Level 4 Short Course for Health Mentors

, Part-time

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Key Details

  • 1 Years
  • . Course Code
  • Part Time
lecturer

Overview

Overview

Newman University have recently developed a very exciting partnership with Evolve (a social impact company), which centres round the provision and accreditation of an innovative staff training programme. Through working collaboratively, the university and Evolve have created a Level 4 Short Course for Health Mentors, which has been specifically designed to provide bespoke training for Health Mentors deployed into schools by Evolve. This new course development provides an excellent opportunity for the university to work with a dynamic and proactive external partner in enhancing their staff training procedures.

The programme includes a range of learning opportunities including group study, work shadowing and independent work placements. The programme incorporates theoretical, practical and work-based experiences that are designed to provide a high quality, multidisciplinary education for students. The aim is to promote the development of students’ intellectual and key skills to enable them to progress with their studies and provide them with the necessary preparation for employment, further professional training and academic study.

All modules involve lectures, seminars, group discussions, directed study tasks, independent learning and assessment tasks. All modules include activity in a workplace setting which enables students to focus on experiential learning and demonstrating key skills in the workplace, and which allows them to experience Health Mentor related work in various settings (e.g. such as schools).

The Short Course will normally be delivered over a 12 month period. Students will participate in 6 training sessions, which will normally occur during times when students are not completing work placement activities (i.e. school holiday periods). All elements of the three modules will be covered across these 6 training sessions.

Entry Requirements

Normally, a minimum of 280 UCAS points, which can be achieved through A-Level qualifications (e.g. grades of B, B, C or A*, A*), BTEC National Diploma (with an overall grade of Distinction Merit Merit), or an Access Diploma (with a minimum of 39 credits with Merit or Distinction). Furthermore, participants would normally require five GCSEs at grade C or above, including GCSE English Language (or a recognised equivalent) and Mathematics.

In regard to entry onto the programme, as the course is designed for individuals in the employment of Evolve and who have been deemed suitable to be appointed to the role of Health Mentor, the principles of Accreditation of Prior Learning (APL) and Accreditation of Prior Experiential Learning (APEL) would be applicable. That is to say, individuals without the normal entry requirements (i.e. 280 UCAS points) could gain access to the Short Course based on their prior work experience and learning, e.g. members of Evolve staff with 300 hours of work experience in roles related to working with children and young people in various settings.

Applicants will need to obtain Disclosure and Barring Service (DBS) clearance prior to starting this course.  For more information on your DBS application please click here.

Contact details:

Contact: Contact for admissions enquiries Admissions Tel: 0121 476 1181 (Ext. 2386) Email: admissions@newman.ac.uk

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Course Fees

TBC

Additional costs:

A Disclosure and Barring Service (DBS) is required for entry into this programme. The cost of the DBS is currently £50 (including processing fee) with the option of subscribing to the update service which is currently £13 per year. For more information on your DBS application please click here.

Modules

This short course is made up of three 20 credit modules.

 

  1. THE FOUNDATIONS OF HEALTH MENTOR PRACTICE
    (Compulsory) hmc400
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    MODULE SUMMARY :

    This module aims to provide an introduction to the role of a Health Mentor and associated work strands such as: mentoring, diet and physical activity. It considers the holistic nature of this role within educational settings by analysing the six intended outcomes that Health Mentors can achieve: physical health, emotional wellbeing, personal/character development, attendance, engagement and academic progress. Students will gain the underpinning knowledge required for the Health Mentor role and be able to apply this within various settings.

