|Semester 1, 2020 Online|
|Short Description:||Health and Wellbeing|
|Faculty or Section :||Faculty of Business, Education, Law and Arts|
|School or Department :||School of Education|
|Student contribution band :||National Priority - Teaching|
|ASCED code :||070303 - Education Studies|
|Grading basis :||Graded|
Examiner: Susan Wilson-Gahan
Pre-requisite: BEDU (Primary) Only - EDP2111
Professionals in a broad range of disciplines need knowledge of the multiple contextual influences impacting on health and wellbeing and an understanding of the role of health education and promotion in the development and support of health-enhancing behaviours. Health is influenced by the dynamic interactions between people and their economic, physical, sociocultural and political environments. The ‘social view of health’ is underpinned by the notion that the health of individuals, groups and communities is constructed in society, by society, making personal, social and community health a shared responsibility.
Understanding the multidimensional and multisectoral imperative, social justice principles and socio-ecological impacts to identify and evaluate inequities in access to health is essential for successful health education and promotion. Educational and work settings are advantageous environments for capturing the attention of individuals and groups in relation to their health and wellbeing and to facilitate understanding of the significance of optimising social, emotional, physical and cognitive health for academic and work productivity, and life outcomes.
The course focuses on strengths based positivity and personalised inquiry learning. Students will research current health promotion and intervention strategies as well as paradigms for understanding, and analysing child, adolescent, adult and aged health issues. They will research and analyse social justice principles, socio-ecological and strength-based paradigms, to identify and evaluate inequities in access to health and the success of health promotion interventions in diverse populations and contexts.
Students will apply knowledge, understanding and skills to plan health education and promotion initiatives as strategic means of supporting healthy and safe behaviours. They will consider settings and student or client needs when applying health promotion knowledge to case study scenarios. Students will apply strategies for developing health literacies and critical inquiry skills in conjunction with understanding educative purpose of learning. They will understand the role of advocacy from multiple sectors in bringing change to the educational, social, economic and political conditions that affect health and wellbeing in personal, social, community and national contexts.
On successful completion of this course, students should be able to:
- advocate for health education and health promotion and appreciate the need for and recognise the value of embracing a holistic approach to health education and learning (APST 2.1, 3.4, 4.1, 4.4, 7.2, 7.4);
- analyse and justify the purpose and importance of health education and health promotion and the benefit of implementing a positive, strengths-based approach that builds on the competencies and resources of students and the community, to frame learning about personal, social and community health (APST 2.1, 3.4, 4.1, 4.4, 7.2, 7.4);
- create developmentally appropriate health education or health promotion programs that build health literacies and are inclusive of the diverse needs and interests of demographic, settings and community while appreciating the impact of social determinants of health on the capacity to implement health promoting behaviours (APST 2.1, 3.4, 4.1, 4.4, 7.2, 7.4);
- identify and plan opportunities and strategies to authentically and effectively connect health learning with other contextualised learning and movement, physical activity and sport contexts (APST 2.1, 3.4, 4.1, 4.4, 7.2, 7.4);
- apply current, relevant and credible research to inform teaching and student/client/patient inquiry (APST 3.4, 4.1, 4.4, 7.2, 7.4).
|1.||Conceptualising health and wellbeing||20.00|
|2.||Paradigms and frameworks for making sense of health||10.00|
|3.||Understanding health and wellbeing in populations||50.00|
|4.||Strategies for prevention and intervention in communities||10.00|
|5.||Education and care settings - agencies for change||10.00|
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). (https://omnia.usq.edu.au/textbooks/?year=2020&sem=01&subject1=EDH2152)
Please contact us for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)
(ISBN 978-1-76054-319-8 (PDF) ISBN 978-1-76054-320-4 (Print).)
Student workload expectations
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|ASSIGNMENT 1||40||40||23 Apr 2020||(see note 1)|
|ASSIGNMENT 2||60||60||28 May 2020||(see note 2)|
- Research Assignment
- Case Studies
Important assessment information
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.
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.
Penalties for late submission of required work:
Students should refer to the Assessment Procedure http://policy.usq.edu.au/documents.php?id=14749PL (point 4.2.4)
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.
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.
There is no examination in this course.
Examination period when Deferred/Supplementary examinations will be held:
There is no examination in this course, there will be no deferred or supplementary examinations.
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 http://policy.usq.edu.au.
Referencing in assignments must comply with the APA referencing system. This system should be used by students 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. This guide can be found at http://www.usq.edu.au/library/referencing.
Evaluation and benchmarking
In meeting the University’s aims to establish quality learning and teaching for all programs, this course monitors and ensures quality assurance and improvements in at least two ways. This course:
1. conforms to the USQ Policy on Evaluation of Teaching, Courses and Programs to ensure ongoing monitoring and systematic improvement.
2. forms part of the Bachelor of Education and is benchmarked against the:
- internal USQ accreditation/reaccreditation processes which include (i) stringent standards in the independent accreditation of its academic programs, (ii) close integration between business and academic planning, and (iii) regular and rigorous review.
- Queensland College of Teachers
- Australian Professional Standards for Teachers (APST) of the Australian Institute for Teaching and School Leadership (AITSL).
The course objectives for EDH2152 define the student learning outcomes in accordance with the Australian Institute for Teaching and School Leadership’s (AITSL) Australian Professional Standards for Teachers (APST) which need to be evident in education courses.