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Module Descriptors

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Session: 2022/23

Last modified: 14/10/2022 17:14:30

Title of Module: CA of Health & Wellbeing Teaching

Code: UGED09009 SCQF Level: 9
(Scottish Credit and Qualifications Framework)		 Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Education & Social Sciences
Module Co-ordinator:Linda  Bell

Summary of Module

This module links with the level 10 double module Dissertation Practitioner Research  It is designed to develop expertise in relevant literature including policy, research, theories, case studies and legislation relating to and impacting upon successful learning and teaching in primary schools.  Students will focus on Health and Wellbeing.  Completion of this module allows students to undertake the Level 10 Dissertation module with a continued focus on Health and Wellbeing.  Alternatively, and by agreement with the module co-ordinator, students who wish to do so may choose to focus on an alternative curricular area/current issue in the dissertation.   

 

  • Historic approaches to the teaching, acquisition and understanding of Health and Wellbeing including a range of relevant case studies. Historic approaches to the teaching, acquisition and understanding of Health and Wellbeing. National (Scottish and UK) and international perspectives relating to the teaching, acquisition and understanding of Health and Wellbeing practices. International perspectives including key indicators, student achievement, political and societal variations and how these may impact upon approaches to learning and teaching of Health and Wellbeing. Current issues, theories and priorities relating to the teaching, acquisition and understanding of Health and Wellbeing.

  • National (Scottish and UK) and international perspectives relating to the teaching, acquisition and understanding of Health and Wellbeing

  • International perspectives, including key indicators, student achievement, political and societal variations and how these may impact upon approaches to learning and teaching of Health and Wellbeing

  • Current issues, theories and priorities relating to the teaching, acquisition and understanding of Health and Wellbeing.

  • The module will support students towards meeting the GTCS Standard for Provisional Registration by working towards the following standards: Professional Values (Social Justice; Trust and Respect; Integrity) (1.1); Professional Commitment (1.2); Have knowledge and understanding of education systems (2.2.1); Have knowledge and understanding of pedagogical theories and professional practice (2.1.1); Utilise pedagogical approaches and resources (3.1.2); Engage critically with literature, research and policy (3.3.1); Engage in reflective practice to develop and advance career-long professional learning and expertise (3.3.2).

  • In relation to learning for sustainability, students will develop knowledge and skills in inclusion and social justice, enquiry, critical approaches, reflection, IDL and dealing with uncertainty.

  • Through participating in the module, students will develop UWS Graduate Attributes and will demonstrate, in particular, that they are critical thinkers, analytical, inquiring, research-minded and knowledgeable.


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 2

 

Term 3

 

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Learning Outcomes: (maximum of 5 statements)

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

L1. Demonstrate awareness and understanding of the historic development of approaches to the learning and teaching of Health and Wellbeing.

L2. Be aware of, discuss and reflect upon national and international approaches to the acquisition and understanding of Health and Wellbeing.

L3. Analytically reflect upon how the acquisition and understanding of Health and Wellbeing may be affected by political and societal variations

L4. Demonstrate an understanding of academic literature that discusses current and emerging theories and policies relating to effective and successful approaches to the learning and teaching of Health and Wellbeing.

L5. Demonstrate an understanding of the contribution of citation indexes, online databases and journal abstracts to the navigation of academic literature.

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 9.

Demonstrate and / or work with:

• An understanding of how approaches to the learning and teaching of Health and Wellbeing have been and are subject to change

• A critical understanding of current and emerging theories and policies relating to the learning and teaching of Health and Wellbeing

Practice: Applied Knowledge and Understanding SCQF Level 9.

Apply knowledge skills and understanding:

• In using a range of the principal professional skills, techniques, practices and/or materials associated with the successful teaching of Health and Wellbeing

• In using a number of skills, practices and/or materials that or specialised and/or advanced in the teaching of Health and Wellbeing

• In practising routine methods of inquiry and/or research related to Health and Wellbeing

Generic Cognitive skills SCQF Level 9.

• Undertake critical analysis, evaluation and/or synthesis of ideas, concepts, information and issues associated with the successful teaching of Health and Wellbeing

• Identify and analyse routine professional problems and issues relating to Health and Wellbeing

• Draw on a range of national, international, historic and current sources in making judgements and presenting arguments

Communication, ICT and Numeracy Skills SCQF Level 9.

