Outline

Overview

This unit of study introduces students to nutrition in health promotion to communities, in contrast to NTDT5307 (Medical Nutrition) which explores individual nutrition behaviour changes. This includes an understanding of the needs of populations across the lifespan and from Aboriginal and Torres Strait Islander backgrounds and culturally and linguistically diverse groups. Students will learn how to plan, implement, and evaluate nutrition promotion and behaviour change programs in different contexts. Building from nutritional and food science in semester 1, current nutrition guidelines and policies to support healthy lifestyles will be explored, as well as health promotion in other lifestyle areas such as physical activity, alcohol, smoking and sleep. The scope and distribution of chronic diseases and the role of nutrition in the etiology of diseases such as cancer, heart disease, diabetes and obesity are examined. Learning is facilitated by interactive lectures, tutorials and workshops.

Unit details and rules

Academic unit	Nursing and Midwifery
Credit points	6
Prerequisites ?	NTDT5601 and (NTDT5602 or FMHU5001) and NTDT5604 and NTDT5503
Corequisites ?	NTDT5305 and NTDT5307
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Rajshri Roy, rajshri.roy@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	Assessment 1: CALD Video Podcast Presentation Student group will submit a video podcast presentation.	15%	Week 05 Due date: 04 Sep 2026 at 11:59	15 minutes pre-recorded video podcast	AI allowed
Outcomes assessed:
In-person practical, skills, or performance task or test	Assessment 2: Application of CREATE tool Students read a research paper, apply the CREATE tool and complete the CREATE tool worksheet in class.	20%	Week 08 Due date: 25 Sep 2026 at 12:00	180 minutes	AI prohibited
Outcomes assessed:
Presentation	Assessment 3(a): Nutrition Promotion Programme Planning Presentation A group presentation, with each student responsible for a defined section, a submitted individual contribution statement, and individually directed Q&A responses	35%	Week 12 Due date: 26 Oct 2026 at 12:00	20-min presentation + 10 min Q&A	AI allowed
Outcomes assessed:
Written test	Assessment 4: In-Class Week 13 Quiz End of semester, in-class, paper and pen based short answer quiz.	25%	Week 13 Due date: 06 Nov 2026 at 12:00	1 hour	AI prohibited
Outcomes assessed:
Written work	Assessment 3(b): Reflection on Program Planning Assessment An individual reflection on the competencies demonstrated in the program planning assessment.	5%	Week 13 Due date: 08 Nov 2026 at 23:59	-	AI allowed
Outcomes assessed:
= group assignment ?

Assessment summary

Detailed information for each assessment can be found on Canvas..

Assessment 1 - CALD presentation: Students create a video podcast presentation on a specific CALD group
Assessment 2 - Application of CREATE tool: Students assess a scientific article for compliance with the CREATE tool.
Assessment 3a - Nutrition promotion programme planning, implementation, and evaluation report: In groups, students will plan, implement and evaluate a nutrition promotion program
Assessment 3b - Reflection on program planning assessment: An individual reflection on the competencies and team-work related to the nutrition promotion assessment.
Assessment 4 - In class quiz: short answer quiz related to chronic disease and nutrition policies.

Please note: Each student is required to submit all assessment items, and each submission needs to be of an assessable standard, in order to be eligible to pass this unit. Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2021 (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.

Grade	Mark range	Description
High distinction	85 - 100	Awarded when you demonstrate the learning outcomes for the unit at an exceptional standard.
Distinction	75 - 84	Awarded when you demonstrate the learning outcomes for the unit at a very high standard
Credit	65 - 74	Awarded when you demonstrate the learning outcomes for the unit at a good standard
Pass	50 - 64	Awarded when you demonstrate the learning outcomes for the unit at an acceptable standard
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

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:

Written assignments or projects submitted late without permission will incur a late penalty equal to 5% of the maximum awardable mark per day. These deductions begin immediately after the time the assignment is due and continue for 10 calendar days or until a solution for the assignment is released or marked assignments are returned to other students. At that point the mark awarded will be zero.

