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EDH2152 Health and Wellbeing

Semester 1, 2015 On-campus Toowoomba
Units : 1
Faculty or Section : Faculty of Business, Education, Law and Arts
School or Department : School of Linguistics, Adult and Specialist Educ

Contents on this page


Examiner: Susan Wilson-Gahan
Moderator: Alice Brown


Health and well-being are influenced by interactions between people and their environments including the economic, physical, sociocultural and political environments. These relationships are dynamic and the changing nature of these interactions has a significant impact on health outcomes. Health is maintained and promoted by individual and community actions and by the policies and health services of communities and governments at the local, state and national level.

The 'social view of health' has been the prevailing view of health since the 1980s. The social view of health suggests that the health of individuals, groups and communities is constructed in society by society. The social view of health is underpinned by the social justice framework which provides a platform to both identify inequities in access to health and to measure the success of heath interventions.

The family home and educational environments as well as community and health care services are critical leverage points where behaviours are developed. A comprehensive approach to Health and Physical Education emphasizes the shared responsibility of parents, peers, schools, health-care systems, governments, the media, and a variety of other institutions and agencies. Meaningful Health and Physical Education requires safe, health-promoting environments, support services from the community, and a school curriculum that acknowledges the importance of health and well-being in student outcomes.

It is essential that health professionals, community support services, teachers, early childhood educators and parents have an understanding of the health and social support research, as well as a broad knowledge of the multiple contextual influences impacting on health and wellbeing issues and see themselves as an important component in the development of health-enhancing behaviours.


This innovative course offers students from a range of disciplines the opportunity to develop a deeper appreciation of the enablers and barriers to positive and equitable health outcomes and environments and contexts that impact on key health and wellbeing issues. An understanding of these factors will help practitioners implement health enabling actions and behaviours as part of interagency and multi-sector partnerships.

This course is designed to provide education students as well as those students interested in community or child health with an understanding of the social view of health and the implications of actions to promote health in communities and populations. It will provide an overview of world health issues and the current health phenomenon will be explored including a biomedical model as well as multidimensional and social ecological models.

Students will gain a deeper understanding of current health promotion and intervention strategies as well as the historical and current paradigms for understanding paediatric, adolescent and ages health issues. Students will leave with an appreciation of the current state of health in Australia and internationally, a respect for the need of a multi-disciplinary approach, and their part in this process. Should enrolments not reach the minimum number required for on-campus study, students may be transferred to the ONLINE offering and advised of this change before semester commences.


The course objectives define the student learning outcomes for a course. The assessment item(s) that may be used to assess student achievement of an objective are shown in parenthesis. On completion of this course students will be able to:

  1. demonstrate knowledge and understanding of health issues and key concerns of Australian and world health (Assignment 1 and Assignment 2; Professional Standards 1.3, 1.5, 2.1, 2.2, 2.3, 2.4, 2.6, 7.1, 7.2, 7.3, 7.4)
  2. evaluate a range of dominant discourses and conceptual frameworks for health promotion and preventative measures including the social view of health and health promotion principles (Assignment 1 and Assignment 2; Professional Standards 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 4.1, 4.4, 7.1, 7.2, 7.4)
  3. demonstrate knowledge and understanding of social determinants of health and wellbeing (Assignment 1 and Assignment 2; Professional Standards 1.3, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.4, 3.7, 4.1, 4.4)
  4. analyse enablers, environments and contexts for health promotion action as well as the barriers that impact on key health and wellbeing issues for children, adolescents and adults (Assignment 1 and Assignment 2; Professional Standards 1.2, 1.3, 1.4, 1.5, 1.6, 7.1, 7.2, 7.3, 7.4)
  5. recognise the role curriculum, education and care frameworks have in promoting health and wellbeing in childcare centres, schools and a range of care settings (Assignment 1 and Assignment 2; Professional Standards 2.2, 3.4, 3.5, 3.7, 4.1, 4.4, 4.5, 6.2, 6.3, 7.1, 7.2, 7.3, 7.4)
  6. critically analyse a range of contexts and environments and identify key factors influencing health (Assignment 1 and Assignment 2; Professional Standards 2.1, 3.4, 7.1, 7.2, 7.3, 7.4)
  7. identify key intervention strategies and apply a range of theoretical frameworks to help make sense of a number of health issues (Assignment 1 and Assignment 2; Professional Standards 2.1, 3.4, 4.1, 4.4, 4.7, 7.1, 7.2, 7.3, 7.4)
  8. demonstrate an understanding of the pedagogical implications of health education and evaluate a range of programs and initiatives with regards to health and wellbeing (Assignment 1 and Assignment 2; Professional Standards 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.4, 2.5, 2.6; 7.1, 7.2, 7.3, 7.4)
  9. demonstrate competent standards of communication and professional responsibility by having completed all subject requirements on time (Assignment 1 and Assignment 2; Professional Standards 2.5, 2.6)
  10. demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing (Assignment 1 and Assignment 2; Professional Standards 2.5, 2.6)