Use a wide range of routine skills and some advanced and specialised skills in support of established practices in a subject/discipline/sector, for example:

• Present or convey, formally and informally, information on topics relating Health and Wellbeing to a range of audiences.

• Use a range of ICT applications to support and enhance work.

• Interpret, use and evaluate numerical and graphical data to achieve goals/targets which relate to the stated learning outcomes.

Autonomy, Accountability and Working with others SCQF Level 9.

• Exercise autonomy and initiative in activities relating to the stated learning outcomes and relate these these at a professional level to successful practice in professional environments.

• Practise in ways that show awareness of own and others’ roles and responsibilities.

• Work, under guidance, with specialist practitioners.

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
A range of approaches will be used including lectures, seminars, group and individual activities, research tasks and presentations. The VLE will be integral to the module including providing a repository for relevant materials, outlining directed self-study and the facilitation of research, interpretation and discussion of core topics.
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 which may be online or face to face. 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 Delivery12
Laboratory/Practical Demonstration/Workshop24
Tutorial/Synchronous Support Activity12
Independent Study152
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:

Bottomley et al. (2019)Critical Thinking Skills for your Education Degree. Critical Publishing?(Available as ebook). Core text


Pears, R. and Shields, G. (2019)Cite them right: the essential referencing guide.11th edn. London: Red Globe Press / Macmillan International Higher Education(Available as ebook).

plus an essential paper for each themed lecture:

EP: Watkins, C., Carnell, E. and Lodge, C., (2007) Effective Learning In Classrooms. London: Paul Chapman Pub. (Chapter 2)

Inclusion: Florian, L. and Black-Hawkins, K. (2011) Exploring Inclusive Pedagogy. British Educational Research Journal. Vol.37(5), pp. 813-828

Assessment: Bennett, R.E. (2011). Formative assessment: a critical review. Assessment in Education: Principles, Policy and Practice, 18(1), pp5-25

Motivation: Deci, E.L. and Ryan, R.M., (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology https://doi.org/10.1016/j.cedpsych.2020.101860


Social Justice: Pearce, S. (2019). ‘It was the small things’: Using the concept of racial microaggressions as a tool for talking to new teachers about racism, Teaching and Teacher Education, (79), pp. 83-92,
https://doi.org/10.1016/j.tate.2018.12.009.


Subject-specialist reading is negotiated with students in specialist groups at the beginning of each academic year.

(**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/

In accordance with module and programme handbooks, any student whose attendance has fallen below the 75% minimum requirement for a module could be withdrawn from and given a re-attend decision for that module. To assure placement partners that students are appropriately prepared to undertake periods of school experience, unsatisfactory attendance across academic modules may prevent progress to placement, or result in withdrawal from the programme, as a student would be deemed not to have met the professional requirements of the programme as accredited by the GTCS.

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Supplemental Information

Programme BoardEducation
Assessment Results (Pass/Fail) No
Subject PanelEducation
ModeratorJ Ellis
External ExaminerL Waddell
Accreditation DetailsGeneral Teaching Council for Scotland (GTCS)
Version Number

1.06

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Assessment: (also refer to Assessment Outcomes Grids below)
There are two assessment components, both of which must be passed in order to pass the module. Weighting of each component is even (50%).
Component one comprises a 1500-word critical analysis of one of the generic themes discussed in the module
Although this component requires you to demonstrate understanding of a broad theme addressed in the module, it
is important that you demonstrate this understanding as it relates to your subject specialism.
Component two comprises a recorded presentation. Students will select and critically analyse, through comparing and contrasting, two relevant journal articles. They will present their analysis in a 15 minute narrated presentation using a presentational tool such as powerpoint, canva or sway that is recorded in a secure, accessible online platform e.g.Microsoft Stream


In this component students are required to are required to demonstrate a deeper analysis of two articles which has been discussed in subject seminars.

These articles can be related to the theme chosen in part one, but students might wish to choose a different focus from component one. If component one and component two relate to each other, this allows students to examine a broad area of research in part one and then focus on the same area in more depth in component two.


The recording should be 15 minutes long.
(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) Learning Outcome (5) Weighting (%) of Assessment ElementTimetabled Contact Hours
Essaycheck markcheck markcheck markcheck markcheck mark500.5

Component 2
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Learning Outcome (5) Weighting (%) of Assessment ElementTimetabled Contact Hours
Presentation check markcheck markcheck markcheck mark500.5
Combined Total For All Components100% 1 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 the VLE, 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)


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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