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Session: 2022/23
Last modified: 23/03/2022 12:49:53
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Title of Module: Health Wellbeing Promotion and Safeguarding |
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Code: EDUC07041 |
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: | TBC
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| Summary of Module |
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This module focuses on health, wellbeing and safeguarding, with an emphasis on the care needs of young children. Students will explore concepts of health, health education and health promotion. Students will investigate the aspects and dimensions of health and their dynamic interactions, allowing them to develop an understanding of complex factors including beliefs, values and attitudes that influence health-related behaviours. The rights of children to a healthy lifestyle will be considered. Student knowledge and understanding of the ecological impact of current societal and familial health issues such as addiction, mental health, physical activity and exercise will be developed. Early childhood nutrition and healthy eating will also be explored.
Students will practically apply aims and approaches to health education and health promotion; identifying strategies to promote the care of young children and to support the wellbeing of all stakeholders in early childhood settings. Approaches to partnership working will be examined with consideration of supports for families with additional support needs.
Students will gain a broad knowledge of current policy, legislation, guidance and working practices from both an international and local perspective. Strategies to support and safeguard vulnerable children, including relevant child protection legislation, will be explored.
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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 knowledge and understanding of the concepts of health, health education and health promotion in relation to the work of a childcare sector professional
L2.
Demonstrate an awareness of current key health issues and relevant documentation, reflecting on their impact on children’s development
L3.
Apply a range of approaches in safeguarding, child protection and related roles and procedures in an early learning and childcare setting. |
| 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.
An awareness of the dimensions of health and their dynamic interactions.
Understanding of a limited range of core theories, principles and concepts related to health and health promotion in modern society.
An awareness of policy and understanding of professional responsibility in practice relating to safeguarding
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| Practice: Applied Knowledge and Understanding |
SCQF Level 7.
Carry out routine lines of enquiry, development and investigation into professional level, problems and issues related to healthy lifestyles with young children and safeguarding. |
| Generic Cognitive skills |
SCQF Level 7.
Use and begin to evaluate a range of approaches to evidence based solutions. |
| Communication, ICT and Numeracy Skills |
SCQF Level 7.
Present and evaluate arguments, information and ideas that are routine to early learning and childcare health wellbeing and safeguarding |
| Autonomy, Accountability and Working with others |
SCQF Level 7.
Exercise autonomy and initiative in some activities at a professional level to promote health and wellbeing. |
| 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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Use of VLE, Interactive Whiteboards, on-line tutor/student led discussions, individual and group tasks. Workshops and student-led seminars, group-work, role-play, presentations, problem based learning, will be used to develop student learning. Formative and summative assessments will be used including such instruments as presentations and work based learning.
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.
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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) |
| Lecture/Core Content Delivery | 36 |
| Work Based Learning/Placement | 100 |
| Independent Study | 64 |
| 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:
Dowling, M. (2014) Young Children's Personal, Social & Emotional Development. 4th edition. Los Angeles. Sage.
Gottwald, M. (2012) A Guide to Practical Health Promotion. Maidenhead. OU Press.
Green, J. Tones, K., Cross, R. and Woodall, J. (2015) Health Promotion Planning and Strategies. 3rd Edition. London. Sage.
Meggitt, C. (2012) Child Development: An Illustrated Guide. Oxford: Pearson.
Meggit, C., Bruce, T. and Manning-Morton, J. (2016) Childcare and Education 6th Edition London. Hodder Education
Musgrave, J. (2017) Supporting Children’s Health and Wellbeing. London. Sage
Naidoo, J. and Wills, J. (2009) Foundations for Health Promotion. 3rd Edition. Edinburgh. Balliere Tindall Elsevier
NHS Health Scotland (2019) Off to a Good Start All You Need to Know About Breastfeeding Your Baby Available http://www.healthscotland.com/documents/120.aspx
Nutkins, S., Macdonald, C. and Stephen M. (2013) Early Childhood Education and Care: An introduction. London: SAGE
Powell, S., Smith, K. and Maynard T. (2018) An Introduction to Early Childhood Studies. London: SAGE.
Roberts, R. (2010) Wellbeing from Birth. London: SAGE.
Tassoni, P. (2015) Supporting Children with Special Needs. UK: Hodder Education.
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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 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, available through the following link: https://www.uws.ac.uk/current-students/supporting-your-studies/your-rights-responsibilities/ |
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Supplemental Information
| Programme Board | Education |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Childhood Studies/Practice |
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| Moderator | J Leslie |
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| External Examiner | I Birnie |
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| Accreditation Details | |
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| Version Number | 1.03 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Self- and peer-assessed formative tasks will be undertaken throughout this module. Students will be assessed formatively through their communication and contributions to online discussions, collaborative group tasks and lecturer support. Digitally enabled, efficient and effective formative feedback will provide students with guidance on how to gauge and inform progress.
Summative assessment will be in two components:
1.Group Presentation. Oral group presentation of a case study or scenario which incorporates students’ knowledge of roles, responsibilities and procedures around safeguarding ( 25%)
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| A written portfolio. Based upon a project which promotes health and wellbeing of children, parents and/or carers within an Early Learning and Childcare setting. Students will 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%) |
(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 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 |
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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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