HEALTHED 302 Leading Health Promotion in Schools - Course Outlines

Course Prescription

Critically examines how a range of health promotion models and theories can be applied in education settings. Develops in-depth knowledge of how contemporary health issues such as mental health, alcohol, drugs and obesity affect young people in Aotearoa schools. Develops understanding and skills to apply health promotion principles to educational and community settings in culturally responsive and socially critical ways.

Course Overview

This course will engage students in learning about a range of theoretical and evidence-based, as well as Indigenous, models and approaches to health and wellbeing promotion. Critical examination of these models and approaches will determine which are better suited to Aotearoa New Zealand education settings. A range of context-specific examples of health and wellbeing promotion in schools will be explored to question the consistency of these approaches with theory, evidence, and policy. Students will work in groups to read, discuss, and respond to course materials, as well as reflect on and consider their own experiences of health promotion.

For each module, students are assigned readings and will have non-contact time to read, consider, and reflect. Students must come to their in-class workshop having read the materials for the module, and be ready to answer questions and debate with their group.

Students will engage in the group planning and implementation of an action to support the wellbeing of other students on campus as part of the course assessment.

Course Requirements

Prerequisite: HEALTHED 201 Restriction: EDCURRIC 433

Learning Outcomes

By the end of this course, students will be able to:

Critique theories and models of health promotion relevant to schools (Capability 4.1 and 5.1)
Debate a range of contemporary health issues in Aotearoa New Zealand and how these impact youth and school practices (Capability 4.1 and 8.1)
Understand and apply key principles of health promotion in community and education contexts (Capability 5.1, 6.1 and 8.1)
Critically evaluate health promotion strategies, including their effectiveness in improving the health of individuals and populations (Capability 1.3, 4.1 and 6.2)

Assessments

Assessment Type	Percentage	Classification
Test	40%	Individual Test
Assignments	60%	Group & Individual Coursework
2 types	100%

Assessment Type	Learning Outcome Addressed
	1	2	3	4
Test
Assignments

To pass this course you must achieve at least 50% for the course overall.

Workload Expectations

This course is a standard 15-point course and students are expected to spend 10 hours per week involved in each 15-point course that they are enrolled in.

For this course, you can expect to commit to 36 hours of direct contact via tutorials over 12 weeks, and up to 3 hours of reading and thinking about the content each week, with additional hours required to work on assignments. This type of independent learning (approximately 100 hours total) may involve reading, note-taking, face-to-face discussions, writing, engaging in collaborative group work, problem-solving, undertaking practical tasks, reflecting on learning, accessing learning and study resources, and assignment and coursework completion.

Delivery Mode

Campus Experience

Attendance on-campus is highly recommended at scheduled activities including tutorials.

Asynchronous online tasks will also be available as part of the course.

Only face-to-face on-campus activities are scheduled as part of the standard weekly timetable.

Learning Resources

Course materials are made available in a learning and collaboration tool called Canvas which also includes reading lists and lecture recordings (where available).

Please remember that the recording of any class on a personal device requires the permission of the instructor.

The course reading list will be available in Canvas.

Student Feedback

At the end of every semester students will be invited to give feedback on the course and teaching through a tool called SET or Qualtrics. The lecturers and course co-ordinators will consider all feedback and respond with summaries and actions.

Your feedback helps teachers to improve the course and its delivery for future students.

Class Representatives in each class can take feedback to the department and faculty staff-student consultative committees.

Feedback suggested early morning classes were difficult to attend. Students did not like group work and some struggled with their group. We will continue with group work as it aligns with the University's strategic plan, but, we will spend the first part of the semester engaging in team-building activities and setting expectations.

Academic Integrity

The University of Auckland will not tolerate cheating, or assisting others to cheat, and views cheating in coursework as a serious academic offence. The work that a student submits for grading must be the student's own work, reflecting their learning. Where work from other sources is used, it must be properly acknowledged and referenced. This requirement also applies to sources on the internet. A student's assessed work may be reviewed for potential plagiarism or other forms of academic misconduct, using computerised detection mechanisms.

Class Representatives

Class representatives are students tasked with representing student issues to departments, faculties, and the wider university. If you have a complaint about this course, please contact your class rep who will know how to raise it in the right channels. See your departmental noticeboard for contact details for your class reps.

Inclusive Learning

All students are asked to discuss any impairment related requirements privately, face to face and/or in written form with the course coordinator, lecturer or tutor.

Student Disability Services also provides support for students with a wide range of impairments, both visible and invisible, to succeed and excel at the University. For more information and contact details, please visit the Student Disability Services’ website http://disability.auckland.ac.nz

Special Circumstances

If your ability to complete assessed coursework is affected by illness or other personal circumstances outside of your control, contact a member of teaching staff as soon as possible before the assessment is due.

If your personal circumstances significantly affect your performance, or preparation, for an exam or eligible written test, refer to the University’s aegrotat or compassionate consideration page https://www.auckland.ac.nz/en/students/academic-information/exams-and-final-results/during-exams/aegrotat-and-compassionate-consideration.html.

This should be done as soon as possible and no later than seven days after the affected test or exam date.

Learning Continuity

In the event of an unexpected disruption, we undertake to maintain the continuity and standard of teaching and learning in all your courses throughout the year. If there are unexpected disruptions the University has contingency plans to ensure that access to your course continues and course assessment continues to meet the principles of the University’s assessment policy. Some adjustments may need to be made in emergencies. You will be kept fully informed by your course co-ordinator/director, and if disruption occurs you should refer to the university website for information about how to proceed.

Student Charter and Responsibilities

The Student Charter assumes and acknowledges that students are active participants in the learning process and that they have responsibilities to the institution and the international community of scholars. The University expects that students will act at all times in a way that demonstrates respect for the rights of other students and staff so that the learning environment is both safe and productive. For further information visit Student Charter https://www.auckland.ac.nz/en/students/forms-policies-and-guidelines/student-policies-and-guidelines/student-charter.html.

Disclaimer

Elements of this outline may be subject to change. The latest information about the course will be available for enrolled students in Canvas.

In this course students may be asked to submit coursework assessments digitally. The University reserves the right to conduct scheduled tests and examinations for this course online or through the use of computers or other electronic devices. Where tests or examinations are conducted online remote invigilation arrangements may be used. In exceptional circumstances changes to elements of this course may be necessary at short notice. Students enrolled in this course will be informed of any such changes and the reasons for them, as soon as possible, through Canvas.

Capability 1:	People and Place
Capability 4:	Critical Thinking
Capability 5:	Solution Seeking
Capability 6:	Communication
Capability 8:	Ethics and Professionalism

HEALTHED 302 : Leading Health Promotion in Schools

Education and Social Work

2024 Semester One (1243) (15 POINTS)