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	Introduction to unit of study, public health nutrition and socio-ecological model	Workshop (2 hr)
Week 01	CALD lecture and introduction to assignment	Lecture (2 hr)
Week 02	Obesity, type 2 diabetes, and heart disease	Workshop (3 hr)
Week 02	Nutrition Promotion: Analysing the problem	Workshop (3 hr)
Week 03	Needs Assessment - Solving the problem	Workshop (3 hr)
Week 03	Physical Activity	Workshop (3 hr)
Week 04	Nutrition Promotion: Intervention design	Workshop (3 hr)
Week 04	Agendas, policies, and emerging issues in public health nutrition	Workshop (2 hr)
Week 05	Nutrition, Cancer, and Public Health Advocacy to reduce cancer risk	Workshop (2 hr)
Week 06	Nutrition Promotion for Aboriginal people (Part 1)	Workshop (3 hr)
Week 06	Nutrition Promotion for Aboriginal people (Part 2)	Workshop (3 hr)
Week 07	Indigenous Public Health Nutrition and Food Security	Workshop (3 hr)
Week 07	Nutrition Promotion: Environmental programmes	Workshop (3 hr)
Week 08	Nutrition Promotion: Social marketing	Workshop (3 hr)
Week 08	In-class CREATE assignment	Assessment (3 hr)
Week 10	Nutrition Promotion: Process and Impact evaluation	Workshop (3 hr)
Week 10	Pregnancy and the first 1000 days	Workshop (2 hr)
Week 11	Nutrition Promotion: Digital health	Workshop (3 hr)
Week 11	Food Security	Workshop (3 hr)
Week 12	Nutrition Promotion: Implementation and scaling up interventions	Workshop (3 hr)
	Nutrition in Older Adults	Workshop (3 hr)
	Nutrition Promotion Programme Planning Presentation	Assessment (4 hr)
	Smoking, Alcohol and Sleep	Workshop (3 hr)
Week 13	Sustainable Food Systems	Workshop (3 hr)
Week 13	In-class quiz	Assessment (1 hr)

Attendance and class requirements

Attendance: Students are expected to:

Actively participate and fully engage with this unit of study by attending all teaching-related activities (e.g. lectures, tutorials, laboratories, and workshops), coming prepared for tutorials, laboratories or workshops, contributing to discussions in class and online, and giving and receiving feedback in a respectful and professional manner.
Be professional when attending classes and treat all lecturers including external lecturers respectfully
Not eat or drink in lecture rooms/computer labs where indicated and ensure mobile phones are kept away.
Attend at least 80% of all lectures and seminars, and 100% of clinical simulation laboratories, practicals, tutorials, workshops and cooking labs. Attendance and participation are monitored.
Notify their unit of study coordinator of any anticipated absences or late arrivals as soon as possible. Please email from your University email address, clearly stating your name and the day and time you will be absent. Your unit of study coordinator will advise you accordingly. Additionally, for any absences from scheduled assessments, students must apply for Special Consideration.
Read and comply with the FMH Sydney Nursing School Attendance and Participation Provisions (2026) available on the Canvas site. Any unexplained absences are a breach of professionalism, and a potential indicator of being at risk of not passing the unit of study. Not meeting attendance requirements could lead to an Absent Fail grade and referral to the School’s Student Professionalism Committee.
Take advantage of free class time (i.e. when there are no sessions scheduled) to work on assignments.

Referencing style: References should be in Vancouver style.

Assignment formatting guidelines: Unless the unit coordinator has indicated otherwise, please make sure your submitted assessments are formatted as follows:

font: use Calibri or Times New Roman in 11 - 12 point
double line spacing
margins: 2.5cm each side
use page numbers
refer to assessment instructions for use of title and headings

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 readings for this unit can be accessed through the Library eReserve, available on Canvas.

Lawrence M and Worsley T (Editors). Public Health Nutrition - From Principles to Practice. Sydney: Allen and Unwin, 2007. Ebook Published: 5th August 2020
ISBN: 9781000246964
Mann J and Truswell AS. Essentials of Human Nutrition. Oxford: Oxford University Press, 4th Edition, 2012.

