|Assessment Type||Assessment length / details||Proportion|
|Semester Assessment||Comparative HPS Study 3,375-word written assignment (comparative HPS study)||50%|
|Semester Assessment||HPS Model 3,375-word written assignment (plan a HPS model)||50%|
|Supplementary Assessment||Comparative HPS Study All failed elements of the assessments must be re-taken if the student?s average mark falls below the required pass mark of 50%. New titles/strategy 1 x 3,375-word written assignment (comparative HPS study)||50%|
|Supplementary Assessment||HPS Model 3,375-word written assignment (plan a HPS model)||50%|
On successful completion of this module students should be able to:
Critically review the Health Promoting School concept
Demonstrate a critical understanding of the purposes, principles and essential elements of Health Promoting Schools ;
Critically discuss how pupil wellbeing is promoted in schools;
Critically discuss models and strategies for health promoting schools globally by drawing on evidence from a range of international countries;
Plan a HPS model to meet school and community needs
Critically discuss effective health promotion school practices
This module will provide a historical perspective of the health promoting school concept that was first identified in the early to mid 1980s and following the publication of the Ottawa Charter into health promotion focuses on its global acceptance as an important setting to promote health & wellbeing. A detailed review of studies aimed at evaluating the status of health promoting schools will be undertaken and the module will draw on global research evidence. Emphasis will be placed on models for health promoting schools globally and particular focus will be placed on the Healthy School Framework introduced in Wales. Linking the health promoting school concept to pupil learning and achievement will feature as an important aspect to ensure its contribution to the life of the school as a whole and in doing so its sustainability.
The main purpose of this module is to provide students with the background to the school as a setting to promote health and wellbeing. The school as a setting was first identified in the UK in the White Paper Health of the Nation (1992).
1. Historical perspective of health promotion in schools.
2. Reviewing the Health Promoting School concept and its development, drawing on policy as well as health, sociological and psychological perspectives.
3. Evaluating the health promoting status of schools: outcomes and evaluating systems.
4. Purposes, principles and essential elements of Health Promoting Schools (HPS), such as sociological/community, environmental, spiritual, emotional and mental wellbeing.
5. Sustaining health promotion in schools.
6. Obstacles and factors that inhibit health promotion development and sustainability in schools.
7. Promoting pupil wellbeing
8. Global perspectives of Health Promoting Schools (1).
9. Global perspectives of Health Promoting Schools (2).
10. Identification of effective health promotion school practices.
Seminars 1 & 2: Critically planning and sharing draft ideas on HPS models
|Skills Type||Skills details|
|Application of Number||Students will be required to interpret health data and to make comparisons against other sets of data.|
|Communication||Students will be expected to take an active part in seminar discussions. In their assignments, the students will be expected to demonstrate the capacity for critical thinking, to compare the status of health promoting schools internationally, and to plan a health promotion school model that addresses the needs of a school and its local community.|
|Improving own Learning and Performance||Whilst this is not a formal component of the module, students will be offered ample opportunity to talk about their learning with both the tutors and their peers. Detailed feedback on written assignments will be provided as a matter of course.|
|Information Technology||Students will be required to word-process their assignments.|
|Personal Development and Career planning||The module is designed to equip students with an understanding of the core principles on health promoting schools as governed by the World Health Organization.|
|Problem solving||Students will have to design a health promoting school model aimed at a school and its local community.|
|Research skills||Students will be expected to access and retrieve information from a variety of different sources (books, journals, on-line) in preparation for both workshop discussion and written work. Bibliographic skills and critical reading of the research literature play an integral part in this module.|
|Subject Specific Skills|
|Team work||Group work will be set that will encourage discussion. Students will informally present their draft health promotion strategies to peers for feedback.|
This module is at CQFW Level 7