1. Definitions and guiding frameworks
1.1. Comprehensive school health education
1.1.3. Role of the teacher
1.2. Definitions and components of health
1.3. Scope and sequence of health topics in BC PHE curriculum in relation to developmental readiness of learner
2. Teaching and Curriculum
2.1. Health Behaviour
2.1.1. Causes and determinants
2.1.4. Risk assessment
2.2. Building respectful relationships, positive self-identity, self-determination, and mental well-being
2.2.1. Stress management
220.127.116.11. Signs and symptoms of stress, anxiety and depression
18.104.22.168. General adaptation syndrome (GAS)
22.214.171.124. Sources of stress and coping
126.96.36.199. Pressure and influence
188.8.131.52. Daily physical activity
184.108.40.206. Sleep routines
220.127.116.11. Educating about stress management
2.2.2. Addiction and addictive behaviour
18.104.22.168. Defining addiction
22.214.171.124. The addictive process
126.96.36.199. Types of addiction in school-aged children
188.8.131.52. Drug dynamics
184.108.40.206. Types of drugs used in school-aged children
220.127.116.11. Educating about drug use
2.2.3. Informed decisions that support personal and community health and safety
18.104.22.168. Healthy physical and social environment
22.214.171.124. Consequences of harm
126.96.36.199. Inter-personal relationships
188.8.131.52. Educating about personal responsibility
184.108.40.206. Healthy reciprocal personal relationships
220.127.116.11. Healthy community relationships
18.104.22.168. Responding to and protecting from harm
22.214.171.124. Educating about sexual health
2.2.4. Creating environments that promote well-being
126.96.36.199. Personal responsibility
188.8.131.52. Social responsibility
2.3. Physical health
184.108.40.206. Basic principles of healthy eating
220.127.116.11. Canada's Food Guide and serving size
18.104.22.168. Food labels
22.214.171.124. Growth and development
126.96.36.199. Relationship between physical growth and nutritional needs
188.8.131.52. Effects of puberty and sex differences in relation to nutritional needs
184.108.40.206. Childhood malnutrition
220.127.116.11. Over-nutrition and under-nutrition
18.104.22.168. Nutritional needs for active living
22.214.171.124. Nutrition demands for exercise and physical activity
126.96.36.199. Energy balance and child obesity
188.8.131.52. Teaching personal planning
184.108.40.206. Leveraging nutrition environment
220.127.116.11. Assessing nutrition literacy
18.104.22.168. Physiologic and behaviour effects of alcohol on developing brains
22.214.171.124. Educating about alcohol use
126.96.36.199. Tobacco and social issues
188.8.131.52. Physiological effects of tobacco on developing bodies
184.108.40.206. Health hazards of tobacco use
220.127.116.11. Methods of smoking
18.104.22.168.3. Vapor inhalation
22.214.171.124. Educating about tobacco use
This is a fully on-line course.
Using an on-line learning platform as a virtual classroom students will be led through guided discovery via print, on-line material and participation in discussion groups where they will apply contextual health inquiry through reading assignments and field observations.
Evaluation will be carried out in accordance with Douglas College policy. The instructor will present a written course outline with specific evaluation criteria at the beginning of the semester. Evaluation may include the following:
Self assessment 10-25%
Inquiry into practice 30-45%
Annual planning 30-45%
Upon completion of this course, students will be able to:
1. Identify definitions and guiding frameworks for implementing comprehensive school health education.
2. Identify the role of the teacher in integrating Physical and Health Education (PHE) curriculum within comprehensive school health.
3. Describe the many aspects of well-being including physical, mental and social health.
4. Identify health behaviour strategies for risk management using age- and grade-specific PHE curriculum integrated into practice.
5. Create a developmentally appropriate annual comprehensive health education plan.
Consult the Douglas College Bookstore for the latest required textbooks and materials.
Enrolment in the Graduate Diploma in Physical and Health Education.
No corequisite courses.
No equivalent courses.
Course Guidelines for previous years are viewable by selecting the version desired. If you took this course and do not see a listing for the starting semester / year of the course, consider the previous version as the applicable version.
These are for current course guidelines only. For a full list of archived courses please see https://www.bctransferguide.ca
|Institution||Transfer Details for SPSC 5591|
|There are no applicable transfer credits for this course.|