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Session: 2022/23
Last modified: 21/06/2022 10:22:19
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Title of Module: Integrated Wellbeing |
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Code: UGED09001 |
SCQF Level: 9
(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: | Steven
McLean |
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| Summary of Module |
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This module is a core element of Level 9 of the BA (Hons) Education in year three and is designed to develop knowledge and understanding, concepts and skills within the Scottish health and wellbeing curriculum (CfE).
The main emphasis of this module is to develop the students’ knowledge of the holistic nature of the health and wellbeing curriculum. Through a mixture of practical, interactive and applied theoretical workshops, students will develop a broader knowledge of this curricular area and how it impacts on a child’s development. Students will be exposed to a number of different subject areas and cover eight overarching themes: safe, healthy, achieving, nurtured, active, respected, responsible and included. It is intended that individuals will reflect on how they, as learners, could use this knowledge to enhance their current and future practice.
- The module will support students towards meeting the GTCS Standard for Provisional Registration by working towards the following standards: Professional Values (1.1); 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 further develop their understanding of HWB as a right and explore the value of this right to wider aspects of human development. They will also explore aspects of inclusion and social justice through consideration of HWB in practice. The use of outdoor learning is explored as a stimulus for learning in HWB. Throughout this module students are supported to develop a critically reflective practice.
- Through participating in the module, students will develop UWS Graduate Attributes and will demonstrate, in particular, that they are critical thinkers, effective communicators, collaborative and research-minded. Additionally students will become more knowledgeable and motivated.
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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 and integrated knowledge and understanding of the scope, main areas and boundaries of children’s development.
L2.
Reflect on ways to support learning in the early years and primary sectors.
L3.
Demonstrate a broad knowledge of the scope, defining features and relevant areas of the holistic Health and Wellbeing curriculum.
L4.
Identify and demonstrate knowledge of appropriate pedagogy for the identified curricular areas and stage of learner.
L5.
Conduct themselves as a reflective and accountable practitioner including seeking out sources of informed criticism and valuing, reflecting and responding to them appropriately. |
| 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 9.
An understanding of the scope and defining features of the holistic nature of the health and wellbeing curriculum. A critical understanding of a range of the principles, principal theories, concepts and terminology of the holistic health and wellbeing curriculum. Knowledge of the holistic nature of the health and wellbeing curriculum that is informed by forefront developments. |
| 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 early years and primary sector. In using a few skills, techniques, practices and/or materials associated with the teaching of the holistic health and wellbeing curriculum To prepare to practise in a range of professional level contexts that include a degree of unpredictability. |
| Generic Cognitive skills |
SCQF Level 9.
Undertake critical analysis, evaluation and/or synthesis of ideas, concepts, information and issues in holistic health and wellbeing. Identify and analyse routine professional problems and issues in the teaching of holistic health and wellbeing. Draw on a range of sources in making judgments about the early years and primary sector and the teaching of holistic health and wellbeing. |
| 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 the teaching of holistic health and wellbeing. Present or convey, formally and informally, information on standard/mainstream topics in the early years and primary sectors to a range of audiences. Use a range of ICT applications to support and enhance teaching and learning. |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Exercise autonomy, initiative and independence in some activities at a professional level in practice or in the early years and primary sector. 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 drawing and 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
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 | 10.5 |
| Laboratory/Practical Demonstration/Workshop | 31.5 |
| Asynchronous Class Activity | 0 |
| Independent Study | 158 |
| 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., n.d. Understanding personal, social, health and economic education in primary schools.
Burton, M., Barrell, R., Howard, C. and Levermore, D. (2017). Children's mental health and emotional well-being in primary schools.
*Keenan, T. and Evans, S. (2009). An Introduction to Child Development 2nd edition. London: Sage.
*Scottish Government. (2007). Curriculum for Excellence Building the Curriculum 2: Active Learning in the Early Years. Edinburgh: Scottish Government.
Scottish Government. (2009). Curriculum for Excellence. Edinburgh: Scottish Government
Thorburn, M., n.d. Wellbeing, education and contemporary schooling.
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 | J Ellis |
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| External Examiner | F Hendry |
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| Accreditation Details | GTCS |
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| Version Number | 2.08 |
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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 of this course will consist of one component worth 100% of the module grade. The assessment will be a 3000-word assignment.
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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 |
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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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