Outline

Overview

This unit is the second health-based unit developed for the new MTeach program stream of Health and Physical Education. This unit builds upon the Personal Development, Health and Physical Education (PDHPE) curriculum to be taught in the NSW secondary education system and extends the programming and assessment elements of Health Curriculum 1. The unit continues with the examination of health as a social construction and explores the influence of social media and cyber bullying in the education context as well as identifying the incidence of bullying more broadly at school. It also highlights the role of bullying policies and practice at school and how anti-homophobia strategies are also addressed. The unit also provides instruction on the subject content areas of: food and nutrition; health benefits of physical activity; sexual health education; drug education; and mental health. 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 in preparation for the student's professional experience. This unit completes the delivery of the subject content areas required for Years 7-10 practice and provides additional knowledge and understanding of the literacy and numeracy demands of the 7 – 10 syllabus. This unit also introduces the Stage 6 PDHPE syllabus and the health modules within this syllabus.

Unit details and rules

Unit code	EDMT5693
Academic unit	Education
Credit points	6
Prohibitions ?	None
Prerequisites ?	24 Credit points including EDMT5692 and EDMT5694
Corequisites ?	EDMT5695
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	30%	Multiple weeks	1000 equivalent
Outcomes assessed:
Assignment	ICT Teaching Resource	20%	Week 06 Due date: 14 Sep 2021 at 10:00	1000 words equivalent
Outcomes assessed:
Assignment	Unit of Work	50%	Week 13 Due date: 10 Nov 2021 at 10:00	2500 equivalent
Outcomes assessed:

Assessment summary

Assessment #1

Submission instructions:

Micro teaching will take place in weeks 7 and 8 in class and lesson plans should be submitted via Canvas on the same day as your teaching.

Detail:

This task is in two parts:

Part A.

Lesson Plan (15%)

In pairs, students will be allocated a syllabus area and are required to plan and produce a fully developed lesson plan.

The lesson plan should contain ALL resources that would be required to deliver the lesson and should contain teaching resources that have been created specifically by the authors (ie. whilst you may 'borrow' ideas from other resources you must produce you own classroom resources).

Any resources that are externally produced (eg. a relevant video clip, website etc) must be used in a way that has been specifically adapted to the lesson (eg. worksheets, activities have been constructed to compliment the external resource).

Part B.

Micro Teaching (15%)

In Weeks 7 or 8 students will deliver a 40 minute micro-teaching activity from their lesson plan. Students' will select activities from their lesson plan and will deliver the activities in the same way that they would be delivered in the classroom. Before the students deliver their teaching activities, they should introduce their lesson and explain how it links to the syllabus and any assumed prior learning. Through the micro-teaching students must showcase both teacher directed and student centered teaching styles.

Assessment #2

This task has 2 parts:

Part 1: Teaching and Learning Activity using an ICT resource

Students are required to source a relevant and appropriate ICT resource that could be used within a PDHPE lesson. With reference to the ICT resource, students must create a teaching and learning activity that could be implemented into the classroom. The teaching and learning activity should:

sustain students in a 30 - 40 mins of student centered learning;
address nominated syllabus dot and dash points;
explicitly foster the development of literacy skills of reading and writing texts;
make logical and engaging use of the ICT resource.

NB: selection and use of an appropriate and relevant ICT resource is essential for this task.

Part 2: 400 rationale

To accompany their resource, students should provide a brief rationale detailing:

the value of the teaching and learning activity to the students ie. how it caters for a diverse range of students (differentiation);
the value and appropriateness of the ICT resource as a stimulus within the teaching and learning activity;
the literacy skill(s) fostered through the activity.

Assessment #3

Detail:

Students will develop a unit of work on one of the context for learning areas of the 7-10 PDHPE Syllabus. Each unit of work must include the following:

Unit Overview (6 lesson unit)
Lesson plans (2 fully developed lesson plans) (must be consecutive lessons)
Identification of resources required for the unit (eg texts/videos/worksheets etc)
A clearly identified and developed formative assessment task
A clearly identified and developed summative assessment task which has a literacy focus. The task must include a detailed task description, marking criteria and fully developed marking rubric.

In one of the developed lesson plans, students must annotate examples of learning activities and lesson resources that have been differentiated to meet the needs of diverse learners within the classroom.

NB: The unit of work must cover a different syllabus content area from Assessment 1 and 2.

Assessment criteria

Marking criteria and full rubrics are available via Canvas

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 faculty 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	Introduction to the unit - content, expectations and assessments - revision of key concepts and content from Health Curriculum 1 Exploration of health as a social construct: the contemporary health issues of young people - the influence of media.	Workshop (6 hr)
Week 02	Examining the literacy demands of the PDHPE syllabus: explicit strategies for teaching literacy within the teaching of health (reading, writing speaking and listening)	Workshop (3 hr)
Week 03	Preparation for professional placement	Workshop (3 hr)
Week 07	Reflections from Professional Experience Assessment #1 Micro Teaching	Workshop (3 hr)
Week 08	Teaching sensitive issues and the ethical use of ICT within health Assessment #1 Micro Teaching	Workshop (3 hr)
Week 09	Introduction to the stage 6 PDHPE syllabus core modules (Better Health for Individuals and Health Priorities in Australia)	Workshop (3 hr)
Week 10	Stage 6 PDHPE syllabus (Better Health for Individuals) Determinants of Health and Priority Populations	Workshop (3 hr)
Week 11	Stage 6 PDHPE syllabus (Better Health for Individuals) Health Promotion	Workshop (3 hr)
Week 12	Stage 6 PDHPE syllabus core modules (Health Priorities in Australia) Measuring Health and Australia's Health Priorities	Workshop (3 hr)
Week 13	Planning and programming: teaching and learning activities and assessment	Workshop (3 hr)
Week 13	Planning and programming: assessment and reporting within the teaching of health	Workshop (3 hr)

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

A reading list is available via canvas

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 continuing 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 and political contexts influences the teaching of a variety of sensitive issues in the classroom determinants
LO3. Evaluate and apply their understanding of the aims, outcomes and PDHPE content of the NSW PDHPE syllabus for Years 7-10 in the development of a teaching resource and unit of work
LO4. Evaluate the teaching/learning and assessment strategies that are applicable to their own classroom teaching e.g. bullying; food and nutrition; health benefits of physical activity; sexual health education; drug education; mental health in the development of teaching resources and developing a unit of work

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 - 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
	NESA Priority Area Elaborations - 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.12. Ability to develop units of work and teaching plans that embody a literacy and numeracy focus and incorporate the effective use of literacy and numeracy strategies and assessment tasks to inform teaching and the selection of subject matter

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.

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

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

EDMT5693: Health Curriculum 2

Semester 2, 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

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect