EDUC Outline ?

file://Nolumes/w /ugradprogs/Outlines/Educ487mangham.html

EDUC 487-4

SPECIAL TOPICS: COMPREHENSIVE SCHOOL HEALTH

EDUCATION PLANNING

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DR. COLIN MANGHAM

Office: TBA

WEDNESDAY 16:30-20:20 in EDB 7610

Course Description

Comprehensive School Health Education is the term used in Canada to refer to school based curricula,

services and other activities and polices promoting health in the school community. In British Columbia,

the curriculum component exists in the form of Personal Planning (Elementary) and Career and Personal

Planning (Secondary). In Canada, health education frequently is viewed in context of the broader

frameworks of population health, public health and health promotion. It subsists in some form in all

provinces and territories, sometimes alone, sometimes allied with other subjects such as physical

education, science or guidance. In the past, little specific pre-service training has been available for

teachers who will be expected to health education. This course is intended to provide some of that

training by assisting students in formulating and designing a plan for comprehensive school health

promotion that fits with prescribed learning outcomes while meeting local and individual needs and

preferences.

After reviewing basic concepts in health education and population health promotion, students will

design a health education unit for a grade level and thematic or content area of their choosing. They will

work from beginning to end, choosing a planning framework from among several that are available and

working through the tasks that will lead to a cohesive program of study. The planning process will

include organizing around content or theme; identifying prescribed and desired outcomes; generating

specific learning and action outcomes; coordinating the unit with community resources and efforts,

school services and environments; developing best practice and evidence based learning activities to

meet the desired outcomes; tying the unit into other subject areas for synergy in learning, finding ways

to challenge students; and evaluating outcomes appropriately.

Course Objectives:

As a result of the course, students will:

1.

Demonstrate understanding of basic concepts in health education, population health

and health promotion in Canada.

2.

Identify different planning frameworks and their advantages and disadvantages.

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EDUC Outline ?

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file://Nolumes/w1/ugradprogs/Outlines/Educ487mangham.html

3. Apply one or more of these frameworks in creating a unit of study in elementary or

secondary health education

Text:

To be announced. Required readings as noted in syllabus. These will be available as a course

packet and in many cases electronically.

Return to Education's Undergraduate 2005-1 Course Outlines Main Page.

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Comprehensive School Health Education Planning

Instructor:

Dr. Cohn Mangham

Course Description

Comprehensive School Health Education is the term used in Canada to refer to school

based curricula, services and other activities and polices promoting health in the school

community. In British Columbia, the curriculum component exists in the form of

Personal Planning (Elementary) and Career and Personal Planning (Secondary). In

Canada, health education frequently is viewed in context of the broader frameworks of

population health, public health and health promotion. It subsists in some form in all

provinces and territories, sometimes alone, sometimes allied with other subjects such as

physical education, science or guidance. In the past, little specific pre-service training has

been available for teachers who will be expected to health education. This course is

intended to provide some of that training by assisting students in formulating and

designing a plan for comprehensive school health promotion that fits with prescribed

learning outcomes while meeting local and individual needs and preferences.

After reviewing basic concepts in health education and population health promotion,

students will design a health education unit for a grade level and thematic or content area

of their choosing. They will work from beginning to end, choosing a planning

framework from among several that are available and working through the tasks that will

lead to a cohesive program of study. The planning process will include organizing

around content or theme; identifying prescribed and desired outcomes; generating

specific learning and action outcomes; coordinating the unit with community resources

and efforts, school services and environments; developing best practice and evidence

based learning activities to meet the desired outcomes; tying the unit into other subject

areas for synergy in learning, finding ways to challenge students; and evaluating

outcomes appropriately.

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Course Objectives:

As a result of the course, students will:

1. Demonstrate understanding of basic concepts in health education, population

health and health promotion in Canada.

2.

Identify different planning frameworks and their advantages and disadvantages.

3.

Apply one or more of these frameworks in creating a unit of study in elementary

or secondary health education

Text: To be announced. Required readings as noted in syllabus. These will be available

as a course packet and in many cases electronically.

Week/Topics

Text and other Readings

1. School Health Education in

Canadian Association for School Health, (undated)

Canada: Current trends, future

Consensus Statement on Comprehensive School

directions

http://www.schoolfile.com/caslVconsensus.htm

2. School health education:

US State School Health Curricula Scopes and

Where does it fit? How is it

Sequences

(Oregon, Wisconsin).

structured, how it is done

elsewhere, examples from

different jurisdictions

McBride, N., Midford, R. & Cameron, I. (1999).

