Outline

Overview

This unit is the first of two that focuses on the Health curriculum to be delivered by secondary teachers of Personal Development, Health and Physical Education in the NSW educational system teaching. It provides subject specific content knowledge regarding the development of health priorities for Australia and how social determinants of health help to construct very particular types of understandings about health and individuals. The unit provides instruction on a number of pedagogical approaches to teaching health including: strength based approaches, health literacy, whole school approach and how to teach sensitive issues. Students will also focus on the curriculum areas of safely and child protection. The unit provides students with skills in designing lesson plans, program scopes and assessment strategies for Personal Development, Health and Physical Education at secondary schools.

Unit details and rules

Unit code	EDMT5692
Academic unit	Education
Credit points	6
Prohibitions ?	None
Prerequisites ?	None
Corequisites ?	EDMT5694
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

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

Type	Description	Weight	Due	Length
Assignment	Lesson plan & micro teaching	35%	Multiple weeks	1500 word equivalent
Outcomes assessed:
Assignment	Critical Media Literacy Written task	25%	Week 05 Due date: 30 Mar 2021 at 10:00	1400 words
Outcomes assessed:
Assignment	Critique of Resources Written task	40%	Week 12 Due date: 25 May 2021 at 10:30	1600
Outcomes assessed:

Assessment summary

Assessment Title: Critical Media Literacy (25%)

Within the 7 -10PDHPE syllabus various youth health issues are addressed eg alcohol, sexual health, road safety etc. These issues often dominate media portrayal of young people and this portrayal can both reflect and shape how young people experience health through their adolescence.

In this task, you are required to source and provide a written analysis of a minimum of 5 items of media (newspapers, movies, television programs, radio items, social media, advertising media etc) that portray young people and a specific health issue. In the analysis you should examine the relationships between the media and the audience and demonstrate an understanding of the power structures that may lay within the media. You should also demonstrate an understanding of how these media items could be used to teach critical media literacy within your own teaching.

Part A – Wriiten Analysis (1000 words)

Through your analysis, you should examine:

the use of language/imagery within the texts
the audience/producer of the texts
the key messages/narratives produced about young people and health (and influence of such narratives)
other points as you see relevant

Part B – Teaching Media Literacy (400 words)

Using one or two of the texts as relevant and appropriate examples, you need to detail how they could be used as a pedagogical tool for addressing the PDHPE Health Strands. Here you should detail:

the links to the syllabus: strands, outcomes, key inquiry questions, dot and dash points
how the text could be used within the classroom
the value of the text to student learning

Assessment Title: Lesson Plan and Micro Teaching (35%)

This assessment is in two parts:

Part A: Lesson Plan (20%)

Throughout the semester, you will be given information about the importance of lesson planning and offered a template/proforma to structure effective planning that will enhance student learning in PDHPE.

You will then be allocated a syllabus strand, content area and one outcome from which you will develop a full 60 minute lesson plan. The lesson plans must:

address the allocated strands and outcomes (ie. be syllabus relevant);
include additional outcomes (knowledge & understanding and skill outcomes), key inquiry questions, dash and dot points;
contain all required detail (teaching content, activity description, resources) for the lessons to be implemented
contain well organised and progressive learning activities that are engaging and stage appropriate.
contain a clearly identified formative assessment task

Part B: Micro Teaching (15%)

Using your lesson plan, you will deliver a 25 minute micro-teaching activity. You will select an activity (activities) from your lesson plan and will deliver the activity in the same way that it would be delivered in the stage 4 or 5 classroom.

Before you deliver the teaching activity, you will introduce the activity and explain how it links to the syllabus and student prior learning and after delivering the activity you will briefly explain where the lesson would progress to.

Assessment Title: Critique of Resources

This task is in 3 parts.

As future teachers, you will have many external resources available via the internet. Appropriate and effective selection and use of these resources is paramount in planning effective teaching and learning programs, and this task is designed to encourage you to think critically and creatively about the use of such resources.

Part A: 1000 word written evaluation (40%)

You will identify and examine three resources that would be suitable to use in either or both of the two health strands. Through your examination of each resource, your aim is to evaluate the value of these resources to the teaching of the health strands within the 7/10 PDHPE syllabus. The evaluation should address:

the relevance and connection to the 7-10 syllabus - strands, outcomes, propositions, dash and dot points
the appropriateness, validity and reliability of the resource
the target audience (s)
the ease of use of the resource
the overall strengths and limitations of the resource as a stimulus to teaching and learning

NB: you should consider each resource from both the perspective of helping you (as a teacher) plan engaging and relevent lessons and as a in-class teaching resource.

Part B: Learning Activity with a Literacy focus

Choosing one of the resources from part A, you will prepare an orginal learning activity using the resource (or section thereof). The learning activity should:

be original, student centred and stage appropriate (examples could include individual tasks such as webquests or research tasks or a group activity such as role plays, scenarios etc - further examples will be discussed in class)
contain all detail required for it to be implemented
have a literacy focus (ie. target at least one of the four literacy skills within PDHPE: speaking, listening, reading, writing)

Part C: Quality Teaching Annotations

You will then annotate the learning activity using relevant QT elements.

Having produced a tangible learning activity in part B, you need to select 4 - 6 relevant QT elements and annotate how these elements are/will be reflected in the learning activity that you have designed.

Detailed information for each assessment and marking criteria can be found on Canvas.