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 understanding of the roles of nutrients, foods and dietary patterns in the prevention of chronic disease and contribution of diet to the global burden of disease, including health promotion programs currently offered in Australia
LO2. Apply the principles of health promotion to formulate and evaluate a nutrition promotion program.
LO3. Demonstrate cultural competence in the application of health promotion and public health nutrition policy, including among Aboriginal and Torres Strait Islander populations
LO4. Develop programs for vulnerable populations including those with inadequate food and nutrition literacy, those with food insecurity and for “at risk” phases of the lifecycle i.e. pregnancy, first 1000 days of life and the aged.
LO5. Demonstrate knowledge of food systems, food legislation, regulation and public health nutrition policy and agencies.
LO6. Display professionalism through collaborative team work, reflective practice, problem solving and ongoing learning and development.

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
	National Competency Standards for Dietitians in Australia (2021) - 2.1. Adopts an evidence-based approach to dietetic practice 2.1.1. Adopts a questioning and critical approach in all aspects of practice 2.1.2. Applies a highly developed knowledge of nutrition science, social science, behavioural science, health, disease, food, food preparation methods, food systems, and sustainability to tailor recommendations to improve health of clients 2.1.3. Systematically searches for, evaluates, interprets and applies findings from food, nutrition, dietetic, social, behavioural and education sciences into dietetic practice 2.1.4. Applies problem-solving skills to create realistic solutions to nutrition problems or issues 2.2.1. Collects, analyses and interprets relevant health, medical, cultural, social, psychological, economic, personal, environmental, dietary intake, and food systems and sustainability data when assessing nutritional issues of clients 2.3.1. Applies an approach to practice that recognises the multi-factorial and interconnected determinants influencing nutrition and health 2.3.2. Uses food legislation, regulations and standards to develop, implement and evaluate food systems and sustainability to maintain food safety 2.3.3. Applies a socio-ecological approach to the development of strategies to improve nutrition and health 3.1.1. Identifies and selects appropriate research, evaluation and quality-management methods to advance the practice of dietetics
	National Competency Standards for Dietitians in Australia (2021) - 1.1.6. Demonstrates flexibility, adaptability and resilience 1.2.2. Demonstrates integrity, honesty and fairness 1.3.1. Uses negotiation and conflict-resolution skills when required 1.5.2. Works respectfully with diverse clients in choosing culturally safe and responsive strategies to suit the goals, lived experiences and environment of clients 2.1.1. Adopts a questioning and critical approach in all aspects of practice 2.1.2. Applies a highly developed knowledge of nutrition science, social science, behavioural science, health, disease, food, food preparation methods, food systems, and sustainability to tailor recommendations to improve health of clients 2.1.3. Systematically searches for, evaluates, interprets and applies findings from food, nutrition, dietetic, social, behavioural and education sciences into dietetic practice 2.1.4. Applies problem-solving skills to create realistic solutions to nutrition problems or issues 2.2.1. Collects, analyses and interprets relevant health, medical, cultural, social, psychological, economic, personal, environmental, dietary intake, and food systems and sustainability data when assessing nutritional issues of clients 2.2.2. In collaboration with clients, other professionals, key stakeholders, and partners: Makes appropriate nutrition diagnoses and identifies priority nutrition issues based on all available information 2.2.3. In collaboration with clients, other professionals, key stakeholders, and partners: Prioritises key issues, formulates goals and objectives, and prepares individualised, realistic goal- oriented plans 2.3.1. Applies an approach to practice that recognises the multi-factorial and interconnected determinants influencing nutrition and health 2.3.3. Applies a socio-ecological approach to the development of strategies to improve nutrition and health 3.1.1. Identifies and selects appropriate research, evaluation and quality-management methods to advance the practice of dietetics 3.1.2. Applies ethical processes to research, evaluation, and quality management 3.1.3. Collects, analyses and interprets qualitative and quantitative research, evaluation, and quality-management data 4.2.1. Shares information with and acts as a resource person for colleagues, community and other agencies 4.3.2. Participates in collaborative decision-making, shared responsibility, and shared vision within teams at an individual, organisational and systems level 4.3.3. Guides and supports team members and peers
