Outline

Overview

This unit continues to explore the socio-cultural perspective of health developed in Health 1, looking specifically at how young people experience health within Australia. The unit explores the idea that not all young people experience health and illness in the same way. This is explored through a range of health-related issues including: mental health, alcohol and drug use, sexual health, gender and sexuality, road safety, and relationships. The concepts of harm minimisation, resiliency, protective factors and connectedness are examined through the strength-based approach to teaching health, and skills in critical media and health literacy are explored and developed.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	66 credit points including EDHP2002
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Kellie Burns, kellie.burns@sydney.edu.au

Assessment

The census date for this unit availability is 31 August 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Presentation	Lesson Plan & Microteaching Presentation This task has TWO parts. Part 1: Lesson Plan Part 2: Micro-teaching presentation	30%	Multiple weeks	1500 word equivalent	AI allowed
Outcomes assessed:
In-class quiz	Multiple Choice Quiz Multiple Choice Quiz	10%	Week 03 Due date: 18 Aug 2026 at 23:59	20 mins	AI allowed
Outcomes assessed:
Written work	Literacy Teaching Strategy This task has THREE parts. Part 1: Literacy Strategy Part 2: Homework Learning Task Part 3: Justification	35%	Week 05 Due date: 04 Sep 2026 at 23:59	1500 words	AI allowed
Outcomes assessed:
Portfolio or journal	Media Portfolio and Critical Analysis This task has TWO parts. 1. Part 1: Media Portfolio 2. Part 2: Critical essay	25%	Week 13 Due date: 06 Nov 2026 at 23:59	1200 words + 300 words equivalent	AI allowed
Outcomes assessed:
= hurdle task ? = group assignment ? = early feedback task ?

Early feedback task

This unit includes an early feedback task, designed to give you feedback prior to the census date for this unit. Details are provided in the Canvas site and your result will be recorded in your Marks page. It is important that you actively engage with this task so that the University can support you to be successful in this unit.

Assessment summary

Assessment Task: Early Feedback Task (Total Weighting=10%)

In-class Multiple Choice Quiz based on the syllabus and Weeks 1 - 3 unit of study content.

Assessment Task: Literacy Teaching Strategy (Total Weighting=35%)

This task has THREE parts.

Part 1. Literacy Strategy (15%)

Students must design a literacy teaching strategy that addresses either reading or writing in PDHPE. This literacy-based strategy should help all students, but specifically students who may experience difficulties with the reading/writing demands. The aim of the literacy teaching strategy should be to assist students to sucessfully complete the homework task (Part 2). 

This should be an in-class strategy that would be done prior to the students doing the homework task.

A lesson plan is NOT required. You should submit only the learning task, i.e. the reading/writing materials that would be given to the students (and some teaching notes) for them to be able to complete the learning activity.

Part 2. Homework Learning Task (10%)

Students are required to design a homework activity with an explicit focus on literacy, to develop upon the class activity. The homework activity designed should foster student engagement in both reading and writing.

All resources, including the reading text, needed for the activity to be delivered should be submitted. Write this as a homework task description.  

Part 3. Justification (10%) 

Students must also submit a written justification that outlines how and why the homework literacy activity (developed in part 2) will assist students and enhance their understanding of both the required content and the skills learned in class. This justification should be supported by academic literature (e.g. peer-reviewed journals, edited book chapter). 

Assessment Task: Lesson Plan and Micro-teaching Presentation (Total Weighting=30%)

This task has TWO Parts.

Part 1: Lesson Plan (15%) 

Throughout the unit, students are introduced to a range of online resources that target young people and specific health issues (e.g. Reachout, Beyond Blue, E-Safety Commissioner; Family Planning NSW). In small groups, students are required to prepare a 50-minute, stage-specific lesson plan on an allocated syllabus content topic area. The lesson plan must incorporate a relevant and appropriate online resource as a stimulus to promote student learning. 

Once allocated a topic, students must firstly select an appropriate resource and then create meaningful learning activities utilising the resource (or part thereof). Lesson activities should cater for a diverse range of learners in a class of 25 - 30 students. 

Students should provide sufficient detail in the lesson plan for the lesson to be delivered by a third party and must use provided lesson templates. 

Part 2: Mirco-teaching Presentation (15%)

Using the lesson plan developed in Part 1, students will deliver a 20 minute micro-teaching presentation demonstrating a teaching and learning activity that incorporates the online resource. In the micro-teaching, students should employ both explicit teaching and student-centred teaching. 

