Undergraduate Course: Health and Wellbeing 2 (EDUA08118)
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 2 Undergraduate) |
Availability | Available to all students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | Building on the Year 1 Health and Wellbeing 1 course, this course provides students with the opportunity to apply the knowledge and understanding developed about the concept of health and wellbeing to consider implications for teaching and learning. Students will consider how physical education is positioned with health within the school curricula both nationally and internationally. Holistic approaches to teaching health and wellbeing will be explored emphasising the relational nature of teaching, establishing boundaries and interagency working. |
| 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 building on their starting point of their understanding of 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:
- Health and Wellbeing within school curricula
- The relational nature of teaching and learning
- Establishing boundaries
- Interagency working
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 teaching health and wellbeing.
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: 120 |
| Course Start |
Semester 2 |
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 two parts, a group presentation and written individual reflection on the group presentation. It is supported by formative tasks which provide an opportunity for students to practise, and receive feedback on, skills associated with successful essay writing and presentations.
- Part A: 50% of the assignment is assessed through a group presentation drawing from theory, policy and research to evaluate approaches to teaching and resources associated with health and wellbeing (LO1, LO4, LO5).
- Part B: 50% of the assignment is assessed through a 1000 word individual written personal critical reflection on the content of the group presentation and conveying understanding of the positioning of health and wellbeing within the school curriculum (LO2, LO3). |
| 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:
- Engage with relevant research and theoretical perspectives and use these to demonstrate knowledge and understanding of the position of health and wellbeing within curricula.
- Develop knowledge and understanding of approaches to teaching and promoting positive health and wellbeing.
- Demonstrate understanding of the teacher¿s role in promoting health and wellbeing through the teaching of physical education and within school contexts.
- Develop skills in collaborative working, specifically negotiation and cooperation, to gather and critically analyse information.
- Communicate accurately and reliably making use of digital literacy skills to convey information.
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Reading List
1. Gray, S., MacIsaac, S. & Jess, M., 2015. Teaching 'health' in physical education in a 'healthy' way. Retos, 28, pp 26-33.
2. Gray, S., Mitchell, F., Wang, C. J., & Robertson, A. (2018). Understanding students' experiences in a PE, health and well-being context: a self-determination theory perspective. Curriculum Studies in Health and Physical Education, 9(2), 157-173.
3. Hardley, S., Gray, S., & McQuillan, R. (2020). A critical discourse analysis of Curriculum for Excellence implementation in four Scottish secondary school case studies. Discourse: Studies in the Cultural Politics of Education, 1-15.
4. Holt, D. (2019). Promoting Positive Mental Health in the Primary School: Theory Into Practice. Routledge.
5. Lynch, T. (2019). Physical Education and Wellbeing: Global and Holistic Approaches to Child Health. Springer International Publishing.
6. 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. |
Additional Information
| Graduate Attributes and Skills |
Graduate Attributes: Research and Enquiry
1) search for, access, critically analyse, evaluate and synthesise relevant literature and information in order to develop their knowledge and understanding relating to education, physical education, physical activity, sport and well-being
Graduate Attributes: Personal and intellectual autonomy
3) be open to new perspectives, methods and creative ideas in understanding education, physical education, physical activity, sport and well-being
Graduate Attributes: Skills and abilities in communication
2) be able to use communication as a means for collaborating and relating to others including staff, fellow students, research participants
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)
Graduate Attributes: Personal effectiveness
5) be able to effectively work collaboratively with others, recognising the diversity of contributions individuals can make |
| Keywords | Health and Wellbeing,Curriculum,Teaching,Learning |
Contacts
| Course organiser | Mrs Sarah MacIsaac
Tel: (0131 6)51 6681
Email: |
Course secretary | Ms Ciara Foster
Tel:
Email: |
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