| Course Unit Title | THE HEALTH PROMOTING SCHOOL |
| Course Unit Code | HED302 |
| Course Unit Details | |
| Number of ECTS credits allocated | 5 |
| | Learning Outcomes of the course unit | By the end of the course, the students should be able to:- Identify, describe and discuss objectives, key content areas and methodology of health education in both curriculum and hidden curriculum.
- Define and analyse ‘The Health Promoting School’ and identify steps involved in moving towards a participative health promoting climate in pre primary schools.
- Identify areas in the pre primary school curriculum that promote positive self image, high self esteem, assertiveness and empowerment and propose activities towards these ends.
- Identify factors involved in education about sexuality and summarise key ingredients of a sexuality programme for Pre primary school children.
- Examine and apply ways of involving parents and community in health education programmes.
- Analyse and examine whole school perspectives when planning a health education curriculum.
- Develop detailed teaching plans / strategies for a given topic for Pre primary school children and propose ways of evaluating health education programmes.
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| Mode of Delivery | Face-to-face |
| Prerequisites | HED201 | Co-requisites | NONE |
| Recommended optional program components | - Γκούβρα, Μ., Κυρίδης, Α., Μαυρικάκη, Ε. (2001). Αγωγή Υγείας και Σχολείο: Παιδαγωγική και Βιολογική Προσέγγιση. Αθήνα: Εκδόσεις Τυπωθήτω - Δαρδανός.
- David K. and Williams T. (2003). Health Education in Schools. London: Harper Education Series.
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| Course Contents | Health – Health Education: Health, Health Education and Health Promotion.
Health Education Curriculum: Objectives, key content areas, methodology and evaluation of school health education curriculum.
The Health Promoting school: Meaning of the health promoting school and its possible implications for health education in the pre primary school.
Steps involved in moving towards a more health promoting climate in Pre primary schools. Participative learning. Involvement of parents and community in health education programmes in pre primary schools.
Self esteem- Assertiveness: Integration of activities that promote self image, assertiveness, self esteem and empowerment in pre primary school.
Sex Education: Factors involved in sexuality education of preschool children. Key ingredients of sexuality programmes for pre primary school children. Integration of sex education in to different areas in the pre primary school curriculum.
Health Education: Development of detailed teaching plans / strategies for a given topic for pre primary school children and evaluation of health education programmes.
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| Recommended and/or required reading: |
| Textbooks | - Lecture Notes and power point presentations
- Αθανασίου Κυριάκος. Αγωγή υγείας. (2007). Αθήνα: Εκδόσεις Γρηγόρη
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| References | - Cowley J., David K. and Williams, T. (Editors). (2000). Health Education in Schools. London: Harper & Row.
- Gilbert Glen G., Sawyer Robin G. (2011). Health Education: Creating Strategies for Schools. USA: Jones and Bartett’s Books.
- Keyser, M. Morrow, K., Doyle, R. Ogle tree and N. Parsons. (1999). Health Education Skills and Competencies. Boston – London: Jones and Bartlett Publishers.
- Fontana, D. (1981). Psychology for Teachers. Second Ed. G.B.: British Psychological Society (Chapters on Self - Esteem and Assertiveness).
- Nettleton, S. and Gustafsson U.(Editors) (2002). The Sociology of Health and Illness. Oxford: Blackwell
- Pick, S. Πλάθοντας τη ζωή. (1997). Αθήνα: Φυτράκης.
- Sharma Manoj & Romas John (2012). Theoretical Foundations of Health Education and Health Promotion. Jones & Bartlet Learning
- Sheinfeld-Gorin, S. & Arnold, J. (2006). Health Promotion in Practice. USA: Jossey Bass.
- Sheinfeld-Gorin, S. & Arnold, J. (2006). Health Promotion in Practice. USA: Jossey Bass.
- Χατζηχρήστου, Χ. (2005). Κοινωνική και Συναισθηματική Αγωγή στο σχολείο: Πρόγραμμα Προαγωγής της Ψυχικής Υγείας και της Μάθησης. Αθήνα: Τυπωθήτω- Γιώργος Δαρδανός.
- Tones K. and S. Tilford (1994). Health Education: Effectiveness, efficiency and equity. Second Edition. London: Chapman and Hall.
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| Planned learning activities and teaching methods | The course is delivered to the students by means of lectures, which are aided by power point presentations, classroom discussions, role plays and group work. Lecture notes and presentations are available for students to use in combination with the textbooks.
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| Assessment methods and criteria | | Assignments | 20% | | Presentation | 10% | | Group work participation | 10% | | Final Exam | 60% |
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| Language of instruction | Greek |
| Work placement(s) | NO |
