EDF2076 · Perspectives for health and health promotion

Overview

This unit is the second of four health discipline units, following the first year unit (EDF1076). This second unit is designed to develop and enhance your health-related knowledge, skills and capabilities as a health worker, and/or partner in health and education initiatives. Health and Physical Education (HPE) teachers and pre-service teachers can build their capacity to enhance health outcomes of others, beyond the curriculum, as a whole-school approach or in taking roles or partnerships beyond curriculum work. You will focus on content mastery and the practical application of health education, and health promotion in local contexts, located in Australian society and internationally. The unit aims to provide you with a strong health knowledge base for broad application in a variety of future employment and health education contexts. Central to this, is the exploration of current research and practices in relation to the health status of Australians, youth health issues (for example drug use, food and nutrition, body image, and safety), health inequities, determinants of health, and contested knowledges in health. The unit specifically focusses on developing skills to design and evaluate effective health promotion strategies. In this unit, careful consideration, care and respect is given to the ways in which health is experienced differently by various groups and individuals. Therefore, developing cultural competencies and interpersonal skills for working with priority or marginalised populations, and in different settings including communities, schools, universities and cities.

Offerings

Assessment

The Handbook lists an examination for this unit.

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

Requisites

Learning outcomes

1. demonstrate broad content knowledge and practical skills relating to health, the health status of Australians, youth health, health inequities and health promotion
2. demonstrate specific content knowledge and practical skills in relation to a number of youth health issues, for example: drug use, food and nutrition, body image, safety, mental health and emerging planetary health
3. display evidence of appreciation of and respect for the ways in which health is socially determined, experienced, and understood by various individuals and groups in society (local, national and international)
4. design, evaluate and apply effective health and health promotion knowledge, theories, frameworks, policies and practices in a variety of contexts and/or settings
5. communicate ideas to others using an appropriate range of audio-visual, written, verbal and nonverbal communication strategies and collaborative techniques.

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.

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