Undergraduate Course: Promoting Health and Wellbeing in Primary School: theory and policy into practice (EDUA10186)
|School||Moray House School of Education and Sport
||College||College of Arts, Humanities and Social Sciences
|Credit level (Normal year taken)||SCQF Level 10 (Year 4 Undergraduate)
||Availability||Available to all students
|Summary||Drawing from research and current practice, the course aims to give students a deeper understanding of the role of the primary school teacher in the promotion of wellbeing and what this means in practice.
The course will also provide opportunities to observe and explore current practice so that students are able to critically evaluate strategies, initiatives and approaches used in practice, drawing from their knowledge of theoretical perspective.
The course will involve weekly workshops in which students engage with current theory, policy and research relating to the role of the primary school teacher in the promotion of wellbeing. Through reading, discussion and practical activities students will gain a deeper understanding of wellbeing and mental health policies, and how to enact them. Students will visit certain primary schools to observe and explore the use of specific initiatives. These opportunities to observe and explore current practice will enable students to critically evaluate strategies, initiatives and approaches used in practice, with reference to theoretical perspectives. Ethical, moral and wellbeing considerations of the teacher¿s role will also be explored
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Information for Visiting Students
|High Demand Course?
Course Delivery Information
|Academic year 2020/21, Not available to visiting students (SS1)
|Learning and Teaching activities (Further Info)
Lecture Hours 27,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
||Students will be expected to investigate an approach to wellbeing promotion; drawing from related theory, policy and observed practice:
Part 1 (weighting-20%) Students will give a presentation on their chosen approach showing how they would implement the approach, drawing from key literature and knowledge of current practice to justify their choices. The presentations will all be watched and graded by two members of staff, and the external examiner invited to observe the process. They will be given a mark out of 100 according to the grade related assessment criteria.
Part 2 (weighting-80%) Students will write a 3000 word paper in which they critically evaluate one or more approaches used in schools to promote wellbeing, drawing from theory, policy, research and their knowledge of current practice in Scottish primary schools. It is expected that the students will write about the approach on which they gave their presentation, using feedback from the presentation formatively.
There is compensation across these two assessment elements 20:80 and students are required to achieve a minimum of 40% in order to pass the course. The assessment criteria for the presentation and written paper will be different ensuring that students are not receiving credit for the same work twice.
||Draft proposals for the presentation will be discussed formatively in the 4th week of the course. Following the presentation (in approximately week 6 of the course) students will receive feedback that will inform their final written paper. There will be regular informal feedback opportunities in each workshop
|No Exam Information
On completion of this course, the student will be able to:
- Demonstrate a critical understanding of key concepts, policy and literature relating to positive mental health promotion and the wellbeing of children in primary schools.
- Demonstrate understanding of and the difference between approaches and interventions that promote positive wellbeing for all pupils, those designed to support pupils experiencing health difficulties and those intended to remove demoting factors.
- Demonstrate a critical understanding of the teacher¿s role in promoting wellbeing in their pupils, particularly but not exclusively within the current context in Scotland and Scottish education
- Engage with relevant research and theoretical perspectives and use these to offer a critical analysis of initiatives and policies that have been employed to improve the social, emotional and mental wellbeing of children in primary school.
- Demonstrate knowledge and understanding of the barriers, constraints and ethical considerations that influence the teacher¿s role in wellbeing promotion.
Currie, C and Todd, J. 2003. Mental Well-being among Schoolchildren in Scotland: Age and Gender Patterns, Trends and Cross-National Comparisons. Edinburgh: Child and Adolescent Health Research Unit, University of Edinburgh
Davis-Kean, P. and Sandler, H. (2001) A metaanalysis of measures of self-esteem for young children: A framework for future measures. Child development, Vol.72:3,pp 887¿906.
Edmundson, M (2013) Why Teach? In defence of a Real Education. New York:Bloomsbury
Haney, P. & Durlak, J.A. 1998. ¿Changing Self-Esteem in Children and Adolescents: A Meta-Analytic Review.¿ Journal of Clinical Child Psychology, 27(4): 423¿433.
Noddings, N (2013) Caring: A Relational Approach to Ethics and Moral Education. UCP
Scottish Government (2009) Towards a Mentally Flourishing Scotland. Edinburgh: Scottish Government
Scottish Health Promoting Schools Unit (SHPSU) (2004) Being Well Doing Well: A framework for Health Promoting Schools in Scotland. Dundee: SPSHU.
Wells, J., Barlow, J. & Stewart-Brown, S. (2003) A systematic review of universal approaches to mental health promotion in schools, Health Education, Vol.104, pp 197¿220.
Weare, K. & Markham,W. (2005). What do we know about promoting mental health through schools? Promotion & Education, XII (3-4), 118-122.
West, P. and Sweeting, H. 2002. The Health of Young People in Scotland: Quantitative Dimensions. Glasgow: MRC Social and Public Health Sciences Unit.
World Health Organization (WHO). (1986). Ottawa Charter for Health Promotion. World Health Organization.
|Graduate Attributes and Skills
||Students on this course will have knowledge of:
¿ the schools and learning communities in which they teach and their own professional responsibilities within them;
¿ health promotion theory, policy and practice in the context of the primary school;
Students on this course will have the following research skills and be able to:
¿ use scholarship to access and evaluate relevant professional literature;
¿ critically review and evaluate knowledge, skills and thinking in relation to health promotion in the primary classroom;
¿ use communication methods, including a variety of media, to motivate and sustain the interest of their audience;
|Keywords||health and wellbeing,emotional wellbeing,mental health promotion
|Course organiser||Dr Deborah Holt
Tel: (0131 6)51 6609
|Course secretary||Miss Lorraine Nolan
Tel: (0131 6)51 6571