	National Competency Standards for Dietitians in Australia (2021) - 1.1.4. Demonstrates professional conduct and accepts responsibility for own actions 1.2.2. Demonstrates integrity, honesty and fairness 1.3.1. Uses negotiation and conflict-resolution skills when required 1.3.8. Recognises that whole systems — including health and education — are responsible for improving Aboriginal and Torres Strait Islander health, and collaborates with Aboriginal and Torres Strait Islander individuals and communities to advocate for social justice and health equity for Aboriginal and Torres Strait Islander peoples 1.4.4. Utilises relevant technology and equipment efficiently, effectively and safely 1.5. Demonstrates cultural safety and responsiveness 1.5.3. Applies evidence- and strengths-based best practice approaches in Aboriginal and Torres Strait Islander health care, valuing Aboriginal and Torres Strait Islander ways of knowing, being and doing 1.5.4. Acknowledge colonisation and systemic racism, social, cultural, behavioural, and economic factors which impact Aboriginal and Torres Strait Islander peoples’ health outcomes and how this might influence dietetic practice and outcomes 2.1.1. Adopts a questioning and critical approach in all aspects of practice 2.3.1. Applies an approach to practice that recognises the multi-factorial and interconnected determinants influencing nutrition and health 4.1.2. Uses a range of communication methods to communicate clearly and concisely to a range of audiences, adapting or co-creating communication messages for specific audiences where appropriate 4.2.1. Shares information with and acts as a resource person for colleagues, community and other agencies 4.3. Collaborates within and across teams effectively
	National Competency Standards for Dietitians in Australia (2021) - 1.3.8. Recognises that whole systems — including health and education — are responsible for improving Aboriginal and Torres Strait Islander health, and collaborates with Aboriginal and Torres Strait Islander individuals and communities to advocate for social justice and health equity for Aboriginal and Torres Strait Islander peoples 1.5.4. Acknowledge colonisation and systemic racism, social, cultural, behavioural, and economic factors which impact Aboriginal and Torres Strait Islander peoples’ health outcomes and how this might influence dietetic practice and outcomes 2.1.1. Adopts a questioning and critical approach in all aspects of practice 2.1.4. Applies problem-solving skills to create realistic solutions to nutrition problems or issues 2.2.1. Collects, analyses and interprets relevant health, medical, cultural, social, psychological, economic, personal, environmental, dietary intake, and food systems and sustainability data when assessing nutritional issues of clients 2.3.1. Applies an approach to practice that recognises the multi-factorial and interconnected determinants influencing nutrition and health 2.3.3. Applies a socio-ecological approach to the development of strategies to improve nutrition and health 4.3. Collaborates within and across teams effectively 4.3.3. Guides and supports team members and peers
	National Competency Standards for Dietitians in Australia (2021) - 2.1.1. Adopts a questioning and critical approach in all aspects of practice 2.1.2. Applies a highly developed knowledge of nutrition science, social science, behavioural science, health, disease, food, food preparation methods, food systems, and sustainability to tailor recommendations to improve health of clients 2.3.1. Applies an approach to practice that recognises the multi-factorial and interconnected determinants influencing nutrition and health 2.3.2. Uses food legislation, regulations and standards to develop, implement and evaluate food systems and sustainability to maintain food safety 2.3.3. Applies a socio-ecological approach to the development of strategies to improve nutrition and health 4.2.4. Applies the principles of marketing to promote healthy eating and influence dietary change
	National Competency Standards for Dietitians in Australia (2021) - 1.1.3. Consistently demonstrates reflective practice in collaboration with supervisors, peers and mentors 1.1.4. Demonstrates professional conduct and accepts responsibility for own actions 1.1.5. Accepts responsibility for and manages, implements and evaluates own emotions, personal health and wellbeing 1.1.6. Demonstrates flexibility, adaptability and resilience 1.2.2. Demonstrates integrity, honesty and fairness 1.3.1. Uses negotiation and conflict-resolution skills when required 1.3.5. Demonstrates initiative by being proactive and developing solutions to problems 4.2.1. Shares information with and acts as a resource person for colleagues, community and other agencies 4.3.2. Participates in collaborative decision-making, shared responsibility, and shared vision within teams at an individual, organisational and systems level 4.3.3. Guides and supports team members and peers

