School of Health and Social Care Avery Hill Campus Course Co-ordinator: Johanna Groothuizen Email: [email protected] Course Specification Programme Code(s) Programme Title BSc (Hons) Health and Wellbeing BSc (Hons ) Public Health Host Faculty Education and Health Host Department Psychology, Social Work and Counselling Code OMED 1299 Title Environment, Housing and Wellbeing Leader Dr Jill Stewart Level 4 5 6 √ 7 Credit 15 Pre-requisites Study at level 5 Aims This course aims to explore the role and relationship between the environment and housing on physical and mental health and wellbeing. Learning Outcomes: On successful completion of this course a student will be able to: Learning Outcome 1 Investigate and critically appraise the relationships of environment and housing on health and wellbeing. 2 Critically reflect on a range of factors affecting marginal communities. 3 Critically examine the strategic approaches involved in meeting the needs of a defined community, or communities. Indicative Content Definitions and concepts Roles of housing and neighbourhoods in health and wellbeing Effectiveness of intervention(s) National and local response to housing and regeneration Power and powerlessness in housing demand and supply Health needs assessment; joint strategic needs assessment; health impact assessment Sources of research and information in environment, housing, communities and health Learning and Teaching Activities Lectures, seminars Discussions and group work. E-learning activities. Invited speakers may have an input on this course. Assessment Details: Methods of SUMMATIVE Assessment Article Nature of FORMATIVE assessment supporting student learning Whole class and group discussion Q and A E-learning activities Exploring journal publications Outcome(s) assessed by summative assessment (Please use the numbers above to refer to these) 1,2,3 Grading Mode Summative: Level 6 without practice Weighting % 100 Pass Mark 40% Word Length 2,500 Outline Details 2500 word article that would be suitable for publication in a professional journal Last Item of Assessment Article Indicative Course Materials and Reading Author Date Title Publisher ISBN Carr, H., Cottel, S. and Ormandy, D. 2008 Using the Housing Act 2004 Jordans Publishing 978184661101 Gillam, S., Yates, J. and Badrinath, P. 2007 Essential Public Health Theory and Practice Cambridge University Press 9780521689830 Lund, B. 2006 Understanding housing policy Policy Press 9781861346186 Hanley, L. 2007 Estates: an intimate history Granta Publications 9781862079854 Aceijas, C. 2011 Assessing Evidence to Improve Population Health and Wellbeing, (from transforming Public Health Practice series) Learning Matters Ltd 9780857253897 Porter, E. and Coles, L. 2011 Policy and Strategy for Improving Health and Wellbeing, (from transforming Public Health Practice series) Learning Matters Ltd 0857250078 Walker, P. and Marie, J. 2012 From public health to wellbeing: the new driver for policy and action Palgrave Macmillan 9787023278851 Fuller, S., Painter, J. and Atkinson, S. 2012 Wellbeing and Place Ashgate Publishing Ltd 978-1-4094-2060-6 KIS Data Activity Hours Overall percentage of total Scheduled teaching 50 % Guided Independent Study 50 % Placement / Year Abroad 0 % Total 100 100% PROGRAMME OF TEACHING AND LEARNING ACTIVITIES OMED 1299 Environment, Housing and Wellbeing Lectures take place in S010. Date Lecturer Subject, aims and learning outcome for session Week 18 18/01/17 Ian Introduction Aims • To introduce the course and its assessment • To introduce students to sources of information relevant to the course • To develop and understanding of EH and its domestic practice • To review housing as a socio-economic determinant of health and overview how health and wellbeing can be factored into environments and housing design • To revise current public health approaches including HNA, JSNA and the new HWBs and what they might to promote housing’s role in health and wellbeing. Outcomes • Knowledgeably discuss the course, its content and context • Demonstrate an awareness of the assessment requirements and tasks associated with the course • Access appropriate information and learning materials to support the course, including access to Moodle • To provide examples of how environments and housing can affect health and wellbeing and how this may be included in the work of HWB’s including JSNA. Week 19 25 /01/17 Johanna Historical movements in housing, environment and wellbeing Aims • To provide an overview of how state and non state organisations have pioneered housing and community developments in the past • To assess the ideas behind these designs and development and reflect on strengths and weaknesses over time Outcomes • To provide examples of housing and community developments and why they may or not be considered sustainable and/or successful Week 20 1/02/17 Johanna Social Capital and Community Development Aims • To develop and understanding of social capital (e.g. bonding, bridging) and community development and its features • To introduce concepts around power and powerlessness and the ‘ladder or participation’ Outcomes • To design a questionnaire suitable for survey into the nature and level of social capital in a community • In groups, to provide ideas of how the powerless can seek power in decision making processes. Week 21 8/02/17 Veronica Environmental Quality and Wellbeing 1 Aims • To examine the impact of environmental quality on wellbeing Outcomes • An understanding of the adverse impacts of various aspects of the environment on wellbeing; e.g. noise; built environments; ambient air quality • An appreciation of some of the ways in which the environment can be used to promote wellbeing and health. • Week 22 15/02/17 Veronica Environmental Quality and Wellbeing 2 Aims • To examine the impact of environmental quality on wellbeing