XNB197 Foundations of Health Education

Unit Outline: Semester 1 2024, Kelvin Grove, Internal

Overview

This unit will develop foundation level knowledge and professional skills required for contemporary health education in school settings including inquiry based learning for classroom settings. It focuses on fundamental health concepts and critical analysis of health determinants. The prospective companion unit XNB394 Advanced Health Education will build upon the experience gained through this unit.

Learning Outcomes

On successful completion of this unit you will be able to:

1. Demonstrate knowledge and understanding of health status, epidemiology, fundamental health concepts, health promotion theory and models;
2. Investigate health behaviours and critically analyse the manifestation and impact of health determinants through strength and deficit based orientations;
3. Selectively retrieve and critically analyse literature to support evidence based discussion and justification;
4. Demonstrate professional skills to plan learning experiences and develop resources.

Content

Learning Approaches

This unit utilises a theory-to-practice approach to learning. You will gain critical knowledge of the field and professional skills. A hybridised blended learning model will include a combination of teaching, integrated workshop activities, group tasks, independent tasks and use of online resources. Attendance and active participation during all classes is necessary to fulfil personal learning obligations and professional expectations.

Feedback on Learning and Assessment

A combination of summative and formative feedback will be provided in the following ways:

1. Specified comments noted on relevant sections of summative assessment responses;
2. Highlighted descriptors within summative assessment criteria matrices;
3. General comments regarding overall summative assessment performance;
4. Verbal feedback during formative workshop learning experiences;
5. Verbal feedback in response to proactive student assessment queries initiated during scheduled classes.

Assessment

Overview

This unit includes three summative assessment items directly aligned with the identified learning outcomes. These outcomes are important professional requirements and expectations necessary for working as a pre-service teacher and prospective registered teacher upon graduation from your course.

Attendance during all scheduled classes is essential for consolidating understanding of applied theoretical concepts and skills focussed preparation for summative unit assessment. Workshop style learning experiences will provide an opportunity for self-reflection in addition to formative feedback and guidance from teaching staff.

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Essay

An essay focussing on personal health from a strengths-based perspective, including discussion of protective health behaviours and associated health determinants. The concise essay must include integrated, valid and reliable evidence to substantiate claims.

This is an assignment for the purposes of an extension.

Assessment: Examination (written)

An in-class examination based on content from workshops and assigned readings. The examination will include knowledge, understanding and application questions.

Assessment: Reflective journal & professional plan

A two-part assignment requiring selection of a concept from unit learning experiences and discussion of implications for future practice informed by academic literature. This foundation will support the development of a health lesson plan and resources underpinned by inquiry-based learning.

This is an assignment for the purposes of an extension.

Academic Integrity

Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.

Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.

You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.

Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.

Resources

Risk Assessment Statement

There are no out-of-the-ordinary risks associated with this unit.