Unit Outline

This unit provides you with an understanding of health information, knowledge of the nature of health and a positive attitude towards being healthy. This unit is essential for teacher education graduates who will be promoting health, both directly in health education or indirectly by incidental teaching and example. This unit also considers the application of research, theories, and concepts of behavioural science into lifestyle coaching within a variety of contexts, such as fitness, rehabilitation, and education. Aspects covered include the challenges of behaviour change, strategies that work, coaching techniques and relapse prevention, and the application of frameworks in community programs.

Intended Learning Outcomes

As per the Assessment and Results Policy 1.3, your results will reflect your achievement against specified learning outcomes.

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


1	Identify and justify relevant and appropriate sources of professional learning for aspects of your teaching practice that you would like to improve.
2	Develop and justify a whole-school health promotion strategy using the Health Promoting Schools Framework.
3	Explain the challenges of health behaviour change.
4	Critically analyse successful coaching techniques in health behaviour change.

Requisites


REQUISITE TYPE	REQUISITES
Pre-requisite	ESP368

Alterations as a result of student feedback

Small changes have been made to this unit based on student feedback including changes to the content and changes to the content schedule.

How will I be Assessed?

For more detailed assessment information please see MyLO.

Assessment schedule


ASSESSMENT TASK #	ASSESSMENT TASK NAME	DATE DUE	WEIGHT	LINKS TO INTENDED LEARNING OUTCOMES
Assessment Task 1:	School Promotion Presentation	Week 8	40 %	LO2
Assessment Task 2:	Professional Development Plan	Week 11	20 %	LO1
Assessment Task 3:	Health Behaviour Change - Journal and Justification	Week 11	40 %	LO3, LO4

Assessment details

Assessment Task 1: School Promotion Presentation

Task Description:

You have been asked by your school principal to be the school’s new health promotion co-ordinator, and your first task in this role is to create a presentation that:
• Identifies a health issue relevant to the school community, and justify the relevance of this issue
• Develops and justifies a plan for addressing this issue using the Health Promoting Schools approach. Your plan must include all aspects of the HPS approach:
o Curriculum, teaching and learning
o Ethos and environment
o Partnerships and services (including parents/carers and the community)
You need to create a 10-minute pre-recorded presentation (video) that responds to the principal’s request.
To complete this task, you should focus on a school context that you are familiar with (for example, a school that you attended as a student or visited on a professional experience placement/classroom observation).
More details of this assessment task and examples will be provided in Week 1 of the semester.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 2.1, 3.7

Task Length:

10 minute (max) video presentation (equivalent to 1600 words)

Due Date:

Week 8 (16/Sep/2024)

Weight:

40 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Identification and justification of a relevant health issue	LO2
2	Understanding and integration of a school health promotion strategy using the Health Promoting Schools Framework	LO2
3	Appropriate reference to relevant literature and examples to support your ideas and arguments	LO2
4	Identify, engage with, and communicate ideas with coherence and clarity	LO2

Assessment Task 2: Professional Development Plan

Task Description:

“The most valuable resource that all teachers have is each other. Without collaboration our growth is limited to our own perspectives” - Robert John Meehan

For this task you need to:
1. Identify an aspect (or aspects) of your teaching practice that you would like to improve through professional learning. Explain why (including a rationale for continued professional learning).
2. Identify relevant and appropriate sources of professional learning to suit your needs (as described in point 1 above). Explain how the professional learning (that you have identified) is relevant and appropriate.
3. Outline how you might evaluate the impact of the professional learning that you have chosen to undertake (including the implications of this for improved student learning)

Use examples and links to relevant literature where appropriate.

