value equivalent 6. Attendance Full-time Part-time Distance learning Mode of attendance Yes Yes N/A Minimum length of programme 1 year 2 years N/A

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1 PROGRAMME APPROVAL FORM SECTION 1 THE PROGRAMME SPECIFICATION 1. Programme title and designation Health Promotion 2. Final award Award Title Credit ECTS Any special criteria value equivalent MSc Health Promotion N/A 3. Nested award Award Title Credit ECTS Any special criteria value equivalent N/A N/A N/A N/A N/A 4. Exit award Award Title Credit ECTS Any special criteria value equivalent PgDip Health Promotion N/A PgCert Health Promotion N/A 5. Level in the qualifications framework M 6. Attendance Full-time Part-time Distance learning Mode of attendance Yes Yes N/A Minimum length of programme 1 year 2 years N/A Maximum length of programme 3 years 6 years N/A 7. Awarding institution/body King s College London 8. Teaching institution King s College London 9. Proposing department Education and Professional Studies 10. Programme organiser and contact details 11. UCAS code (if appropriate) N/A 12. Relevant QAA subject benchmark/ professional and statutory body guidelines Dr Peter Duncan peter.duncan@kcl.ac.uk The programme draws on, and transcends the undergraduate health studies QAA benchmark statement 13. Date of production of specification September 2006 for revised college credit framework; April 2003 for the original specification. 14. Date of programme review 2014/15

2 16. Educational aims of the programme The aim of the postgraduate programme in health promotion is to develop and enhance participant knowledge, understanding and capacity critically to appraise, and reflect on, the body of theory informing the field of health promotion; and to use such knowledge, understanding and critical capacity to develop, and reflect critically and systematically, on their own practice (or potential practice) within the field. Key educational aims are: 1. To develop and enhance participant knowledge, understanding and capacity critically to reflect on theories and ideologies central to the notion of health ; 2. To develop and enhance critical awareness and appreciation, by the participant, of social influences on, and the social context of, health and health- related practice; 3. To develop participant capacity systematically to reflect on the ethical assumptions, concepts and values inherent within the field of health; 4. To develop and enhance participant capacity critically to appraise, and to undertake, healthrelated research; 5. To develop the critical awareness and understanding of the participant with regard to the skills, attitudes and aptitudes required for professional practice in health promotion; 6. To develop participant capacity critically to appraise, and reflect on their own health promotion practice in the light of knowledge and understanding gained during the programme. 17. Educational objectives of the programme/programme outcomes The programme provides opportunities for students to develop and demonstrate knowledge and understanding and skills in the following areas: The programme provides a knowledge and understanding of the following: Theoretical and philosophical conceptions of health; The nature of health as a social construction, and a phenomenon fundamentally shaped by social factors; Ethical assumptions, values and theories underpinning health and health- related fields; Philosophical underpinnings of, and the nature of practical methods used in, health- related research; The nature of health promotion s professional practice. Knowledge and understanding Specific teaching and learning methods used to enable outcomes to be achieved include: lectures, group work, case study- based workshops, debates, seminars, peer observation, role playing, tutorials, supervised research projects. Knowledge and understanding will be demonstrated through assignments, portfolio development and research work. Skills and other attributes Intellectual skills: Able critically to analyse theoretical, philosophical and ideological assumptions and values inherent within the field of health; Able critically to assess and evaluate the Specific teaching and learning methods to enable outcomes to be achieved include: lectures, group work, case study- based workshops, debates, seminars, peer observation,

