establishment.

Employability Skills and Personal Development Planning (PDP) Skills
SCQF Headings During completion of this module, there will be an opportunity to achieve core skills in:
Knowledge and Understanding (K and U) SCQF Level 8.

Understanding of a limited range of core theories, principles and concepts related to health and health promotion in modern society.

Practice: Applied Knowledge and Understanding SCQF Level 8.

Carry out routine lines of enquiry, development and investigation into professional level, problems and issues related to healthy lifestyles with young children.

Generic Cognitive skills SCQF Level 8.

Use and critically evaluate a range of approaches to evidence based solutions.

Communication, ICT and Numeracy Skills SCQF Level 8.

Convey complex information to arrange of audiences and for a range of purposes.

Autonomy, Accountability and Working with others SCQF Level 8.

Exercise autonomy and initiative in some activities at a professional level.

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Other:
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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Learning and Teaching
Use of VLE, Interactive Whiteboards, on-line tutor/student led discussions. Lectures, tutorials, student-led seminars, group-work, role-play, presentations, workshops, problem based learning and self study packs will be used to develop student learning. Formative and summative assessments will be used including such instruments as essays, assignments, seminars, and seminar papers and presentations.

Student handbooks, and other detailed material made available to students, will give more specific information on the particular learning and teaching methodologies, and combinations of these methodologies, to be used for timetabled student sessions. This will clarify for students both their expectations for timetabled sessions, and their expectations for the overall balance of learning and teaching methodologies to be used during the module
Learning Activities
During completion of this module, the learning activities undertaken to achieve the module learning outcomes are stated below: 		Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities)
Lecture/Core Content Delivery36
Work Based Learning/Placement 35
Independent Study129
200 Hours Total

**Indicative Resources: (eg. Core text, journals, internet access)

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

Downie, R. S. Tannahill, C. and Tannahill, A. (1996) Health Promotion Models and Values. 2nd Edition. Oxford. Oxford University Press.

Maynard, T. and Powell, S. (2014) An Introduction to Early Childhood Studies. London. Sage.

Naidoo, J. and Wills, J. (2009) Foundations for Health Promotion. 3rd Edition. Edinburgh. Balliere Tindall Elsevier

Scottish Government (2011) Improving Maternal and Infant Nutrition: A Framework for Action. Edinburgh. Scottish Government.

Scriven, A. (2010) Promoting Health: A Practical Guide. Edinburgh. Bailliere Tindall Elsevier.

(**N.B. Although reading lists should include current publications, students are advised (particularly for material marked with an asterisk*) to wait until the start of session for confirmation of the most up-to-date material)

Engagement Requirements

In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure

Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
All fulltime students (part-time and distant learning students should check with their programme leader for any queries) are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link: http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/

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Supplemental Information

Programme BoardEducation
Assessment Results (Pass/Fail) No
Subject PanelChildhood Studies/Practice
ModeratorJ Leslie
External ExaminerJ Shaik Mopidevi
Accreditation Details
Version Number

2.07

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Assessment: (also refer to Assessment Outcomes Grids below)
Formative assessment tasks will be undertaken throughout this module.
Summative assessment- Written essay. The essay will require students to demonstrate appropriate knowledge and understanding of health and health promotion and reflect upon the specific issues and challenges which may apply to childcare sector professionals (75%)
Summative assessment- Presentation. The presentation will require students to reflect on their role in establishing a health promotion project within a placement/workplace setting (25%)
(N.B. (i) Assessment Outcomes Grids for the module (one for each component) can be found below which clearly demonstrate how the learning outcomes of the module will be assessed.
(ii) An indicative schedule listing approximate times within the academic calendar when assessment is likely to feature will be provided within the Student Handbook.)

Assessment Outcome Grids (Footnote A.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Essaycheck markcheck markcheck mark 750

Component 2
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Presentationcheck mark check markcheck mark250
Combined Total For All Components100% 0 hours

Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

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Note(s):
  1. More than one assessment method can be used to assess individual learning outcomes.
  2. Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
    This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.

Equality and Diversity
Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using Moodle, learning materials will be presented electronically in formats that allow flexible access and manipulation of content (part-time and distant learning students should check with their programme leader for any queries). The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/

Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.

UWS Equality and Diversity Policy
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.

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