National Competency Standards for Dietitians in Australia (2021) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1.2		Shows a commitment to professional development and lifelong learning
1.1.3		Consistently demonstrates reflective practice in collaboration with supervisors, peers and mentors
1.1.4		Demonstrates professional conduct and accepts responsibility for own actions
1.1.5		Accepts responsibility for and manages, implements and evaluates own emotions, personal health and wellbeing
1.1.6		Demonstrates flexibility, adaptability and resilience
1.2.1		Exercises professional duty of care in accordance with relevant codes of conduct, ethical requirements, and other accepted protocols
1.2.2		Demonstrates integrity, honesty and fairness
1.3.1		Uses negotiation and conflict-resolution skills when required
1.3.8		Recognises that whole systems — including health and education — are responsible for improving Aboriginal and Torres Strait Islander health, and collaborates with Aboriginal and Torres Strait Islander individuals and communities to advocate for social justice and health equity for Aboriginal and Torres Strait Islander peoples
1.4.4		Utilises relevant technology and equipment efficiently, effectively and safely
1.5.3		Applies evidence- and strengths-based best practice approaches in Aboriginal and Torres Strait Islander health care, valuing Aboriginal and Torres Strait Islander ways of knowing, being and doing
1.5.4		Acknowledge colonisation and systemic racism, social, cultural, behavioural, and economic factors which impact Aboriginal and Torres Strait Islander peoples’ health outcomes and how this might influence dietetic practice and outcomes
2.1.1		Adopts a questioning and critical approach in all aspects of practice
2.1.2		Applies a highly developed knowledge of nutrition science, social science, behavioural science, health, disease, food, food preparation methods, food systems, and sustainability to tailor recommendations to improve health of clients
2.1.3		Systematically searches for, evaluates, interprets and applies findings from food, nutrition, dietetic, social, behavioural and education sciences into dietetic practice
2.1.4		Applies problem-solving skills to create realistic solutions to nutrition problems or issues
2.2.1		Collects, analyses and interprets relevant health, medical, cultural, social, psychological, economic, personal, environmental, dietary intake, and food systems and sustainability data when assessing nutritional issues of clients
2.3.1		Applies an approach to practice that recognises the multi-factorial and interconnected determinants influencing nutrition and health
2.3.2		Uses food legislation, regulations and standards to develop, implement and evaluate food systems and sustainability to maintain food safety
2.3.3		Applies a socio-ecological approach to the development of strategies to improve nutrition and health
3.1.1		Identifies and selects appropriate research, evaluation and quality-management methods to advance the practice of dietetics
3.1.2		Applies ethical processes to research, evaluation, and quality management
4.1.2		Uses a range of communication methods to communicate clearly and concisely to a range of audiences, adapting or co-creating communication messages for specific audiences where appropriate
4.1.4		Translates technical information into practical messaging that can be easily understood and used by clients, other professionals, key stakeholders, partners, and members of the public
4.2.1		Shares information with and acts as a resource person for colleagues, community and other agencies
4.3.2		Participates in collaborative decision-making, shared responsibility, and shared vision within teams at an individual, organisational and systems level
4.3.3		Guides and supports team members and peers

Responding to student feedback

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

The Nutrition Promotion Programme Planning Assessment has been revised in response to staff and student feedback that students complete a high volume of written reports across the MND program. The previous group portfolio/report has been replaced with a group oral presentation while retaining the same weighting, learning outcomes and core assessment content. This change increases assessment diversity, better reflects professional public health nutrition practice, and strengthens academic integrity by reducing reliance on a written artefact. The revised format also includes a stronger individual component, with each student presenting a defined section, outlining their contribution, and responding to individual Q&A, allowing clearer assessment of individual understanding, communication skills and competency attainment. The final quiz is now paper-based and in-class as this will strengthen assurance that each student can independently demonstrate the required foundational knowledge, while keeping the weighting, learning outcomes and assessment content unchanged.

Additional information

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

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

Disclaimer

On this page

Useful links

NTDT5608: Community and Public Health Nutrition

Semester 2, 2026 [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

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

Disclaimer

On this page

Useful links