    CONTACT HOURS :

    Scheduled : 84.00 Independent : 26.00 Placement : 90.00 Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

     

    • Support students in developing an understanding and appreciation of the role of a Health Mentor.
    • Enable students to understand key elements of classroom-based and practical activity-based lessons that lead to personal development, health and education outcomes for children and young people.
    • Enable students to identify the potential outcomes and impact of inventions provided by Health Mentors.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to:

     

    • Begin to explore concepts and theories relevant to the role of a Health Mentor, including an introduction to: mentoring, theories of teaching and learning, health promotion and physical activity.
    • Introduction to models of reflection and models of health promotion.
    • Understand strategies that Health Mentors utilise (such as literacy strategies, health promotion strategies and behaviour management strategies) when working with children and young people in various settings.
    • Explore best practice for Health Mentors in regard to the planning and delivery of high quality activities (e.g. mentoring and classroom coaching; physical activity clubs; health-related activities).  

    METHOD OF ASSESSMENT :

    Component 1 - 60% Reflective e-Portfolio (2000 Word Equivalent)

    Component 2 - 40% Individual Webinar Presentation (10 minutes - 1500 Word Equivalent)

  2. HEALTH MENTORING IN PRACTICE
    (Compulsory) hmc401
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    MODULE SUMMARY :

    This module aims to enable students to explore and understand the relationship between theoretical principles and the Health Mentor role in a workplace setting. Within this module students will be expected to reflect on their experiences and demonstrate their ability to translate theory to practice. It also encourages students to take responsibility for managing their own learning, development and future training needs.

    CONTACT HOURS :

    Scheduled : 84.00 Independent : 26.00 Placement : 90.00 Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

     

    • Prepare students to lead a range of activities including: individual and small group mentoring; physical activity and nutrition workshops.
    • Enable students to utilise models of reflection in evaluating their effectiveness in the Health Mentor role.
    • Encourage students to reflect upon the application of theoretical concepts to their practice in the workplace in terms of: mentoring, theories of teaching and learning, health promotion and physical activity.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to:

     

    • Demonstrate the application of their subject knowledge to the role of a Health Mentor, in relation to: mentoring, theories of teaching and learning, health promotion and physical activity.
    • Explore the use of models of reflection in evaluating critical incidences.
    • Evaluate and report their performance in the role of a Health Mentor.
    • Develop a range of personal skills required in order to be an effective Health Mentor with particular reference to teamwork and leadership skills.

    METHOD OF ASSESSMENT :

    Component 1 - 60% Reflective e-Portfolio (2000 Word Equivalent)

    Component 2 - 40% Essay (1500 Words)

  3. DEVELOPING HEALTH MENTOR PRACTICE
    (Compulsory) hmc402
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    MODULE SUMMARY :

    This module aims to involve students in reviewing and evaluating their development in the role of a Health Mentor. Students will specifically explore how they have impacted upon the development of children and young people during their placement. Through this module, students will be able to articulate how the Health Mentor role is embedded within existing staffing arrangements, and how students and staff are able to share best practice and collaborate effectively. 

    CONTACT HOURS :

    Scheduled : 84.00 Independent : 26.00 Placement : 90.00 Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

     

    • Support students in evaluating their use of strategies within their role as a Health Mentor in relation to: mentoring, theories of teaching and learning, health promotion and physical activity.
    • Enable students to understand the outcomes of their interventions in their role as a Health Mentor in terms of the measurement of impact on children and young people, including: personal development; physical health; emotional wellbeing; attendance; engagement and academic progress.
    • Enable students to utilise the principles of reflective practice in evaluating their practice as a Health Mentor.
    • Support students in identifying their future training and development needs through action planning and forward thinking.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to:

     

    • Demonstrate their knowledge and understanding of theoretical concepts relating to:  child development; mentoring, theories of teaching and learning, health promotion and physical activity.
    • Examine the development of their performance in the role of a Health Mentor, making specific reference to the outcomes of their interventions in terms of: personal development; physical health; emotional wellbeing; attendance; engagement and academic progress.
    • Explore their future training and development needs based on their evaluation of their performance as a Health Mentor.

    METHOD OF ASSESSMENT :

    Component 1 - 60% Impact Report (2000 Word Equivalent)

    Component 2 - 40% Individual Presentation (10 minutes - 1500 word equivalent)