EDUC3008: Promoting Health & Wellbeing of Young People

Summary

Rationale

Given that schools are significant settings for health and wellbeing, this assessment task explores and applies key frameworks and health promotion/education principles to program development. The purpose of this assessment task is to encourage you to develop an informed rationale for school-based health promotion and education.

Task Description

The task requires that you imagine you are preparing a report for a meeting with decision-makers (this could be the P & C committee, parents, colleagues, your principal etc.) in which you need to discuss the role of school-based health promotion and education. You are required to develop a program proposal that demonstrates your understanding of the Health Promoting Schools framework and its application in developing school-based programs.

Task Instructions

The proposal you develop will have a particular emphasis on the area of social and/or emotional health and wellbeing.

The focus of the proposal MUST be in and aroundONEof the following themes:

• Coping with change
• Caring for myself
• Relating well
• Feeling good

Some important points to remember:

• DO NOT focus on a negative medical health issue, for example, dont let such issues as obesity, anorexia, cancer, diabetes, suicide, depression, alcoholism or drug addiction drive your discussions on planning - (These can actually do more harm than good). You might in your discussion make links to these issues, but you are building foundations that contribute to prevention agendas. Proposals that have a specific focus on anegative medical conditionwill be deemed to be problematic - as you are not following the points for good practice as discussed in the collaborate lectures. Your program is about building protective factors that contribute to health.
• The topics are not necessarily exclusive and in fact you could combine some.
• In order to get your proposal accepted in the school, you are going to have to be able to demonstrate your understanding of the role of health education in the secondary school, the major frameworks informing program development and the relevant curriculum context.

Remember:

Health education is not just about health. There are many generic educational competencies that can be developed within health education and being able to make those links explicit will assist with getting timetable time (as well as being able to demonstrate an understanding of the very nature of integration across areas).

The proposal rationale - What you need to do:

1. Select your theme (from the list above). You will need to find out about what the issues might be for secondary students at the selected Stage related to your theme.
2. Use the syllabus documents as well as other literature to guide you in this task. The program you are proposing will obviously be located within the PDHPE subject area, but there must be a strong focus on the social and/or emotional aspect of your chosen theme.
3. Your proposal will need to show appropriate integration with at least one other area and/or key learning area, briefly describing this and the value of such an approach.

Your proposal rationale should include:

• An introductory discussion about how health and wellbeing impacts on young peoples lives, especially regarding the multitude of issues that challenge them in society today.
• An overview of the selected focus (social/emotional wellbeing issue).
• An overview of the reason/s for your choice of focus based on the diverse group of young people whose needs will be met by the program (think about some of the factors that shape their current health and wellbeing status).
• A discussion of the relevant frameworks and the role of schools as a setting for health promotion (in relation to building protective factors) based on unit literature and current research and how they should be enacted and their value at your school.
• A plan of action that outlines programming possibilities at the following levels:

1. Curriculum, teaching and learning
2. School environment and ethos
3. Community links
   • Your proposal will need to show appropriate integration with at least one other area and/or key learning area, briefly describing this and the value of such an approach.
     
     

Referencing

Apply APA 7 referencing style - seehttps://libguides.scu.edu.au/apa

Resources

Referencing Style ResourceSCU Library referencing guides.

Task Submission

Word document (one file) submitted to Turnitin (no PDF documents) using the Assessment One Submission tab. For Apple Mac users do not submit using an apple pages file. The task should also include a cover page (template on the unit site).

Academic Integrity

At Southern Cross University academic integrity means behaving with the values of honesty, fairness, trustworthiness, courage, responsibility, and respect in relation to academic work.

The Southern Cross University Academic Integrity Framework aims to develop a holistic, systematic, and consistent approach to addressing academic integrity across the entire University. For more information see the SCU Academic Integrity Framework

NOTE:Academic Integrity breaches include poor referencing, not identifying direct quotations correctly, close paraphrasing, plagiarism, recycling, misrepresentation, collusion, cheating, contract cheating, fabricating information.

Use of GenAI.

In this assessment task, the use of GenAI is allowed butlimited.

You may only use GenAI to help guide you in the process of completing your assessment work. Think of it as a tool. A quick way to access information or an AI tutor to help answer your questions. So, you can use GenAI to help guide your research, ask questions to help to clarify your understanding, brainstorm preliminary ideas, get feedback on your ideas and clarify concepts.

Remember, just as if you Googled something, you still need to evaluate the information to determine its accuracy and relevance. GenAI can produce biased and false information. You must find scholarly sources to support any of the ideas generated. This is a requirement for this assessment.

You cannot include content generated by AI in your assessment (even if you have paraphrased, summarised or quoted the output).

You are also permitted to use Grammarly Premium to help edit and improve the quality of your written work.

If you opt to use GenAI as defined as acceptable for this assessment, you must keep evidence of how it was used and acknowledge how you used it in the process of completing your assessment appropriately. To help understand what to do, consult the Learning Zones resources.

• Quick GuideAcknowledging and Referencing GenAI Use
• Build your skills using GenAI - PAIR Framework
• The SCU Library Guide- GenAI can also help you develop your AI literacy skills.https://libguides.scu.edu.au/genAI

If you use GenAI tools in your assessment task beyond the acceptable limits, it may result in an academic integrity breach against you as described in the Student Academic and Non-Academic Misconduct Rules, Section 3.

Under the Rules -Student Academic and Non-Academic Misconduct Rules(Section 3) students have the right to Appeal against the Academic Integrity Officers academic misconduct Determination, to the Executive Dean, with that determination being final and conclusive, and not subject to further Appeal within the University. Students are not able to appeal against academic misconduct via the Unit Assessor or unit staff

Late Submissions & Penalties

Except when special consideration is awarded,late submission of assessment tasks will lead automatically to the imposition of a penalty. Penalties will be incurred as soon as the deadline is reached.

• a penalty of 5% of the available marks will be deducted from the actual mark at one minute after the time listed in the due date
• a further penalty of 5% of the available mark will be deducted from the actual mark achieved on each subsequent calendar day until the mark reaches zero.

Grades & Feedback

Assessments that have been submitted by the due date will receive an SCU grade. Grades and feedback will be posted to the Grades and Feedback section on the Blackboard unit site. Please allow 7 days for marks to be posted.

Assessment Criteria

Marking criteria the elements that the marker will consider when judging a piece of work (such as quality of argument, research, technical aspects, etc.). The criteria are aligned with the Unit Learning Outcomes being assessed in the task.

Description of SCU Grades

High Distinction:The students performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows exceptional ability to synthesise, integrate and evaluate knowledge. The students performance could be described as outstanding in relation to the learning requirements specified.

Distinction:The students performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows a well-developed ability to synthesise, integrate and evaluate knowledge. The students performance could be described as distinguished in relation to the learning requirements specified.

Credit:The students performance, in addition to satisfying all of the basic learning requirements specified, demonstrates insight and ability in researching, analysing and applying relevant skills and concepts. The students performance could be described as competent in relation to the learning requirements specified.

Pass:The students performance satisfies all of the basic learning requirements specified and provides a sound basis for proceeding to higher-level studies in the subject area. The students performance could be described as satisfactory in relation to the learning requirements specified.

Fail: The students performance fails to satisfy the learning requirements specified