Outline

Overview

This unit builds on the students' knowledge of young people and health, and explicitly examines the concepts of social justice and equity, principles which underlie the teaching of health within a socio-cultural context. Contemporary and emerging health issues within Australia continue to be examined through content areas such as nutrition, body image, discrimination, power in relationships and mental health, and students continue to reflect upon how aspects of youth health are constructed within society and how their own belief systems have been developed. The unit goes unto examine how other population groups such as the aged, indigenous peoples, people with a disability and refugees experience health, and in doing so students come to understand the differing perceptions and experiences of health that exist. The unit addresses content areas of the year 7/10 syllabus not addressed in the previous health unit, continues to develop health literacy skills, and introduces the health content areas and teaching frameworks of the Stage 6 syllabus.

Unit details and rules

Unit code	EDHP3002
Academic unit	Education
Credit points	6
Prohibitions ?	None
Prerequisites ?	90 credit points including EDHP2002
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Claire Marvell, claire.marvell@sydney.edu.au

Type	Description	Weight	Due	Length
Presentation	ICT teaching resource and presentation Presentation and Resource	40%	Multiple weeks	1500 equivalent
Outcomes assessed:
Assignment	Health advocacy report Written task	25%	Week 04 Due date: 18 Mar 2022 at 10:00	1000 words
Outcomes assessed:
Assignment	Critical Review Written task	35%	Week 13 Due date: 26 May 2022 at 10:00	2000 words
Outcomes assessed:
= group assignment ?

Assessment summary

Assessment title: Health Advocacy Report (25%)

Students write a report on a priority population within Australia detailing the specific health issues faced by the population and providing a health advocacy plan as to how these health issues could be addressed. In developing their report students should be careful to clearly establish their population as a priority group and discuss the determinants of health that most impact on the population. Students are encourage to use tables, garphs, charts etc.

Further information is provided on the canvas site.

Assessment title: ICT Teaching Resource and Presentation (40%)

This task has 2 parts:

Part 1: ICT Teaching Resource (webquest/video/website etc) (25%)

In pairs students are required to work collaboratively to plan, develop and prepare an ICT based teaching and learning resource on an allocated content area from the Stage 6 health strands. The ICT resource should be designed to foster student centred learning and should contain all the required teaching notes and resources needed to engage a diverse group of learners in a 50-minute independent, small group learning activity. The resource should promote collaboration between the students, reflect the syllabus requirements and aim to develop health literacy skills.

As stated, the resource should cater for a diverse range of students and should include modifications needed to cater for the cultural and language needs of CALD students.

Further information is provided on the canvas site.

Part 2: Stimulus Presentation (15%) (20 mins)

Students need to present a ratioanale for their online resource in an oral presentation. In the presentation students should focus on providing an explanation of the value of their teaching and learning resource. In this rationale/explanation students should:

a. justify how and why the resource will help promote collaborative learning between students;

b. explain how the resource will promote the development of health literacy skills;

c. explain how the resource caters towards diverse students including but not limited to CALD students; and

d. make any further points of explanation/justification regarding the value of the resource to student learning.

Students are required to support their rationale/explanation with relevant literature.

Assessment title: Critical Review (35%)

Students are required to source a text relevant to a topic studied through the unit. Suggested texts include: films, songs, art, fiction or non-fiction novels, pieces of theatre etc. After engaging with the text, students are required to write a critical review essay about the chosen text. In the essay students should examine how the text portrays the relevant health issue in relation to the literature on the health issue. Students should further address the social justice and/or equity issues related to health issue within the text. The use of relevant and reliable academic supporting literature to substantiate their analysis of the text is essential.

Further information is provided on the canvas site.

All marking rubrics are provided on the canvas site.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

For more information see sydney.edu.au/students/guide-to-grades.

For more information see guide to grades.

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 submissions will be subject to mark deductions as per policy.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

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.

Weekly schedule

WK	Topic	Learning activity
Week 01	Unit Introduction: expectations, assessments, content. • Health within the 7/10 and Stage 6 syllabi • Social justice, equity and ethical issues within health • Priority populations within Australian health	Workshop (3 hr)
Week 02	Health Pedagogy – creating inclusive classrooms • Critical Media Literacy • Health Literacy (syllabus proposition) • Harm Minimisation	Workshop (3 hr)
Week 03	Health in Priority Populations: Young People • Mental Health, Nutrition and Body Image	Workshop (3 hr)
Week 04	Health in Priority Populations: Young People • Discrimination, diversity and power	Workshop (3 hr)
Week 05	Health in Priority Populations: Indigenous and Aboriginal People • Examining contemporary issues within Indigenous health • Historical and contemporary determinants and the way forward	Workshop (3 hr)
Week 06	Health in Priority Populations: The Aged • Healthy ageing • Ageism and health • A good death: palliative care and euthanasia Assessment #2 Part 2 ICT Teaching Resource • Student teaching presentations	Workshop (3 hr)
Week 07	Health in Priority Populations: Migrants, Refugees and Asylum Seekers • Ethical issues within treatment of refugees and asylum seekers • Health outcomes of migrants, refugees and asylum seekers • Culturally and linguistically diverse students: health, education and home-school relationships Assessment #2 Part 2 ICT Teaching Resource Student teaching presentations	Workshop (3 hr)
Week 08	Health in Priority Populations: People with a Disability • Barriers and facilitators for people to good health • Legislative responsibility and educational policies relevant to schools Assessment #2 Part 2 ICT Teaching Resource Student teaching presentations	Workshop (3 hr)
Week 09	Health in Priority Populations: Gender • Gendered Health • Gendered Violence – consent and power Assessment #2 Part 2 ICT Teaching Resource Student teaching presentations	Workshop (3 hr)
Week 10	Measurement of Population Health and Australia’s National Health Priority Areas (NHPA’s) • Epidemiology, mortality, morbidy, incidence, prevalence and trends • Examining embedding numeracy within the teaching of health Assessment #2 Part 2 ICT Teaching Resource Student teaching presentations	Workshop (3 hr)
Week 11	Measurement of Population Health and Australia’s National Health Priority Areas • The growth of complementary and alternative health Assessment #2 Part 2 ICT Teaching Resource Student teaching presentations	Workshop (3 hr)
Week 12	A summary of Australia’s Health • The way forward HSC Past Papers – scaffolding responses	Workshop (3 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

