| Effective Term: | 2024/05 |
| Institute / School : | Federation TAFE |
| Unit Title: | Introduction to Health |
| Unit ID: | GPFSP1401 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 120199 |
| Other Change: | |
| Brief description of the Unit |
The aim of this course is to provide students with a fundamental grounding and background in Health knowledge and skills. Students will be exposed to fundamental theories, models, frameworks and principles of health, within an Australian context. This course provides a broad brush approach to Health, to prepare students for a range of assessment and learning practices encountered in international higher education contexts. English language skills for academic purposes will be consolidated, extended and assessed via specific criteria in all assessment tasks. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory |  | | | | | | | Intermediate | | | | | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Understand determinants, actions, and strategies that influence health. |
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| K2. | Understand the relationship between beliefs, attitudes, values, and health behaviour. |
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| K3. | Understand the range of factors influencing beliefs, attitudes, values, and norms around health behaviour. |
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| Skills: |
| S1. | Plan a health inquiry to research, determine, and analyse a health issue. |
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| S2. | Use inquiry skills and processes to investigate and respond to health issues. |
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| Application of knowledge and skills: |
| A1. | Apply frameworks, models, and theories to explain health ideas and concepts. |
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| A2. | Apply self-management and interpersonal skills to promote health. |
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| Unit Content: |
Topics may include: Holistic Health including; Impact of determinants on health inequities Global and local barriers to addressing social determinants of health Principles, frameworks, models and theories including; Roles of the World Health Organization (WHO) Investment priorities of Australia’s aid program, how and why Australia provides aid. Purpose and progress towards the five United Nations Sustainable Development Goals. Definition and strategies of health promotion advocacy Career pathways for post graduates in their area of discourse Consumer Health including: Comparison of health indicators between Australia and developing countries Objectives that support the vision of the National Strategic Framework for Chronic conditions. Health Inquiry, including; Planning a health inquiry. Use of a range of information to explore a health issue. Interpretation of information. Presentation of findings |
| Graduate Attributes: |
| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3, S1, S2, A1, A2. | Health Inquiry Project | Project | 30 - 40% | | 2. | S2, A2. | Present key elements of Project | Presentation | 20 - 30% | | 3. | K1, K3, S2, A1. | Focus on course content topics | Quizzes | 20 - 30% | | 4. | K1, K3, S2, A1. | Focus on course content topics | Final Test | 20 - 30% |
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