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

Academic unit	Education
Credit points	6
Prerequisites ?	24 credit points including EDMT5692 and EDMT5694
Corequisites ?	EDMT5695
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Louisa Peralta, louisa.peralta@sydney.edu.au

Assessment

The census date for this unit availability is 1 September 2025

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Presentation	Lesson Plan & Micro Teaching Lesson Plan and Teaching	30%	Multiple weeks	1000 words equivalent	AI allowed
Outcomes assessed:
Written work	ICT Teaching Resource ICT Resource	20%	Week 09 Due date: 08 Oct 2025 at 23:59	1000 words equivalent	AI allowed
Outcomes assessed:
Written work	Unit of Work Unit of Work	50%	Week 12 Due date: 31 Oct 2025 at 22:59	2500 words equivalent	AI allowed
Outcomes assessed:
= group assignment ?

Assessment summary

Assessment #1

Submission instructions:

Micro teaching will take place in weeks 10 and 11 in the 'workshop' classes but the lesson plans should be submitted via Canvas by the end of Friday, Week 9.

Detail:

This task is in two parts:

Part A.

Lesson Plan (15%) (45 min lesson)

In pairs, students will be allocated a content area from the new Health and Movement Science Syllabus 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 10 or 11 students will deliver the 45 minute micro-teaching session using their lesson plan. The teaching session should feature explicit teaching of stage 6 content, a small group student centred task that offers sufficient challenge for diverse students and then a conclusion activity that would serve as a formative assessment.

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 stage 6 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 content;
explicitly foster the development of health literacy skills
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.

NB: students MUST select a different content area from the one that they were allocated for the 1st assessment.

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 (explicit reference to differentiation);
the value and appropriateness of the ICT resource as a stimulus within the teaching and learning activity;
the health 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.

NB: The unit of work must NOT borrow too heavily from exemplar ones available on the NESA site ie the student MUST create 6 original and engaging lessons.

Assessment criteria

Marking criteria and full rubrics are available via Canvas

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:

As per faculty 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: expectations, assessments, content. • Health and Movement Science Syllabus - focus on health content • Social justice, equity and ethical issues within health and addressing determinants of health	Lecture and tutorial (3 hr)
Week 02	Health Pedagogy – creating inclusive and engaging classrooms • Critical Media Literacy and Health Literacy • Harm Minimisation approaches to Health	Lecture and tutorial (3 hr)
Week 03	Health Inequality: Young People - Mental Health, Nutrition and Body Image - Sociological causes of health risk behaviour	Lecture and tutorial (3 hr)
Week 04	Health Inequality - Discrimination, diversity and power and the impact on health - Groups that experience health inequality in Australia	Workshop (3 hr)
Week 09	Health Inequality: Gendered Health - Gendered Violence – the drivers of gendered violence	Lecture and tutorial (3 hr)
Week 09	Health Inequality: First Nations People and Health Promotion Strategies and Approaches - Examining contemporary issues within the health of First Nations People - Historical and contemporary determinants and the way forward to better health	Workshop (3 hr)
Week 10	Measurement of Population Health - Epidemiology, mortality, morbidity, incidence, prevalence and trends - Examining embedding numeracy within the teaching of health	Lecture and tutorial (3 hr)
Week 10	Health Inequity: The Aged Population - Healthy ageing - Impact on ageism and discrimination in health - The debate on a good death: palliative care and euthanasia and broader health care service #Assessment - Micro Teaching	Workshop (3 hr)
Week 11	Sustainable Developments Goals Assessment	Lecture and tutorial (3 hr)
Week 11	Health Inequality: Migrants, Refugees and Asylum Seekers - Ethical issues within treatment of refugees and asylum seekers and the broader impact on health #Assessment - Micro Teaching	Workshop (3 hr)
Week 12	Health Inequity: People with a Disability - Barriers and facilitators for people to good health - Legislative responsibility and educational policies relevant to schools and the National Disability Insurance Scheme (NDIS)	Workshop (3 hr)
Week 12	A summary of Australia’s Health - The way forward - Collaborative Investigations and Depth Studies	Lecture and tutorial (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

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

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

EDMT5693: Health Curriculum 2

Semester 2, 2025 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

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

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