Assessment Task: Media Portfolio and Critical Analysis (Total Weighting=25%)

This task has TWO parts: 

Part 1: Media Portfolio (10%)

Throughout the unit, students will be encouraged to critically examine how various types of media construct understandings of young people and their health. Drawing on the knowledge and skills developed in the unit, students will select a health issue pertinent to young people (e.g. mental health, sexual health, alcohol and drug use, bullying, road safety, etc) and then source and collect FIVE items of media that engage with the chosen health issue and young people. These FIVE items will form the student's media portfolio. The portfolio should be collected from a variety of media types/sources/platforms.

Part 2: Critical Essay (15%)

Students will conduct a 1200 word analysis of the media items in their portfolio, critically analysing the narratives that have been constructed about young people and their health. The analysis must draw on scholarly research and be formally written and referenced.

Assessment criteria

For marking criteria and rubrics please see the canvas site.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

Late marks will be deducted as per FASS policy

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Unit Introduction; Whole-school health; Health Literacy; What we 'know' about young people and their physical, social and intellectual development and characteristics and the implications for our health programming; Teaching 'difficult knowledge' with Critical Media Literacy	Lecture (1 hr)
Week 01	Exploring the PDHPE 7-10 Syllabus; Differentiation and inclusion - addressing common attitudinal and environmental barriers in PDH(PE); Responsiveness to the learning strengths and needs of students from diverse SES, cultural, linguistic and religious backgrounds.	Tutorial (2 hr)
Week 02	What is literacy?; Developing strategies for the explicit teaching of reading and understanding their application in PDHPE	Lecture (1 hr)
Week 02	Developing strategies for the explicit teaching of reading and understanding their application in PDHPE	Tutorial (2 hr)
Week 03	Developing strategies for the explicit teaching of writing and understanding their application in PDHPE	Lecture (1 hr)
Week 03	Developing strategies for the explicit teaching of writing and understanding their application in PDHPE	Tutorial (2 hr)
Week 04	Mental health in an online world (online bullying; pressures from social media; trolling & online hate)	Lecture (1 hr)
Week 04	Mental Health in an Online World: Critical Media Literacy Workshop	Tutorial (2 hr)
Week 05	Comprehensive Sexualities Education	Lecture (1 hr)
Week 05	Sexual health practices and knowledge	Tutorial (2 hr)
Week 06	Mandatory consent education	Lecture (1 hr)
Week 06	Gender, power and consent in relationships	Tutorial (2 hr)
Week 07	Safety in an online world	Lecture (1 hr)
Week 07	Digital footprint; fake news and health literacy; challenges and opportunities of AI in health education; (Assessment Teaching Presentations X2)	Tutorial (2 hr)
Week 08	Alcohol and drug education and harm minimisation	Lecture (1 hr)
Week 08	Vaping interventions and pedagogies; (Assessment Teaching Presentations X2)	Tutorial (2 hr)
Week 09	Food and nutrition education	Lecture (1 hr)
Week 09	Food allergies and anaphylaxis education (Assessment Teaching Presentations X2)	Tutorial (2 hr)
Week 10	Safety education: Road, fire and water	Lecture (1 hr)
Week 10	Cancer control education (Assessment Teaching Presentations X2)	Tutorial (2 hr)
Week 11	Health benefits of physical activity; integrating PDH & PE	Lecture (1 hr)
Week 11	Fitness and health ICT and technologies; (Assessment Teaching Presentations - make ups)	Tutorial (2 hr)
Week 12	Drawing together unit issues and themes; health through a whole-school approach; why difficult knowledge is critical in schools	Lecture (1 hr)
Week 12	Towards a philosophy of health education; health curriculum as active practice	Tutorial (2 hr)

