| CODE | HPE5001 | ||||||||
| TITLE | Human Development and Health Care | ||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||
| MQF LEVEL | 7 | ||||||||
| ECTS CREDITS | 5 | ||||||||
| DEPARTMENT | Health, Physical Education and Consumer Studies | ||||||||
| DESCRIPTION | This study-unit is designed to provide learners with the theory and practice of vocational pedagogy to be able to teach anatomy and physiology as well as human development and healthcare to future health and social care students. In addition, learners will become proficient in the key aspects of human anatomy and physiology, human development and healthcare. Aspects of assessment related to these areas will be explored throughout the study-unit. Study-Unit Aims: The main aim of this study-unit is to enable prospective Health and Social Care teachers to learn the various effective teaching and learning methods as well as the skills and competences that reliably lead to achievement of the learning outcomes. In addition, learners will also master the key principles in human anatomy and physiology, human development and healthcare. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - evaluate different teaching and learning methods that cater for students who learn in different ways; - describe pedagogical tools used to engage students learning human anatomy and development as well as care needs; - explain the concepts of human anatomy and physiology, human development and healthcare; - use different tools and equipment in relation to health and social care. 2. Skills: By the end of the study-unit the student will be able to: - assess students in relation to human anatomy and physiology, human development and healthcare; - use a blend of teaching and learning methods, whereby the teacher is a 'coach', moving away from formal teaching and learning methods to experiential learning and scaffolded knowledge; - facilitate students' practice in the safe use of health and social care equipment and practices. Main Text/s and any supplementary readings: Main Texts: - Bee, H. & Boyd, D.G., (2013). The Developing Child. 13th Ed. Pearson Education Limited. - Crittenden S.; Pope S., Shackels E., Thompson E., & Thomson, D. (2007). BTEC National Health and Social Care Book 1. UK: Scotprint Ltd. - Fisher, A., Blackmore, C., McKie, S., Riley, M., Seamons, M. & Tyler, M.(2004) Applied AS Health and Social Care Student Book. UK:Folens Publishers. - Kevin T. Patton & Gary A. Thibodeau (2015). Structure and Function of the Body. Elsevier Health Sciences. - Langridge E. (2007). BTEC National: Health & Social Care (Book 1). UK: Nelson Thornes Ltd. - Marieb, E. N. & Smith, L. A. (2016). Laboratory Manual for Anatomy and physiology. Pearson education. Supplementary Readings: - Boyd, D.G. & Bee, H. (2014). Lifespan Development. Global ed of 7th revised ed. Pearson Education Limited. - Claxton, G., Lucas, B. & Webster, R. (2010). Bodies of Knowledge: How the learning sciences could transform practical and vocational education. Edge/Centre for Real- World Learning. - Claxton, G. (2007). Building Learning Power. Bristol: TLO Limited. - Clouston, T., Westcott, L., Whitcombe, S., Riley, J., & Matheson, R. (2010). Problem Based learning in health & Social Care. John Wiley & Sons. - Coffield, F. (2004). Learning Styles and Pedagogy in Post-16 Learning: A systematic and critical review. London: LSRC Reference, Learning & Skills Centre. - Fisher, A., et al (2004). Applied A2 Health and Social Care Student Book. UK:Folens Publishers. - Haworth E., Higgins H., Lavers S., Lewis C., 2010. Individual Rights in Health and Social Care (Unit 4) in Health and Social Care BTEC First Level. UK: Pearson Education Ltd. - Kolb D. A.(1984). Experiential Learning: Experience as a source of Learning. - Newman, B.M., & Newman, P.R. (2014). Development Through Life : A Psychosocial Approach. 12th Revised edition. Cengage Learning, Inc. - Orr, K. (2009). Dual Roles and Identities: Enhancing the experience of in-service teacher training in English Further Education. Teaching in Lifelong Learning: A journal to inform and improve practice, 1(2) [Online]. - Perkins, D. (2009). Making Learning Whole: How seven principles of teaching can transform education. San Francisco: Jossey-Bass. - Rush, S., Acton, L., Tolley, K., Marks-Maran, D. & Burke, L. (2010). Using Simulation in a Vocational Programme: Does the method support the theory? Journal of Vocational Education & Training, 62(4), 467-479. |
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| STUDY-UNIT TYPE | Lectures, Practical and Tutorials | ||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Claire Abela Stefania Calleja |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2023/4. It may be subject to change in subsequent years. |
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