Outcomes • An understanding of the adverse impacts of various aspects of the environment on wellbeing; e.g. noise; built environments; ambient air quality • An appreciation of some of the ways in which the environment can be used to promote wellbeing and health. • Week 23 22/02/17 David Gypsies and travellers Aims • To develop an understanding of gypsies and travellers and their health and wellbeing needs Outcomes • To consider factors affecting health and wellbeing arising from sites and mobile lifestyles To reflect on opportunities to promote health and wellbeing opportunities for gypsies and travellers. Week 24 1/03/17 Johanna 'Chaotic lives' and wellbeing Aims • To focus on ‘chaotic’ individuals and families and question the effect of such lives on health and wellbeing Outcomes To reflect on the role of housing in helping support chaotic lives and provide through role play an understanding of the challenges presented to practitioners and families. Week 25 8/03/17 Veronica Health Impact Assessment Aims • To review the extent to which Health Impact Assessment can be used as a tool to improve health and wellbeing Outcomes • An understanding of the methodological approach to Health Impact Assessment • An appreciation of the value and limitations of the outcomes of Health Impact Assessment. Week 26 15/03/17 Veronica Health Impact Assessment Case Studies Aims • To review the extent to which Health Impact Assessment can be used as a tool to improve health and wellbeing through reviewing case studies Outcomes • An understanding of the methodological approach to Health Impact Assessment • An appreciation of the value and limitations of the outcomes of Health Impact Assessment through reviewing case studies. Week 29 22/03/17 Johanna • Strategic and 'place' approaches to meeting wellbeing need • • Aims • To focus on marginal communities of geographical and social nature (case studies – e.g. seaside towns; tower block estates; ageing in place) • To discuss power and powerlessness in housing and housing policy applications • To review strategies approaches and use evidence in practice in examples given to provide enhanced interventions with reference to HNA, JSNA, HWBs etc • • Outcomes • To provide a working definition of marginal community, power and powerlessness • To provide ideas – based on earlier course materials – as to how the ‘powerless’ can influence decision making locally • To show a working knowledge of new public health partnerships and discuss how policy makers can encourage further participation from those affected Week 30 29/03/17 Johanna • Writing for publication • • Aims • To develop skills in writing for publication • • Outcomes • To introduce publication as an assessment method and how it differs from an essay or report • To review examples of publications in journals • To draft examples of parts of material in publication-type format Week 31 05/04/17 Johanna 1) Evidence and evaluation in wellbeing projects Aims • To seek to ascertain if health and wellbeing are considered in housing strategies and interventions • To explore the housing evidence base and some applications • To overview the relevance of evaluation Outcomes • To provide examples of how health and housing are is being factored into housing strategies and interventions • To assess where use of evidence might be enhanced in delivering healthy housing • To begin to evaluate a housing strategy or intervention. 2) Course evaluation   ASSESSMENT BRIEF TASK: 2500 word article that would be suitable for publication in a professional journal TITLE: Select a defined community and demonstrate the effectiveness of intervention(s) or strategies in promoting environment, housing and wellbeing. This is an individual piece of work that should be presented in article style, suitable for publication in a professional journal. It may therefore be presented in suitable article format including photographs or other illustrations as if ready to submit to a journal for consideration. You should refer to your workbook which you can find in the moodle shell on writing for publication, ensuring that you write for a relevant professional journal and NOT for a peer reviewed or scientific journal – therefore your article must NOT contain an abstract. The community you choose may be social or geographical (or both) and must be clearly defined. You should indicate why you have selected this community with reference to health and wellbeing needs and how and why these might be effectively addressed. The work should be 2500 words, excluding references/bibliography (which must be included). You should clearly identify the word count (number of words in your article essay, excluding reference/bibliography lists). The article will be assessed in accordance with the ‘Level Six’ Grading Criteria (see below) and consideration will be given to your commentary in respect of the above requirements and also evidence of your academic skills. Your sources of information must include texts, journals and limited web-only based information. HAND IN This assignment must be submitted electronically by the deadline stated in the moodle shell.   Requirements for Presentation of Student Written Assignments (excluding Projects) Presentation of your written work is important. It is therefore essential that you adhere to the following requirements unless specifically issued with other instructions in the Course Handbook. 1. Your work must include a title page, containing the following information: • Your student identification number (in the header) • Title of your Programme e.g. BSc, DipHE, FD • Title of the course, course code and ‘M0’ number (see Course Handbook) • Year and month of your cohort, where appropriate • PTG Leader, where appropriate • Assignment deadline date • Your assignment length/word count (This includes all written text apart from figures & tables; bibliography; reference list; appendices & title page) • Page numbering should start on the title page in the format ‘Page 1 of 1’ See attached sample. 