More details of this assessment task and examples will be provided in Week 1 of the semester.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 6.2, 6.4

Task Length:

800 words

Due Date:

Week 11 (11/Oct/2024)

Weight:

20 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Depth and quality of explanations regarding an aspect of teaching practice to be improved through professional learning	LO1
2	Depth and quality of explanations on a relevant and appropriate source of professional learning, in relation to an identified area for improvement	LO1
3	Depth and quality of explanations on the evaluation of the impact of professional learning that will be undertaken	LO1
4	Appropriate reference to relevant literature and examples to support your ideas	LO1

Assessment Task 3: Health Behaviour Change - Journal and Justification

Task Description:

Changing health behaviour has become a priority for most Australians. Most people have health behaviours that they would like change. Some healthy behaviours such as eating better, having good quality sleep, meditating, exercising are ones that people want to adopt into their life. Others such as smoking, or drinking too much, people want to do less of in their life.

Changing health behaviours is not always as easy or straightforward as it may appear, and that is why health professionals should use evidence-based interventions that are based on theoretical principals of health behaviour change.

For this project you will select one (1) health behaviour that you may have been thinking about changing, or have tried to change previously without success, and document it in a journal, blog, diary or essay format.

Over the duration of 10 weeks, you will work through guided healthy change modules, where you will be given an opportunity to work on, change, explain and reflect on the factors that may help or hinder actually making this healthy change by completing a series of measures and tools often used in health behaviour change research.

Review the value and limitations of current health behaviour change theories that may be applied to understanding a behavioural change and the role they may play within your behaviour change journey with justification.

More details of this assessment task and examples will be provided in Week 1 of the semester.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 2.1, 3.1

Task Length:

1600 words

Due Date:

Week 11 (11/Oct/2024)

Weight:

40 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Appropriateness of your chosen theory to apply to your healthy change	LO3, LO4
2	Explanation of the challenges of health behaviour change	LO3, LO4
3	Depth of the insight gained about how to help make health behaviour changes by applying this theory	LO3, LO4
4	Level of critical thinking in your evaluation of the model as applied to your healthy change	LO3, LO4
5	Appropriate reference to relevant literature and examples to support your ideas and thoughts	LO3, LO4
6	Identify, engage with, and communicate ideas with coherence and clarity	LO3, LO4

How your final result is determined

To pass this unit, you need to demonstrate your attainment of each of the Intended Learning Outcomes, achieve a final unit grade of 50% or greater, and pass any hurdle tasks.

Submission of assignments

Where practicable, assignments should be submitted to an assignment submission folder in MYLO. You must submit assignments by the due date or receive a penalty (unless an extension of time has been approved by the Unit Coordinator). Students submitting any assignment in hard copy, or because of a practicum finalisation, must attach a student cover sheet and signed declaration for the submission to be accepted for marking.

Academic integrity

Academic integrity is about acting responsibly, honestly, ethically, and collegially when using, producing, and communicating information with other students and staff members.

In written work, you must correctly reference the work of others to maintain academic integrity. To find out the referencing style for this unit, see the assessment information in the MyLO site, or contact your teaching staff. For more detail about Academic Integrity, see Important Guidelines & Support.

Requests for extensions

If you are unable to submit an assessment task by the due date, you should apply for an extension.

A request for an extension should first be discussed with your Unit Coordinator or teaching support team where possible. A request for an extension must be submitted by the assessment due date, except where you can provide evidence it was not possible to do so. Typically, an application for an extension will be supported by documentary evidence: however, where it is not possible for you to provide evidence please contact your Unit Coordinator.

The Unit Coordinator must notify you of the outcome of an extension request within 3 working days of receiving the request.

Late penalties

Assignments submitted after the deadline will receive a late penalty of 5% of the original available mark for each calendar day (or part day) that the assignment is late. Late submissions will not be accepted more than 10 calendar days after the due date, or after assignments have been returned to other students on a scheduled date, whichever occurs first. Further information on Late Penalties can be found on the Assessments and Results Procedure.

Review of results and appeals

You are entitled to ask for a review of the marking and grading of your assessment task if there is an irregularity in the marking standards or an error in the process for determining the outcome of an assessment. Details on how to request a review of a mark for an assignment are outlined in the Review and Appeal of Academic Decisions Procedure.