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

All weekly required and recommended readings are available on Canvas via the Reading List link.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. Explore a variety of key issues, information sources, and discourses that influence the health status and identity of a diverse range of young people in Australia
LO2. Identify and evaluate factors that influence the health status of young people and explore a range of health pedagogies and policies for influencing young people’s health knowledge and decision making skills
LO3. Identify and evaluate how media construct and impact on young people’s health
LO4. Design teaching and learning activities that reflect a strengths-based approach to teaching health
LO5. Demonstrate and evaluate the use of health literacy skills in addressing youth health concern areas such as sexuality education, drug and alcohol use, bullying, road safety, mental health and grief and loss
LO6. Familiarize pre-service teachers with the nature of literacy and the ways it is embedded in the NSW PDHPE curricula, and develop their ability to use this knowledge in the creation of learning activities.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	NESA Priority Area Elaborations - 3-ICT.02. Knowledge of responsible and ethical use of digital information including in relation to plagiarism, copyright, censorship, bullying and privacy 3-ICT.12. Ability to construct and manipulate texts and images, create presentations and store and retrieve digital information for classroom and on-line learning
	NESA Priority Area Elaborations - 2-CM.01. Understanding of how effective teaching, including curriculum rigor, engagement, participation and inclusion, is a key factor in effective classroom management 2-CM.02. Knowledge of child and adolescent development, student well-being and mental health, and an understanding of the implications for learning and the management of behaviour 2-CM.03. Understanding of anti-bullying strategies and how to identify and respond to bullying, including cyber bullying, in different contexts and cohorts 2-CM.08. Ability to develop strategies to minimise physical and emotional bullying, and to support students who have been victims of bullying and to respond to perpetrators 2-CM.09. Understanding of key systemic policy documents and legislative requirements, resources, personnel and referral agencies that assist teachers to create effective learning environments and interpersonal relationships 2-CM.10. Awareness and understanding of the whole-school approach to student welfare/discipline policies and/or approaches to classroom and student management adopted by professional experience schools and the evidence on which these are based 6-EALD.06. Understanding of the strategies and issues in relation to the education of linguistic minority students including the nature and duration of second language and literacy learning; outcomes of schooling for different cultural/linguistic groups; ESL education; bilingual and community languages education 6-EALD.07. Development of effective teaching and learning strategies for teaching second language learners in the context of the mainstream classroom and the range of key learning areas, and for working with ESL and Community Language teachers
	NESA Priority Area Elaborations - 6-EALD.06. Understanding of the strategies and issues in relation to the education of linguistic minority students including the nature and duration of second language and literacy learning; outcomes of schooling for different cultural/linguistic groups; ESL education; bilingual and community languages education 6-EALD.07. Development of effective teaching and learning strategies for teaching second language learners in the context of the mainstream classroom and the range of key learning areas, and for working with ESL and Community Language teachers
	NESA Priority Area Elaborations - 4-LAN.01. Understanding of the literacy demands of the curriculum areas they teach 4-LAN.02. Understanding of the pervasive nature of literacy and numeracy and their role in everyday situations, and of the importance of home and community literacy and numeracy practices 4-LAN.03. Awareness that all students can be literate and numerate 4-LAN.04. Understanding of the diversity of literacy and numeracy abilities and the needs of learners, including English as a Second or Other Language needs 4-LAN.05. Understanding of the explicit teaching of reading and writing, speaking and listening appropriate to their level and area of teaching 4-LAN.07. Knowledge of contemporary understandings of research evidence related to teaching reading, writing, speaking, listening and mathematics appropriate to their level and area of teaching 4-LAN.08. Knowledge of a range of resources to support students’ literacy and numeracy learning, appropriate to their level and area of teaching 4-LAN.09. Ability to identify the literacy and numeracy needs of students and understand a range of strategies to support those needs 4-LAN.10. Ability to analyse the literacy and numeracy demands of the subjects and curriculum in their teaching areas 4-LAN.11. Ability to recognise and exploit opportunities to support literacy and numeracy learning within their curriculum areas 4-LAN.13. Ability to analyse student work samples to identify areas of literacy and numeracy need

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Student feedback on the unit is both welcomed and valued.

Additional information

Site visit guidelines

If you are undertaking professional experience/field education placement as part of your enrolment in this unit of study, please assess your specific needs and requirements for the safe and successful completion of an external placement within a host organisation. You will be given the opportunity to disclose any health issues that have a work health and safety significance before arranging a placement so that your safety, and the safety of others, can be properly assessed. The Professional Experience Coordinator/Field Education Manager will work to ensure that the workplace assignment to you is appropriate for your needs and requirements. If you are experiencing disability, and require reasonable adjustments to be arranged, please contact Disability Services as early as possible prior to commencing the internship. Please note, in all cases, and for the purpose of organising reasonable adjustments, only the impact and not the nature, of your disability will be disclosed to the host organisation.

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

EDHP2003: Health of Young People

Semester 2, 2026 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links