2. Your work must be:- • Word processed / typed • Size 12 font e.g. Times New Roman or Arial • Double line spaced • Right hand margin 20mm / 0.75” • Left hand margin 40mm / 1.5” • Page numbered from the title page in the format ‘Page 1 of 1’ • Presented with your student identification number on every page • Reference list – single line spacing • Appendices – single line spacing if possible The title page, main body of the work, references and appendices must be held within a single file to facilitate electronic submission. 3. Where you are required to submit a paper copy of your work, you should prepare your work in the following way: • Fasten all sheets of paper together securely with a treasury tag, heavy duty stapler or in a lightweight folder with a clear plastic front • DO NOT use any other type of folder • Print a Coursework Header Sheet and attach this securely to your work – ONLY WHERE YOU ARE REQUIRED TO SUBMIT A PAPER COPY OF YOUR WORK Finally – Keep a copy of your assignment for your own reference. A sample of work for each course is retained in the School Archive. Should your work be selected for the Archive, you may only receive a copy of the Assessment Feedback Sheet.   Submission of Coursework Make sure you make a note of the assessment deadline and give yourself plenty of time to prepare the work before the due date. All work must be word-processed, spell checked, page numbered, with a word count and referenced according to Harvard guidelines. Referencing guidelines are in the Programme Handbook or available on the Student Portal. You are required to submit your coursework (essay) electronically. Work will be submitted electronically via the Moodle Course. This is a straightforward procedure and clear instructions are provided. Electronic Submission of Coursework – Information for Students All work submitted electronically will be submitted automatically to ‘Turnitin’. ‘Turnitin’ is an online service that compares your work with a database of journal articles, books and websites and previously submitted work and will identify the similarities between the database and your work. ‘Turnitin’ is often referred to as a plagiarism detection service. ‘Turnitin’ produces an ‘Originality Report’, which is a summary of the match between your work and other work within the ‘Turnitin’ database. A high level of match within the ‘Originality Report’ is not necessarily an indication that your work has been plagiarised. This judgement will be made, following full scrutiny of your work. As part of your feedback on your coursework, you will be able to access a copy of the ‘Originality Report’ for your work. It is important that you avoid plagiarism in the first instance and you may find it helpful to refer to the ‘Academic Conduct’ Channel, which can be accessed via the Student Portal. Important: Computer breakdowns, lost or corrupt USB sticks and network crashes etc. are not acceptable reasons for missing deadlines. You are responsible for making sure that you have saved copies of your work and leave plenty of time to upload your work. Only your Banner ID number should be on coursework, not your name (unless your tutor specified otherwise). You are advised to retain both electronic and paper copies of your work should verification or further copies be required. Note, that your work will be marked online and some degree of anonymity will be lost. Once your work has been marked and moderated, you will be able to access the marked work and feedback from the Moodle Course. Late coursework Coursework deadlines must be adhered to. There are no extensions given for late work and failure to submit on time will attract a mark of zero unless extenuating circumstances are upheld. If, for any reason, you are unable to submit work on time, you can submit extenuating circumstances that have led to the work being late (see below). You should be aware, however, that extenuating circumstances are only taken into consideration where they involve serious personal difficulties. Late work will be given a mark of zero unless the Progression and Award Board accepts the extenuating circumstances leading to the late work. Extenuating Circumstances If you are considering submitting extenuating circumstances it is imperative that you discuss this with your personal tutor and programme leader, and read the guidelines which are available via the Student Portal. There are very comprehensive guidelines and a downloadable form. If something goes wrong, such as ill health, family bereavement, personal or financial difficulties, please let us know immediately. You must complete the form, attaching original evidence of the circumstances and submit it to the Student Centre, Southwood House at the earliest opportunity and, where ever possible, before the submission date. • If you are unable to submit your coursework you must submit an extenuating circumstances claim.   Level 6 Grade Bandings % Mark Domains to be Assessed Coverage Knowledge Evidence Analysis Judgement Communication 80-100 Comprehensive coverage of assessment specification. Accurate knowledge and comprehensive understanding of the subject matter. The content is informed by a comprehensive range of evidence which is interpreted and evaluated with insight in its application to the context of the work. A coherent balanced approach demonstrating critical analysis, critical thinking and synthesis. Evidence of cogent, perceptive judgement in accordance with evidence from theories, research, practice and concepts of the subject matter which inform conclusions. Outstanding academic style and skills at an exceptionally high level. The work is fluent, appropriately structured, systematic and logical; is presented according to the school presentation guidelines; and there is evidence of proof reading. The work is referenced correctly using the recommended University Harvard format. 