Units

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Sample subject outline - Semester 1 2013

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

Rationale

This is the third unit in a suite of three Health Education Curriculum units. Health Education, when viewed from a socio-environmental perspective, is both a receptor and a generator of social and cultural meaning of health and the factors that influence health. Health Education represents an integral part of the fabric of society and should be recognised accordingly. The Health Education Senior Syllabus (Queensland Studies Authority, 2010) facilitates a process of health promotion by enabling young people to become mediators and advocates for health.

Aims

This unit extends the principles of professional practice established in the previous two health education curriculum units and further encourages you to develop a critically reflective approach to teaching. It emphasises planning and teaching in the senior secondary school by focusing on the application of the Health Education Senior Syllabus (Queensland Studies Authority, 2010). This emphasis should extend your ability to make independent judgments about curriculum decisions within syllabus guidelines and broader systems policies, as well as with respect to national and international trends in education and society. The unit also encourages you to explore current issues and emerging and future trends in subject areas, to reflect on your attitudes towards them, and to clarify your commitment and degree of openness to innovation and change in your teaching career.

Objectives

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

1. Advocate for and promote the role of health education in schools and justify the selection of health issues and content for unit foci in accordance with; syllabus requirements, current health concerns and priorities of society evident through contemporary literature and research to enable personal development, support community awareness and encourage active citizenship (QCT Standards 6 & 8).
   
   
2. Apply curriculum design principles to develop health education learning experiences and materials suitable for the senior phase of learning which; are engaging, flexible, incorporate fundamental language literacy and numeracy skills, are intellectually challenging, value diversity, accommodate a range of learning styles, meet syllabus requirements, encourage community interaction and develop active citizenship skills (QCT Standards 1, 2, 3, 4, 7 & 8).
   
   
3. Identify and incorporate relevant principles of assessment and syllabus requirements through the design and development of assessment programs, instruments, feedback mechanisms and reporting methods suitable for the senior phase of learning (QCT Standard 5).
   
   
4. Work cooperatively and effectively as part of a professional team to form productive partnerships (QCT Standard 9).

Content

The Senior Health Education subject focus in schools moves from a predominant emphasis on individuals and their health to one of educating learners to become health advocates for all. This perspective is facilitated through the application of the World Health Organisation's Ottawa Charter for Health Promotion (1986) and the Jakarta Declaration (1997). In doing so, it orients the content of this unit towards the investigation of substantive health issues in our society from both a personal skills perspective and one that considers the role and impact of creating supportive environments, strengthening community action, building healthy public policy, and reorienting health services. In this way, an appropriate and relevant selection from all health issues and concerns of society can be made to facilitate the inquiry.

Approaches to Teaching and Learning

Teaching approaches include a selection from lectures, tutorials, demonstrations, workshops with clinical discussion, computer and laboratory activity, and whole class, small group and individual learning periods. Reflection and autonomous learning are encouraged throughout the implementation of the subject.

Assessment

The unit coordinator and tutors will be available in person at specified times or via email to answer your questions. Activities related to key concepts will be conducted in tutorials to help your understanding. Tutors will observe your participation in group and individual activities during tutorials and attempt to engage you in substantive conversation during the semester

Assessment name: Essay
Description: An essay on your health education teaching philosophy, and understanding of contemporary approaches to health education and health promotion. The essay should be supported by current literature that could be used to explain and promote health education as a school subject to peers, parents, students and stakeholders.
Relates to objectives: 1
Weight: 25%
Internal or external: Internal
Group or individual: Individual
Due date: Early semester

Assessment name: Seminar Presentation
Description: Group seminar presentation on an advanced teaching and learning strategy; pedagogical approach or assessment strategy. Each group will present a brief explanation and rationale, followed by practical examples of applications and workshop activities to give the audience a working knowledge and understanding.
Relates to objectives: 2 & 4
Weight: 15%
Internal or external: Internal
Group or individual: Group
Due date: Early-mid semester

Assessment name: Professional Plans
Description: Senior Health Education Work Program
A satisfactory result must be achieved for assessment item 3 to pass the unit.
Collaborative and individual tasks will be undertaken in small groups to produce components of a work program, based on the current Health Education Senior Syllabus (QSA, 2010). Each group member will be responsible for developing a one term-module.
Relates to objectives: 1, 2, 3 & 4
Weight: 60%
Internal or external: Internal
Group or individual: Group with Individual Component
Due date: Late semester

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

The following resources are compulsory for this unit:

Queensland University of Technology. (2008). QUT cite|write: Your introductory guide to citing, referencing and academic writing at QUT. Brisbane: Queensland University of Technology.

Queensland Studies Authority. (2010). Health Education Senior Syllabus. Brisbane: Queensland Studies Authority.

The following resource is recommended for this unit:

Frangenheim, E. (1998). Reflections on Classroom Thinking Strategies. Loganholme: Rodin Educational Publishing.

In addition to these materials, some resources will need to be downloaded from the Queensland Studies Authority website. Further information will be provided during the semester.

Risk assessment statement

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

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