In the first part of this assessment, you will demonstrate an in-depth understanding of effective health education pedagogy and practice. You will utilise peer-reviewed research articles to:
· Critique how and why Health Education has changed since the mid-1900s.
· Describe effective pedagogy in contemporary times
· Discuss in-depth why a socio-critical approach to Health education is crucial to empowering people to take action in the health promotion process.
Part 2. The proposed education strategy
At this point, you will have chosen the educational strategy that you are thinking of either developing or re-working. We will look at your interventions/pedagogical tools in class, but your lecturer must approve it.
You will:
· Create the educational strategy (within realistic parameters) or some aspect that is feasible within the timeframe. We will discuss this in class. For example, you may create a series of 3 sessions, a one day workshop, content that would be put into a website, a play, content and script of a video, or some other wonderful idea.
· Demonstrate an in-depth understanding of the strategy (use evidence-based research) and the critical elements of implementation. For example, if the strategy is a peer education programme, then what do you need to think about? I.e. why safety guidelines and proper training are crucial for peer educators.
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Part 3. Presentation
· Finally, you will present part of your educational tool to the group in the last session. You should very briefly provide an overview of the complete intervention and then facilitate part of it to the class. For example, you may create an outline of a digital resource that you would create. In the presentation, you may facilitate a small activity within the presentation.
· Use of PowerPoint is limited as we want to see you practice your facilitation skills. For example, voice, engagement, the structure of the room, learning intention and connection to the learning.
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