70-79 Extensive coverage of assessment specification. Accurate knowledge and extensive understanding of the subject matter. The content is informed by an extensive range of evidence which is interpreted and evaluated in its application to the context of the work. A coherent balanced approach demonstrating critical analysis, and synthesis showing the beginnings of critical thinking. Evidence of perceptive judgement in accordance with evidence from theories, research, practice and concepts of the subject matter which inform conclusions. Excellent academic style and skills at a high level. The work is fluent, appropriately structured, systematic and logical; is presented according to the school presentation guidelines; and there is evidence of proof reading. The work is referenced correctly using the recommended University Harvard format. 60-69 Substantial coverage of assessment specification. Accurate knowledge and substantial understanding of the subject matter. The content is informed by a substantial range of evidence which is interpreted and applied to the context of the work. A coherent balanced approach demonstrating sound critical analysis and synthesis. Evidence of reasonable judgement in accordance with evidence from theories, research, practice and concepts of the subject matter which inform conclusions. Very good academic style and skills at a consistent level. The work is appropriately structured, fluent and logical; is presented according to the school presentation guidelines; and there is evidence of proof reading. The work is referenced correctly using the recommended University Harvard format. 50-59 Detailed coverage of assessment specification. Accurate knowledge and a detailed understanding of the subject matter. The content is informed by a detailed range of evidence which is used within the context of the work. A coherent and balanced approach demonstrating critical analysis and some synthesis. Evidence of suitable judgement in accordance with evidence from theories, research, practice and concepts of the subject matter which inform conclusions. Good academic style and skills but may contain errors. The work is fluent and consistent; is presented according to the school presentation guidelines; and there is evidence of proof reading. The work is referenced correctly using the recommended University Harvard format. 40-49 Sufficient coverage of assessment specification. Mainly accurate knowledge and sufficient understanding of the subject matter. The content is informed by a sufficient range of evidence which is used within the context of the work. A coherent and balanced approach demonstrating some critical analysis. Evidence of rudimentary judgement in accordance with evidence from theories, research, practice and concepts of the subject matter which inform conclusions. Satisfactory academic style and skills but may contain errors. The work is appropriately structured; is presented according to the school presentation guidelines; and there is evidence of proof reading. The work is referenced correctly using the recommended University Harvard format. 30-39 Limited coverage of assessment specification. Some knowledge containing inaccuracies and limited understanding of the subject matter. The content is informed by a limited range of evidence; or evidence which is irrelevant or inaccurate; or the evidence is not used within the context of the work. Lacks a coherent and balanced approach with minimal analysis. Limited evidence of judgement in accordance with evidence from theories, research, practice and concepts of the subject matter. Conclusions lack depth. Unsatisfactory academic style and skills with errors. The work is inconsistent and poorly structured; is not presented according to the school presentation guidelines; and there is little evidence of proof reading. The work is not referenced correctly using the recommended University Harvard format. 0-29 Very limited coverage of assessment specification; Or Complete failure to meet the agreed assessment specification. Lacks knowledge and / or inaccurate knowledge and very limited understanding of the subject matter. The content is informed by a very limited range of evidence; or evidence; which is irrelevant or inaccurate; or the evidence is not used within the context of the work. Lacks a coherent and balanced approach without critical analysis. Absence of judgement in accordance with evidence from theories, research, practice and concepts of the subject matter. Conclusions are absent or lack depth. Very unsatisfactory academic style and skills with errors. The work is very inconsistent and poorly structured; is not presented according to the school presentation guidelines; and there is little evidence of proof reading. The work is not referenced correctly using the recommended University Harvard format. Students will receive a zero mark when: • They do not submit on the required date and time; they do not submit work in the required format; they do not follow correct procedures; there is evidence of unsafe practice. For work that is submitted late but submitted within 10 days of the submission date the student may submit extenuating circumstances. If extenuating circumstances are subsequently upheld the student will receive a mark. Additionally, the following penalties will apply: • Work that is in excess of 10% of the word limit will receive a maximum mark of 40%; marks will be deducted for breaches of confidentiality or anonymity (except where specifically permitted in the course handbook) and a significant breach may result in a fail grade; coursework submitted without a Reference List will receive a maximum mark of 40%.