Description Weighting(%)
1. Conceptualising health and wellbeing
  1. Definitions of health and wellbeing, the social view of health and health promotion
  2. Overview of current health issues and key concerns of Australian and world health
2. Paradigms and frameworks for making sense of health
  1. Health promotion and wellbeing frameworks
  2. Approaches (biomedical, socio-ecological and multidimensional)
  3. Strength-based paradigms
  4. Inquiry
3. Understanding health and wellbeing in populations
  1. Paediatric health - determinants, environments and contexts (e.g. mental health/bonding and attachments, Kid's Safe)
  2. Children's health (e.g. food and nutrition, health benefits of physical activity, safety, mental health and wellbeing)
  3. Adolescent health (e.g. relationships and sexuality, risk taking, peer pressure, alcohol and other drugs and mental health and wellbeing)
  4. Health of special populations and groups (e.g. Indigenous populations, rural versus urban, cultural groups)
  5. An examination of health issues (case studies)
4. Strategies for prevention and intervention in communities
  1. Inequities in health
  2. Intervention opportunities
  3. Exploring successful exemplars and case studies
5. Education and care settings - agencies for change
  1. Pedagogical and curriculum considerations and application
  2. Health policies, legislation, programs and frameworks
  3. Health places, spaces and directions of changes

Text and materials required to be purchased or accessed

ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (

Please contact us for alternative purchase options from USQ Bookshop. (

  • There are no texts or materials required for this course.

Reference materials

Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience.
  • Australian Institute of Health and Welfare 2012, Australia's Health 2012, AIHW, Canberra, ACT.
    (Cat. no. AUS 99.)
  • Bouchard, C, Blair, SN & Haskell, W (eds) 2007, Physical activity and health, Human Kinetics, Champaign, Illinois.
  • Calcott, D, Miller, J & Wilson-Gahan, S 2012, Health and physical education: preparing educators for the future, Cambridge University Press, Melbourne, Victoria.
  • Corbin, CB, Welk, G, Corbin, WR & Welk, KA 2009, Concepts of fitness and wellness: a comprehensive lifestyle approach, 8th edn, McGraw-Hill, New York.
  • Fleming, ML & Parker, E 2006, Health promotion: principles and practice in the Australian context, 3rd edn, Allen & Unwin, Sydney, New South Wales.
  • Insel, P, Roth, R & Walton, T 2008, Core concepts in health, 10th edn, McGraw-Hill, Boston, Massachusetts.
  • Keleher, H & MacDougall, C 2009, Understanding health: a determinants approach, 2nd edn, Oxford University Press, Melbourne, Victoria.

Student workload requirements

Activity Hours
Directed Study 80.00
Independent Study 80.00

Assessment details

Description Marks out of Wtg (%) Due Date Notes
ASSIGNMENT 1 50 50 17 Apr 2015
ASSIGNMENT 2 50 50 05 Jun 2015

Important assessment information

  1. Attendance requirements:
    On-campus: It is the students' responsibility to attend and participate appropriately in all activities scheduled for them, and to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.

    Online: There are no attendance requirements for this course. However, it is the students' responsibility to study all material provided to them including discussion forums scheduled for them, and to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.

  2. Requirements for students to complete each assessment item satisfactorily:
    To satisfactorily complete and individual assessment item a student must achieve at least 50% of the marks.

  3. Penalties for late submission of required work:
    Students should refer to the Assessment Procedure (point 4.2.4)

  4. Requirements for student to be awarded a passing grade in the course:
    To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.

  5. Method used to combine assessment results to attain final grade:
    The final grades will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative assessment items in the course.

  6. Examination information:
    There is no examination in this course.

  7. Examination period when Deferred/Supplementary examinations will be held:
    Not applicable.

  8. University Student Policies:
    Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at

Assessment notes

  1. APA style is the referencing system required in this course. Students should use APA style in their assignments to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ Library's referencing guide at //

Other requirements

  1. Students will require access to e-mail and have Internet access to UConnect for this course.

  2. Risk Management: There are no risks beyond the ordinary associated with this course.