Undergraduate Course: Health and Wellbeing 1 (EDUA08117)
Course Outline
| School | Moray House School of Education and Sport |
College | College of Arts, Humanities and Social Sciences |
| Credit level (Normal year taken) | SCQF Level 8 (Year 1 Undergraduate) |
Availability | Available to all students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | This course provides students with the opportunity to develop knowledge and understanding of the concept of health and wellbeing. Through the course students will critically engage with societal discourses surrounding health to develop an understanding of the holistic nature of health and wellbeing. The main focus of the course is to support students to establish their starting point by encouraging them to reflect on their own health and wellbeing needs and development starting from their transition into university. From this starting point students will consider how engaging with their own health and wellbeing relates to the teacher identity and professionalism they will develop throughout the MA Physical Education programme. Central to the course will be exploring the significance of transitions within education and related to this the relational nature of teaching. |
| Course description |
This course has been designed to be a professionally authentic experience, aligning itself with, and pushing forward, current research and policy thinking in Scotland and internationally on physical education and health. Through the course, and its attention to students understanding their own health and wellbeing they will be able to make explicit their own aims, engaging with constructivist, critically-informed and transparent teaching which reflects the critical engagement that we wish our students to enact.
The course has four central elements running through it:
- Holistic health and wellbeing
- Transitions
- Academic Literacies
- The relational nature of teaching and learning
Students will be supported by tutors and peers to engage critically with the GTCS Standard for Provisional Registration throughout the course considering how it relates to teacher professionalism.
The course content is delivered in a variety of ways i.e. whole group lectures, small seminar group discussions and student led tasks. In addition to the taught lecture and seminar programme, students will learn independently e.g. undertaking set reading prior to each session, as well as completing formative and summative assessment tasks.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Information for Visiting Students
| Pre-requisites | None |
| High Demand Course? |
Yes |
Course Delivery Information
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| Academic year 2022/23, Available to all students (SV1)
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Quota: 125 |
| Course Start |
Semester 1 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Lecture Hours 11,
Seminar/Tutorial Hours 20,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
165 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Summative assessment for the course involves one piece of coursework, weighted at 100%.
The assignment comprises an individual digital presentation. It is supported by formative tasks which provide an opportunity for students to practise, and receive feedback on, skills associated with academic writing and presentations.
Through the presentation students will convey their understanding of holistic health and wellbeing, implications for their developing professional identity, the relational nature of teaching and learning and the place of health and wellbeing within the school curriculum (LO1, LO2, LO3, LO4). |
| Feedback |
A variety of feedback methods will be provided inclusive of whole cohort feedback, whole cohort feedforward, peer feedback and tutor feedback. In addition, seminars and workshops will afford students the opportunity to receive regular verbal feedback on any questions and ideas arising from tasks, discussions and reading undertaken.
Summative Assessment:
Written feedback will be provided, via Turnitin, for each piece of summative assessment. All written feedback will follow the MA (Hons) PE assessment guidelines.
Formative Assessment:
Throughout the course each week in seminars students will have the opportunity to work on cumulative assessment tasks such as presentation tasks to support preparation for the assessment and to receive peer and tutor formative feedback. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Develop knowledge and understanding of the holistic nature of health and wellbeing.
- Develop an understanding of professionalism and emerging teacher identity.
- Demonstrate communication and digital literacy skills to present information, ideas and concepts relating to health and wellbeing.
- Develop skills in gathering information and critical analysis of information.
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Reading List
1. Chambers, F. C., Jones, A., Murphy, O., & Sandford, R. A. (2018). Design thinking for digital wellbeing: Theory and practice for educators. London: Routledge.
2. Dagkas, S., & Burrows, L. (Eds.). (2016). Families, young people, physical activity and health: Critical perspectives. Routledge.
3. Gray, S., MacIsaac, S. & Jess, M., 2015. Teaching 'health' in physical education in a 'healthy' way. Retos, 28, pp 26-33.
4. Smith, H., and A. McGrandles (eds), The Impact of Mental Health And WellBeing On Effective Learning & Teaching: A Practical Guide For Those Responsible For Learners (Book 1 and Book 2). Airdrie: Swan and Horn
5. Wyse, D. (2012). The Good Writing Guide for Education Students. (3rd ed.). London, Sage. |
Additional Information
| Graduate Attributes and Skills |
Graduate Attributes: Research and Enquiry
2) critically question current physical education knowledge and policy and how these elements relate to wider issues within society nationally and globally (e.g., environmental, health and sustainability issues)
Graduate Attributes: Personal and intellectual autonomy
4) be able to reflect on social and ethical responsibilities linked to the application of their knowledge and judgments in education, physical education, physical activity, sport and well-being
Graduate Attributes: Skills and abilities in communication
1) be able to communicate using oral and written methods to specialist (e.g., staff, fellow students) and non-specialist audiences (e.g., schools, research participants)
3) be able to engage in critical discussion demonstrating listening skills, effective use of evidence and own experience to support assertions, and clear articulation of points.
Graduate Attributes: Personal effectiveness
4) be able to transfer knowledge, skills and abilities to a professional context (e.g., schools, health promotion organisations). |
| Keywords | Health and Wellbeing,Professionalism,Identity,Transitions |
Contacts
| Course organiser | Dr Colin Brough
Tel:
Email: |
Course secretary | Ms Ciara Foster
Tel:
Email: |
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