EDF1076 · Health, power and education: Key frameworks and practices

Overview

This unit is the first of four designed to develop and enhance the health-related knowledge, skills and capabilities of Monash Health and Physical Education (HPE) pre-service teachers. Health and education are powerful partners collaborating across various areas including health promotion, public health, schooling and public settings. Recognising the importance of this relationship, the unit serves as a foundational course for examining various health frameworks, theories, concepts, and processes, with a particular emphasis on health education. It explores a range of interconnected aspects of health including, for example: First Nations communities, wellbeing and planetary health. A key aim of the unit is to build the necessary preliminary health knowledge and technical skills base to move into teaching health education in a variety of contexts, for example HPE, health promoting schools or community health partnerships. The unit takes an active approach to learning that includes developing skills in academic research and cooperative learning.

Offerings

Assessment

The Handbook does not list a final examination among the assessment items. That is not a guarantee there is none.

Assessment details may change. Please refer to the assessment information in Moodle closer to the start of the teaching period.

Requisites

The Handbook lists no prerequisite, corequisite or prohibition for this unit.

Learning outcomes

1. demonstrate knowledge of concepts and a range of frameworks and theories from dominant and non-dominant world views that are used to inform health and health education
2. apply content knowledge, including how power works, to describe and analyse your own practices and experiences of health and wellbeing
3. demonstrate academic and research skills to source, select and evaluate and/or explain health information
4. apply critical thinking skills and content knowledge to a health/wellbeing project, activity or resource to demonstrate an understanding of content
5. design an educational resource targeted at a population different from your own, incorporating contemporary knowledge of foundational health practices, equity, and social determinants of health for educational purposes
6. communicate ideas effectively, utilising a diverse range of strategies including verbal, non-verbal, and collaborative techniques, as well as through structured writing and optional audio-visual methods.

Workload

The minimum total expected workload to achieve the learning outcomes for this unit is 144 hours per teaching period comprising a mixture of scheduled learning activities and independent study. Usually, you can expect to engage with: • 24 hours* of scheduled learning delivered on campus via weekly/regular directed learning activities; and • the remaining hours to be allocated towards self-directed/independent study Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement. *Subject to variation due to professional experience requirements

Student experience, not official rules. Nothing here changes what the Handbook says.