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Session: 2022/23
Last modified: 23/03/2022 13:47:46
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Title of Module: Health and Well-being across Learning |
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Code: EDUC11117 |
SCQF Level: 11
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | E
Wotherspoon |
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| Summary of Module |
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This module considers the participant's role in taking forward national health and wellbeing initiatives within their specific professional context. It will support participants in developing a critical understanding of the issues and practicalities of promoting a holistic approach to health and wellbeing across learning, and how they can provide a broad range of relevant and realistic learning experiences across all levels of school (or equivalent learning environment) health and wellbeing.
The module aims to enhance participants’ abilities to develop a school/learning environment where young people and children feel happy, safe, respected and included. Participants will critically review, for example, the shared vision of the SHANNARI wellbeing wheel, alongside global professional practice in school health and wellbeing. The module will challenge participants to develop professional practice that will promote confidence, independent thinking and positive attitudes and dispositions by exploring the promotion of mental, emotional, social and physical wellbeing within and out with the classroom (or equivalent learning environment) setting.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-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.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Critically review current concepts of health and its determinants, health and wellbeing education and health promotion.
L2.
Critically reflect on the factors which influence an individual’s health-related behaviours.
L3.
Demonstrate a critical awareness of the approaches to health promotion and their effectiveness.
L4.
Investigate, critically analyse, and review the shared vision of health and wellbeing alongside global professional practice and current national initiatives related to health and wellbeing in own professional context, and demonstrate how the work undertaken impacts on professional practice. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 11.
Critical understanding of the principal theories, principles and concepts associated with health and wellbeing education and health promotion
Critical understanding of a range of specialised theories, principals and concepts relating to health and wellbeing education and health promotion
Critical awareness of current issues in health and wellbeing |
| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Using a significant range of the principal skills, techniques, practices and/or materials which are associated with health and wellbeing education and health promotion
Demonstrating originality or creativity in the application of knowledge, understanding and/or practices within a specific professional context.
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| Generic Cognitive skills |
SCQF Level 11.
Developing original and creative responses to problems and issues with reference to the content of this module and to a specific professional context
Critically reviewing, consolidating and extending knowledge, skills practices and thinking in a subject/discipline
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| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Communicating, using appropriate methods, to a range of audiences with different levels of knowledge/expertise
Communicating with peers, more senior colleagues and specialists
Using a wide range of software to support and enhance work at this level to increase effectiveness
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| Autonomy, Accountability and Working with others |
SCQF Level 11.
Exercising substantial autonomy and initiative in professional and equivalent activities
Taking responsibility for own work and/or significant responsibility for the work of others
Taking responsibility for a significant range of resources
Demonstrating leadership and/or initiative and make an identifiable contribution to change and development
Practising in ways which draw on critical reflection on own and others’ roles and responsibilities.
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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The module handbook will provide specific information on the particular learning and teaching methodologies adopted however, in general terms, the module is delivered using an integrated (online) delivery approach. That is to say, the various formative activities/readings build into resources which learners are able to build on/refer back to throughout the module and which have immediate application to their respective personal and professional practice.
The module introduces a number of related and inter-related themes, and the associated coursework consists of a number of independent and collaborative online tasks and selected reading. The handbook will also include a detailed module timeline so as to enable each learner to manage their study time accordingly; to plan and review their progress against timescales and deadlines at regular intervals throughout the module.
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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) |
| Asynchronous Class Activity | 80 |
| Independent Study | 120 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Access to internet: As the programme is delivered entirely online via the University’s virtual learning environment, participants must have access to an internet connected computer.
Boddington, N., King, A., & McWhirter J. (2014) Understanding Personal, Social, Health and Economic Education in Primary Schools
Naidoo, J. & Wills, J. (2016 4th ed) Health promotion: Foundations for Practice. Elsevier (available in electronic form from the UWS library online)
Scriven, A. (7th edition 2017) Promoting Health - A Practical Guide. Bailliere Tindall (available in electronic form from the UWS library online)
Seedhouse, D. (2nd edition, 2004) Health Promotion Philosophy, Prejudice and Practice. Wiley (available in electronic form from the UWS library online)
Tones, K., and Green, J., (2nd edition 2010/3rd edition 2015) Health Promotion Planning and Strategies. Sage
White, J (2011) Exploring Well-being in Schools – A guide to making children’s lives more fulfilling. Routledge
Web resources
Education Scotland (no date) Health and Well-being
UNESCO (2016) Education for All (EFA) Movement
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(**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)
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| Engagement Requirements |
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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 full-time students (part-time and distance 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 Board | Education |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Career-Long Professional Learning |
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| Moderator | S McLean |
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| External Examiner | C Jones |
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| Accreditation Details | |
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| Version Number | 1.05 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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A referenced essay which will require the individual to indicate how they have made improvements to their professional practice and the promotion of health and well-being in the workplace as a result of undertaking this module (or how they intend to make improvements in the future). The summative assessment counts towards 100% of the overall assessment for the module and the indicative word count of 4,500 words reflects, and is in line with, the advice and guidance set out via UWS' Assessment Handbook (reviewed and updated annually).
In addition to the foregoing, individuals will be required to produce ‘validated work-related evidence’ in support of the formal assessment. This will be negotiated with the module tutor dependent on the individual’s professional context.
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(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.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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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.
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| Equality and Diversity |
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Aligned with the overall commitment to equality and diversity stated in the Programme Specification, 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 distance 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 |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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