NSW Education Standards Authority (2018). Personal Development, Health and Physical Education K-10 Syllabus. Sydney, Australia: Author.

Board of Studies NSW. (2003). NSW Years 7-10 PDHPE syllabus. Sydney: Author.

Carson, B., Dunbar, T., Chehhall, R.D., & Bailie, R. (Eds). (2007). Social determinants of indigenous health. Crows Nest, NSW: Allen & Unwin.

Douglas, J., Earle, S., Handsley, S., Jones, L., Lloyd, C.E., & Spurr, S. (Eds.). (2010). A reader in promoting in public health: Challenge and controversy (2nd ed.). Milton Keys: Sage.

Germov, J. (2014). Second opinion: An introduction to health sociology (5th ed.). South Melbourne, Vic: Oxford University Press.

Keleher, H., & MacDougall, C. (Eds.). (2011). Understanding health (3rd ed.). Melbourne: Oxford University Press.

Midford, R., & Munron, G. (Eds.). (2006). Drug education in schools: Searching for the silver bullet. Vic: IP Communication.

White, R., & Wyn, J. (2004). Youth and society: Exploring the social dynamics of youth. Melbourne: Oxford University Press.

Wyn, J. (2009). Youth, health and welfare: The cultural politics of education and wellbeing. Melbourne: Oxford University Press.

Expanded Weekly Schedule including Readings if needed

Chapman, S., & Wakefield, M. (2001). Tobacco control advocacy in australia: Reflections on 30 years of progress. Health Education & Behavior, 28(3), 274-289.

Rodgers, R., Chabrol, H., & Paxton, S. J. (2011). An exploration of the tripartite influence model of body dissatisfaction and disordered eating among australian and french college women. Body Image, 8(3), 208-215.

Weston-Scheuber, K. (2007). Looking out for 'our women' : Cultural background and gendered violence in australia. James Cook University Law Review, 14(14), 129-160.

Lyons, Z., & Janca, A. (2012). Indigenous children in australia : Health, education and optimism for the future. Australian Journal of Education, 56(1), 5-21.

Harvey, P., & Thurnwald, I. (2009). Ageing well, ageing productively: The essential contribution of Australia's ageing population to the social and economic prosperity of the nation. Health Sociology Review, 18(4), 379-386.

Day, G. (2016). Migrant and refugee health: Advance australia fair? Australian Health Review, 40(1), 1-2.

AIHW (2016). Australia's Health: https://www.aihw.gov.au/reports/australias-health/australias-health-2016/contents/summary.

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. engage with and critically examine issues relating to social justice and equity in relation to health, specific health issues and health within specific populations
LO2. gather, interpret and communicate information related to health equity issues, and propose and justify measures to address health issues reflecting social justice and equity
LO3. design and justify teaching and learning activities that embed effective use of ICT within the teaching of health and develop health literacy skills
LO4. explore a variety of key issues, information sources, and discourses that influence the health status of a diverse range of people within Australia
LO5. use critical media literacy skills to analyse the ways in which media presents health in terms of equity and social justice.

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
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.4.1. (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.4.1. (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 2.3.1. (Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. 2.6.1. (Graduate) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. 3.1.1. (Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics. 3.2.1. (Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. 3.3.1. (Graduate) Include a range of teaching strategies. 3.4.1. (Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities. 4.5.1. (Graduate) Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.4.1. (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.5.1. (Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas.

Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) -

Competency code	Taught, Practiced or Assessed	Competency standard
2.1.1		(Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
2.2.1		(Graduate) Organise content into an effective learning and teaching sequence.
2.3.1		(Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
2.4.1		(Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
2.5.1		(Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
2.6.1		(Graduate) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
3.1.1		(Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
3.2.1		(Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
3.3.1		(Graduate) Include a range of teaching strategies.
3.4.1		(Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
4.1.1		(Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
4.2.1		(Graduate) Demonstrate the capacity to organise classroom activities and provide clear directions.
4.5.1		(Graduate) Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.

Responding to student feedback

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

We welcome feedback on this Unit of Study. Please take the time to offer constructive written feedback at the end of the semester. The teaching team is committed to the participation of learners in the process of planning and evaluation of courses. Feedback from previous years reported favourably on the unit’s content and assessment tasks. All assessment task descriptions and marking criteria will be 'housed' within a single section of canvas to assist with students' understanding of task requirements.

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

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

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

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

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

Media

Student links

About us

Connect

Current students

EDHP3002: Health Equity Across the Population

Semester 1, 2022 [Normal day] - Remote

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

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

Media

Student links

About us

Connect