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:

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	Unpacking the 7 -10 PDHPE syllabus health strands - Health, Well-being and Relationships and Healthy, Safe and Active Lifestyles (NESA, 2018)	Workshop (3 hr)
Week 02	Implementing the 7 -10 PDHPE syllabus - Lesson planning - syllabus propositions, strands, outcomes, key inquiry questions, dot and dash points	Workshop (3 hr)
Week 03	Assessment and the 7 - 10 PDHPE syllabus - Planning for assessment in the teaching and learning cycle - assessment for, assessment as and assessment of learning	Workshop (3 hr)
Week 04	Strength-based approaches to teaching health - Developing resiliency and protective factors in youth	Workshop (3 hr)
Week 05	Whole School Approaches to teaching health - Health Promoting Schools Framework and Health Literacy	Workshop (3 hr)
Week 06	Teaching sensitive issues/difficult knowledge - Policy and practice and the importance of engaging with parents/carers	Workshop (3 hr)
Week 07	Classroom management approaches when teaching sensitive issues - Planning for participation and inclusion in teaching health (acknowldeging diversity)	Workshop (3 hr)
Week 08	Teaching sensitive issues/difficult knowledge - Drug Education and Sexuality Education	Workshop (3 hr)
Week 09	A social determinants approach to health - Case studies of social determinants within specific populations (young people, the aged, Indigenous people, refugees)	Workshop (3 hr)
Week 10	Unpacking the literacy demands of the 7 - 10 PDHPE syllabus - Explicit strategies for developing literacy	Workshop (3 hr)
Week 11	Developing assessments tasks within 7 -10 PDHPE - Assessment notifications, constructive alignment (outcomes, task and criteria) and developing marking rubrics	Workshop (3 hr)
Week 12	Child Protection - Legislation, referrals and student welfare procedures (the dual role of the PDHPE teacher in child protection)	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

Australian Government. (2009). Australian secondary school students' use of tobacco, alcohol, and over-the-counter and illicit substances in 2008. Available at http://www.nationaldrugstrategy.gov.au/internet/drugstrategy/Publishing.nsf/content/school08

Australian Government. (2010). Use of tobacco, alcohol, and over-the-counter and illicit substances among Indigenous students participating in the Australian Secondary Students Alcohol and Drug Survey 2008. Available at http://www.nationaldrugstrategy.gov.au/internet/drugstrategy/Publishing.nsf/content/indig-stu-surv08

Australian Institute of Health and Welfare. (2012). Australia's health 2012: in brief. Australia's health. Cat. no. AUS 157. Canberra: Author.

Australian Institute of Health and Welfare. (2011). Young Australians: their health and wellbeing 2011. Cat. no. PHE 140. Canberra: Author.

Australian Institute of Health and Welfare. (2010). Health and wellbeing of young Australians: indicator framework and key national indicators. AIHW bulletin no. 77. Cat. no. AUS 123. Canberra: Author.

Australian Institute of Health and Welfare. (2008). Making progress: The health, development and wellbeing of Australia’s children and young people. Retrieved November 20, 2008, from http://www.aihw.gov.au/publications/index.cfm/title/10653

Australian Research Alliance for Children & Youth. Technical report: The wellbeing of young Australians. Retrieved November 19, 2008, from http://www.aracy.org.au/AM/Common/pdf/report_card/report_card_technical_web.pdf

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

Guzys, D., & Kendall, S. (2006). Advocating for a harm-minimisation approach to drug education in Australian schools. The Journal of School Nursing, 22, (5), 259 – 263.

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

Keleher, H. & Murphy, B. (Eds.). (2006). Understanding Health. A Determinants Approach. Melbourne: Oxford University Press.

Lynagh, M., Gilligan, C., & Handley, T. (2010). Teaching about, and dealing with, sensitive issues in schools: How confident are pre-service teachers? Asia-Pacific Journal of Health, Sport and Physical Education. 1, (3/4), 5 – 11.

Marks, R. (2012). Health literacy and school-based education. Bradford: Emerald Group Publishing Limited.

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

Sanjakdar, F. (2005). Controversy in our classrooms: Problems, Perspectives and Possibilities. A Paper Presented at the AARE Annual Conference, 1 - 16.

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.

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. Demonstrate your developing understanding of the Personal Development, Health and Physical Education (PDHPE) curriculum through engagement in a number of practically-based tutorial activities
LO2. Critically reflect on the ways in which social determinants of health for adolescents are constructed in the media
LO3. Evaluate and apply your understanding of the aims, outcomes and PDHPE content of the NSW PDHPE syllabus for Years 7 -10 in the development of a lesson plan and critique of resources
LO4. Evaluate the teaching/learning and assessment strategies that are applicable to your own classroom teaching e.g. strength based approaches; health literacy; whole school approach; first do no harm and teaching sensitive issues in the development of a lesson plan and critique of resources.

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. 2.2.1. (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. 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities. 4.4.1. (Graduate) Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
	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) - 1.1.1. (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 1.5.1. (Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. 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. 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. 6.2.1. (Graduate) Understand the relevant and appropriate sources of professional learning for teachers.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.1.1. (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 1.3.1. (Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds. 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. 2.4.1. (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 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. 3.3.1. (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. 4.4.1. (Graduate) Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements. 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. 5.1.1. (Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.

Responding to student feedback

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

No changes

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

EDMT5692: Health Curriculum 1

Semester 1, 2021 [Normal day] - Camperdown/Darlington, Sydney

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