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Session: 2022/23
Last modified: 12/10/2022 18:33:33
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Title of Module: Health and Wellbeing for Understanding |
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Code: UGED07005 |
SCQF Level: 7
(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: | Yvonne
White |
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| Summary of Module |
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This module is a core element of Level 7 of the BA (Hons) Education in year one and is designed to introduce students to mental, emotional, social and physical wellbeing.
This module will develop the students’ understanding of the concepts required to develop holistic health and wellbeing. Students will apply their knowledge and understanding to support and develop their own personal health and wellbeing.
During the module students will assess their own mental, emotional, social and physical wellbeing needs, design a personal development plan to meet these requirements and finally after completing their personal programme, evaluate how their targets have been met.
As well as theoretical workshops this module is practically based and will require students to be physically active throughout the duration of the course. The physical aspect of the course will also be expected to continue out with any University based workshops.
It is also envisaged that this module will also start to develop students’ awareness of health and wellbeing within Curriculum for Excellence.
- The module will support students towards meeting the GTCS Standard for Provisional Registration by working towards the following standards: Professional Commitment (1.2); Have knowledge and understanding of Pedagogical Theories and Professional Practice (2.1.1); Plan effectively to meet learners’ needs (3.1.1); Engage critically with literature, research and policy (3.3.1).
- In relation to learning for sustainability, students will develop their understanding of health and wellbeing to promote the concept of what makes a good life. In addition, students will consider health and wellbeing as a right and explore the value of this right to wider aspects of human development. They will also explore aspects of system thinking and capacity to deal with uncertainty throughout the module.
- Throughout this core module the UWS Graduate attributes are promoted and students are encouraged to develop a set of globally relevant skills, abilities and behaviours that will support them in becoming work ready and successful. A broad range of personal, academic and professional attributes are embedded within the activities and content of the module. In this module a particular focus will be given to developing knowledgeable, autonomous, emotionally intelligent, resilient, socially responsible and driven educators.
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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.
Demonstrate a broad knowledge and understanding of the defining features of mental , emotional, social and physical wellbeing
L2.
Apply knowledge and understanding of the theories, concepts and principles required to develop their overall holistic health and wellbeing
L3.
In a practice context produce, complete and evaluate a personal development plan to meet personal needs
L4.
Practice routine methods of enquiry and research in the context of developing a healthy lifestyle |
| 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 7.
Understanding of a broad knowledge of health and wellbeing.
Understanding of knowledge that is embedded in the main principles and concepts of health and wellbeing.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 7.
Applying knowledge, skills and understanding of features of effective practice in relation to mental, emotional, social and physical wellbeing.
Practising and developing their own personal health and wellbeing.
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| Generic Cognitive skills |
SCQF Level 7.
Presenting and evaluating arguments, information and ideas that are central to the promotion of health and wellbeing.
Use a range of approaches to address defined health and wellbeing issues.
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| Communication, ICT and Numeracy Skills |
SCQF Level 7.
Convey complex ideas in well-structured and coherent forms.
Using a range of forms of communication effectively in both familiar and unfamiliar contexts.
Use numerical and graphical data to measure progress and achieve goals/targets.
Select and use standard ICT applications to process and obtain a variety of information.
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| Autonomy, Accountability and Working with others |
SCQF Level 7.
Exercise some initiative and independence in carrying out specific activities to develop their own personal health and wellbeing.
Take the lead in implementing agreed plans in familiar or defined contexts.
Take account of own and others’ roles and responsibilities when carrying out tasks.
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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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| In all modules on the BA Education programme, we take an authentic, best-practice and forward-looking approach to learning activities and assessment. There is a strong emphasis on situated learning and real professional scenarios. We are committed to interactive learning and the small number of learning activities that are purely transmission of information are normally pre-recorded. In workshops, which utilise classrooms, and other facilities as appropriate, the outdoors and the Aula VLE, main methodologies include collaborative working, problem-based learning, real-world tasks, research based learning, enquiry-based learning, student presentations, online tutor/student-led discussions, concept visualisation (eg collage), play/games and practical workshops. All learning activities are aligned to relevant aspects of the professional standards. Individual, group or tutor-led reflection is required throughout. Learning activities develop 21st century skills such as communication, collaboration, digital skills, creativity and critical thinking. Learning activities, assessment and feedback, where appropriate, provide students with choice, such as the mode of assessment. |
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 Delivery | 15 |
| Laboratory/Practical Demonstration/Workshop | 33 |
| Tutorial/Synchronous Support Activity | 0 |
| Asynchronous Class Activity | 0 |
| Independent Study | 152 |
| 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:
Boddington, N, King, A and McWhirter, J (2014) Understanding personal, social, health and economic education in primary schools. London: Sage.
Naidoo, J and Wills, J (2016) Health promotion: foundations for practice (4th ed). Amsterdam: Elsevier.
Scriven, A (ed) (2017) Promoting health: a practical guide. Amsterdam: Elsevier.
Academic journals are a valuable source of reading. Key articles will be detailed as part of module activities where applicable however participants should also source relevant material, using databases and other resources, provided by the UWS Library as a means of extending their own personal and professional knowledge and skills.
The internet provides a convenient way of accessing government reports, statistics and other relevant resources. It is not practical to provide a comprehensive list of sites via this descriptor however ‘useful resources’ will be signposted via the VLE site and participants will be encouraged to add to such a list as they too locate relevant resources.
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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:
Given the professional nature of the programme, 100% attendance and engagement is expected. The module co-ordinator maintains an overview of attendance and engagement. Should there be concerns, there will be liaison between module co-ordinator, personal tutor and the student to identify steps to support engagement and success. |
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Supplemental Information
| Programme Board | Education |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Education |
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| Moderator | L Nisbet |
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| External Examiner | L Craig |
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| Accreditation Details | General Teaching Council for Scotland |
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| Version Number | 1.04 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Formative assessment consists of workshop tasks and VLE activities. The development of practical skills and the reflective evaluation of these skills will also be formatively assessed.
The summative assessment for this module consists of one component worth 100% of the overall grade. Students will create and share a presentation.
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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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This module is appropriate for all students irrespective of age, disability, gender and gender identity, race, ethnicity, religion or belief, or sexual orientation. To promote inclusive practice, procedures and processes have been subject to Equality Impact Assessment where appropriate.
In line with the Equality Act 2010 and UWS Equality Outcomes 2017-21, the School of Education encourages the disclosure of support requirements, including disability, at the recruitment stage and throughout the duration of the module. Emphasis is placed on confidentiality of information, the benefits of disclosure and that no detriment to progress will be experienced. The School will endeavour to make reasonable adjustments to teaching and learning approaches and arrangements for assessment, and (when applicable) periods of school placement, where a student has disclosed specific requirements.
Students undertaking this module should develop increased understanding of societal and environmental conditions which may impact upon the educational attainment of individuals and groups.
UWS Equality and Diversity Policy
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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