An

empirical model for school health promotion: The

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Western Australian school health project model.

Health Education International, 14 (1), 17-25.

3. Planning School Health

Health Canada.

The Population Health Approach.

Education Planning Frameworks

http://www.hc-

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Choosing a Planning Template

sc. gc.calhppb/phddlapproachlindex.html

4. Planning Comprehensive

Youth Development Approaches: McCreary Centre

School Health Education

Society. (2002). Accenting the Positive: A

Planning Frameworks II:

Developmental Framework For Reducing Risk And

Choosing an Approach

Promoting Positive Outcomes Among BC Youth.

Vancouver, authors.

5. Planning Comprehensive

Assets Based Approaches: Search Institute: Healthy

School Health Education

Schools, Healthy Youth htip://www.search-

Planning Frameworks III:

institute.org/conmiunitiesfhchy.htm

Choosing an Approach

6. Planning Comprehensive

Communities That Care, The Whistler Process,

School Health Education

Healthy Communities,

BC Provincial Infrastructure

Planning Frameworks IV:

for Community Health

Working With the Community

Health Canada

Strong Families, Healthy Children -

Canada's Community Action Program for Children:

Celebrating the Community Action Program for

Children

7. Planning Comprehensive

Health Canada, Population and Public Health

School Health Education

Branch. Voices and Choices: Planning For School

Planning Frameworks V:

httD://www.hc-sc.gc.calpphb-dgspsp/vc-

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Choosing Learning Strategies

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8. Planning Comprehensive

School Health Education

Planning Frameworks VI:

More

learning Strategies

9. Planning Comprehensive

Mangham, C.

Making Decisions: Classroom

School Health Education

Resources For Grade 8 and 9.

Planning Frameworks VII:

Developing Synergism Through

Integration

10. Planning Comprehensive

School Health Education

Planning Frameworks X:

Challenging Today's Students

11. Planning Comprehensive

School Health Education

Planning Frameworks XI:

Evaluating What? Choosing the

Best Evaluation

12. Class Presentations

13. Class Presentations II; Wrap

Up

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Evaluation

Specifics of each item will be given in class:

Term Project ?

50%

Issue Paper

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20%

Class Presentation ?

10%

In Class Readings Quiz 1 ?

10%

In Class Readings Quiz II ?

10%

Term Project:

Using principles and concepts learned in class and in the readings,

students will prepare a one month unit of study in comprehensive health education that

will fit within the confines of the Personal Planning or Career / Personal Planning

curriculum as taught in a BC school district or as proposed by the student. This unit may

be on a health content topic or on a health theme. It should follow a specific planning

framework and address each planning step. Two documents will be turned in 1) a

description of the rationale, background, structure, and content of the unit, and 2) detailed

lesson plans addressing all planning elements from learning outcomes to evaluation.

These will be shared with other students and presented in class. Each student will present

his or her project briefly in class.

Issue Paper:

Students will prepare a concise (2,000 words maximum excluding

references) paper on a health education topic of their own interest. The paper should

discuss the topic, relate it to school health education, and where appropriate, offer

suggestions or recommendations for possible actions by schools, government and

communities.

Group Project:

Working in groups of 3 to 4, students will identify a current trend or

issue of their choosing, and prepare and deliver a 30-minute class presentation. This

presentation should include a) background of the issue, b) current trends, c) health

promotion/population health solutions, and d) What schools can do, with a list of

currently available tools for addressing it.

(Presentations will begin in Week 5.)

Class Quizzes:

Short in-class tests on knowledge of content of the readings. Times to be

announced, one near mid-term and one in the latter part of the term.

Grading of subjective portions of assignments will be as follows (0 is failing):

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Dimension

Barely

Fair

Good

Exceptional

satisfactory (1)

(2)

(3)

(4)

Overall quality of

presentation:

Writing quality,

proper use of

citations where

required or needed

organization.

Synthesis of

research/ideas:

Pulling concepts

together in a unified

picture

Understanding

of

concepts:

Understands the

concepts and is able

to use them

Comprehensiveness:

Evidence of research

and thorough

coverage of the topic

Organization:

Evidence of being

able to construct a

viable health

education unit that is

internally consistent

and thorough