PAEDS 719 : Health, Education and Youth Development
Medical and Health Sciences
2022 Semester Two (1225) (15 POINTS)
This course is offered through a blend of on-campus and online delivery. While on-campus attendance is encouraged for maximum learning benefits, an online option can be considered for distance students. The University's online learning platform CANVAS provides a virtual classroom, library for course material and readings, and group discussion venue. The coursework is organised in four learning modules, two of which will be delivered from the Grafton Campus and the rest online through CANVAS. The pedagogy of this course is underpinned by team-based learning and it is hoped that the skills you learn during this course will be directly applicable to your work environments where you work within multidisciplinary teams, and where effective team work has direct positive outcomes for your students/patients/clients. The course involves different approaches to learning, including self-directed reading and learning, discussions with experts in the field, working in permanent small learning teams both on campus and online using conferencing and other communication tools. The team-based learning mode means that to pass the course assessments it will be essential to engage with the on-campus components of the course and also to participate fully in the activities and assessments associated with the online components of the course.
Learning Module 1 (online and on campus): Meeting the health and education needs of all students; understanding students’ rights and the legal obligations of schools; establishing successful learning teams and ensuring all team members are confident using the on-line systems and resources.
Learning Module 2 (online): School structures and relevant curriculum; Student well-being and the influence of the school "climate"; health promotion and health education, reflection on learning and understanding the dynamics of successful teams.
Learning Module 3 (online): School-based health and social support services, reflection on learning and understanding the dynamics of successful teams.
Learning Module 4 (online and on campus): Meeting the health and education needs of all students; Whole-School Approaches to student well-being; resolving any questions that have arisen, reflection on learning and the power of successful teamwork.
Please note that the Learning Modules are not discrete units of work, but rather they are designed to overlap and flow into one another.
School of Population Health
Capabilities Developed in this Course
|Capability 1:||Disciplinary Knowledge and Practice|
|Capability 2:||Critical Thinking|
|Capability 3:||Solution Seeking|
|Capability 4:||Communication and Engagement|
|Capability 5:||Independence and Integrity|
|Capability 6:||Social and Environmental Responsibilities|
- Explain the concepts of youth development and resilience and describe how they could be applied in education settings. (Capability 1.1 and 1.2)
- Describe how NZ Secondary Schools operate and how school management systems can influence health and well-being outcomes for students, and how this can shape and influence the role of a health professional working in a school setting. (Capability 1.1, 2.2 and 3.1)
- Develop and demonstrate awareness and understanding of the inter-personal dynamics of effective teams, and critically reflect upon your experiences of team-based learning throughout the course. (Capability 1.1, 4.2 and 5.1)
- Demonstrate an ability to effectively access relevant course material through the Reading Lists on this website and search for additional information using library electronic databases. (Capability 5.2)
- Apply the concept of resiliency to students and staff in a secondary school setting and use your knowledge of resiliency and youth development to explain how school social environments affect the health and well-being of students and school staff. (Capability 1.2, 4.1 and 6.2)
- Understand and describe the factors, both positive and negative, that influence the effective delivery of whole-school approaches, and how these impact young people and the likelihood of them achieving success in education and or improving their health and wellbeing. (Capability 1.1, 2.1, 2.2, 4.1 and 6.2)
- Understand and describe the 4 critical areas for best practice in NZ School-Based Health Care (SBHC), and the issues surrounding informed consent and other legal issues underpinned SBHS in NZ. (Capability 3.1, 4.1 and 5.1)
- Demonstrate an awareness of the need for and practicalities of evaluating school-based health services and programmes. (Capability 5.1)
- Show an appreciation of the needs and issues for young people who for various reasons find it challenging to fit into mainstream education. These might include, for example, young people from ethnic minority groups including Maori and Pacific, young people who are attracted to the same or both sexes or who are transgender and young people with learning differences, and discuss what approaches can be taken to make schools more inclusive of young people who find education in the mainstream challenging. (Capability 4.1, 6.1 and 6.2)
|Learning journal||15%||Individual Coursework|
|written report||20%||Individual Coursework|
|4 multi-choice individual tests||20%||Individual Coursework|
|final team presentation||25%||Group Coursework|
|4 multi-choice team tests||20%||Group Coursework|
|Assessment Type||Learning Outcome Addressed|
|4 multi-choice individual tests|
|final team presentation|
|4 multi-choice team tests|
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 approximately 12- 16 hours of lectures in the classroom, 12-16 hours of working with the course material online, further self-directed hours working within your teams to complete the team assignments, and further self-directed hours to complete the individual assignments.
Campus Experience or Online
This course is offered in two delivery modes:
Attendance is expected at on-campus teaching days to complete components of the course.
Lectures will be available as recordings. Other learning activities such as the libraries and online learning services module will be available via a live online event, and the recording of this will be available via CANVAS post event. Audio talks are available as recordings on CANVAS.
Attendance on campus is required for the Team Multi Choice Tests (TMCTs) for Modules 1 and 4, and the team challenge presentation (assignment 3) and these occur within the two on-campus teaching days. The on-campus dates are fixed for the 12th of August, 2022, and the 12th of October, 2022. All due dates for assignments are published on the calendar on CANVAS and are available to students as soon as they enroll in the course, or ahead of time by email to the Course Director.
Please note: If in the event of alert level restrictions due to the pandemic, on-campus attendance is not permitted, the course will default to live online provision of the same material, including presentations, lectures, and multi-choice tests. If online-campus is not permitted, students will be notified via student email and on CANVAS.
This course runs to the University semester/quarter timetable and all the associated completion dates and deadlines will apply.
This is a multidisciplinary course covering a broad range of topics. There is no prescribed text. Students will be expected to use CANVAS to access their course material, recommended readings from the University library and to communicate online with fellow students and course staff.
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.
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 against online source material using computerised detection mechanisms.
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.
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
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.
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.
The delivery mode may change depending on COVID restrictions. Any changes will be communicated through Canvas.
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.
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.