3 assumptions and values inherent within own health- related practice, as well as that of others; Able to develop independent and creative responses to the demands of policy, research and practice related to the field. Practical skills: Able to plan and undertake health- related research relevant to own interests and context. This generic skill would include the specific components of skill in appropriate methodological choice; skills in quantitative and qualitative data gathering; skills in quantitative and qualitative data analysis; and skills in presenting and discussing research findings Able to read and interpret health- related research; Able to evaluate and analyse the policy context of own practice; Able to formulate written and verbal appraisals and critiques on a range of health- related practice and policy positions. Generic/transferable skills: Generic skills: Development and management of own learning; Communication and presentation (written, verbal and through other media as appropriate); Research. Transferable skills: Independent learning; Capacity for, and use of, critical reflection and self- reflection; Participatory learning; Planning and evaluating personal and professional development. role playing, tutorials, supervised research projects. The development of intellectual skills will be demonstrated through written assignments, portfolio development and research work. Specific teaching and learning methods to enable outcomes to be achieved include: group work, seminar work, tutorials, peer observation, supervised research projects. The development of practical skills related to research will be assessed particularly through the research- based assignment and dissertation, as well as the portfolio. The development of practical skills related to context analysis and policy/ practice critique will be demonstrated through the range of written assignments required during the programme. Specific teaching and learning methods to enable outcomes to be achieved include: group work, seminar work, tutorials, focused independent study. Generic and transferable skills will be assessed through the application of relevant criteria within summative course assessments. Research- related generic skills will be assessed particularly through the research based assignment and the development and writing of the dissertation. 18. Statement of how the programme has been informed by the relevant subject benchmark statement(s)/professional and statutory body guidelines The programme draws on, and transcends the undergraduate health studies QAA benchmark statement. In particular it offers, at M level, a sustained critical focus on the central themes of health studies: the exploration of health as a contextually mediated human experience; reflective and reflexive evaluation of the wide range of factors affecting health; and understanding of, as well as engagement with, the complexities of health- related discourses. In its close association with the

4 postgraduate programme in health and society, the postgraduate programme in health promotion contributes towards the drawing together of traditional social science perspectives on health studies, and more recent trends towards their vocational application. Such drawing together, at M level, allows for the adoption of wider critical and evaluative perspectives on the study of health. 19. Programme structure and award requirements (a) numbers of compulsory and optional units to be taken in each year of the programme Full-time: two 15 credit compulsory modules, three 30 credit compulsory modules, one 60 credit core dissertation Part-time: two 15 credit compulsory modules and one 30 credit compulsory module in first year; two 30 credit compulsory modules in second year; and one 60 credit core dissertation taken in either the second or the third year. (b) range of credit levels permitted within the programme 7 (c) maximum number of credits permitted at the lowest level 180 (d) minimum number of credits required at the highest level 180 (e) progression and award requirements (if different from the standard) N/A (f) maximum number of credits permitted with a condoned fail (core modules excluded) 30 (g) are students permitted to take a substitute module, as per regulation A3, 20.7? No (h) other relevant information to explain the programme structure This programme can be studied both full-time over one year, and part-time over two or three years. The programme contains 180 credits in total. Module credits appear in parentheses following the module title. The structure is as follows: Part- time over two years: Year One: Health: Concepts and Theories (15) The Social Context of Health (15) Values, Ethics and the Public Health (30) Year Two: Special Study One: Health Promotion: Professional Perspectives (30) Research Methods (Health) (30) Dissertation: Health Promotion (60)

5 Part-time over three years: As above, but Dissertation is undertaken during the third academic year following initial registration. Full-time: All modules are taken within the space of one academic year. Students are not permitted to take modules for credit over and above the minimum required by the programme.

6 Programme structure Title Credit Credit Status (I, C, O) for each type Progression Assessment level Value of programme Single Joint Major/ minor Single Joint Major/ minor Health: Concepts and Theories 7 15 Cp No Coursework: essay The Social Context of Health 7 15 Cp No Coursework: essay Values, Ethics and the Public Health 7 30 Cp No Coursework: essay Research Methods (Health) 7 30 Cp No Coursework Special Study: Health Promotion: Professional Perspectives 7 30 Cp No Coursework: portfolio Dissertation: Health Promotion 7 60 Cr Yes Dissertation 20. Marking criteria The generic college assessment criteria apply to the programme. Department-specific supplementary assessment criteria will be used for the dissertation.