Units

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Sample subject outline - Semester 2 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

An understanding of the connections between human wellness, behaviour and particular social, cultural, economic and environmental relationships that characterise communities at particular times and places enables individuals to make informed decisions in a period of rapid change. Such knowledge and understanding form the basis for active and informed citizenship, contributing to the skills students need to create desirable social and environmental futures. The unit is offered early in the course to enable you to widen your understanding and awareness of dynamic events and issues which will affect you as preservice teachers developing an appreciation of the effects of society on their classrooms. The unit is also a foundation for Studies of Society and Environment Curriculum, studied later in the course, exploring the temporal (history) and spatial (geography) dimensions and for Health and Physical Education through investigation of the dimensions of wellness.

Aims

This aim of this unit is to introduce you to a theoretical framework for connecting a holistic notion of health and wellness with the practice of active citizenship. You will be given opportunities to analyse links between theoretical and enacted notions of individual and community health and ¿wellness¿ and particular social, cultural, civic and environmental contexts.

Objectives

On completion of this unit, you should be able to:

1. identify and use of concepts of health and wellness and apply them to your role as classroom practitioner. [QCT Standard Six; QCT Standard One]
2. use and apply critical and creative thinking and writing to civic, social, environmental and global issues [QCT Standard Six].
3. use analytical writing to express and critique the relationships between notions of wellness, health and active citizenship. [QCT Standard Six; QCT Standard Ten ]
4. use individual and team oral presentation and academic writing skills, including the use of multimedia and ICT, as appropriate. [QCT Standard Two; QCT Standard Nine]
5. design and implement learning experiences that develop language and literacy and that demonstrate a sound fundamental knowledge of language forms and features and textual structures of spoken/ written/ visual multimodal texts; provide evidence of attaining acceptable standards of academic, professional and personal spoken and written English language literacies relating to this unit and demonstrate professional responsibility. [QCT Standard Two, QCT Standard Nine]

Content

This unit will cover the following three modules which investigate concepts including health and wellness, identity, diversity, and active citizenship. It places these concepts within contexts such as globalisation, sustainability, social justice, human rights, and the dimensions of wellness.

Approaches to Teaching and Learning

The three modules will involve keynote lectures, workshops, and tutorials. They will provide material for the development of the skills and knowledge required to complete assessment tasks. Each module provides opportunities for responses to readings and stimulus materials, set tasks, formative individual and group tasks, and for online forums. Assessment focuses on the use of teams to undertake research to develop a workshop for peers and on individual research and analyses. First year experience principles will be applied as appropriate.

Assessment

All assessment is summative and formative. Formative assessment is provided through feedback in tutorial sessions and/or e-mail discussions and through written comments on initial assignment work.

Assessment name: Assignment
Description: Group Presentation/Individual Research Task (2 parts)
Length: 1000 words
Relates to objectives: 1, 4, & 5
Weight: 40%
Internal or external: Internal
Group or individual: Group with Individual Component
Due date: TBA

Assessment name: Reflective Evaluations
Description: Personal Reflections x 2
Length: 200-250 words each
Relates to objectives: 2, 3 & 5
Weight: 20%
Internal or external: Internal
Group or individual: Individual
Due date: TBA

Assessment name: Examination (Theory)
Description: Written Examination
Relates to objectives: 1 & 5
Weight: 40%
Internal or external: Internal
Group or individual: Individual
Due date: Exam Block

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

Text

CLB005 Readings/Tutorial Workbook 1 and 2 to be purchased from the QUT bookshop, Kelvin Grove Campus.
Any Course Materials Database readings will be available through Flexiprint and will be detailed on the CLB005 Blackboard site.
Boston, K. (1996). Civics and citizenship: Priorities and directions. Unicorn, 22(1), 84-88.
Civics Expert Group. (1994). Whereas the people ... Civics and citizenship education. Canberra: Australian Government Printing Service.
Corbin, C. B., Lindsey, R., Welk, G., & Corbin, W.R. (2002). Concepts of fitness and wellness: A comprehensive lifestyle approach (4th ed.). Boston: McGraw Hill.
Curriculum Corporation. (2002). Global perspectives - A statement on global education for Australian schools. Melbourne: Curriculum Corporation.
Eckersley, R. (2004). Well and good: how we feel and why it matters. Collingwood: Melbourne Text Publishing.
Eckersley, R. (Ed.). (1998). Measuring progress: is life getting better? Collingwood: CSIRO Publishing.
Fountain, S. (1995). Education for development: A teacher's resource for global learning. London: Hodder & Stoughton.
Gilbert, R. ed. (2004) Studying Society and Environment. A Guide for Teachers. 3rd edn. Southbank Thomson.

Risk assessment statement

There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer use will apply.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 26-Oct-2012