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Unit outline_

SEXH5410: Sexual Health Promotion

Semester 1, 2020 [Block mode] - Westmead, Sydney

This course will engage students in learning about evidence-based prevention and health promotion as a fundamental component of efforts to address sexual health. The unit is divided into three sections: (i) theories underlying health promotion in public health context; (ii) evidence-based planning of campaigns and programs; and (iii) health communications and designing messages. Theories covered will include those that address individual-level change and group and social level change. Students will learn how to conduct needs assessments, plan programs, and address priority areas in sexual health promotion. On completion of the unit, students will be able to: (i) Understand the importance of planning and management in health promotion; (ii) Describe the main constructs of major health promotion models; (iii) Describe the applicability of health promotion theory to sexual health promotion; (iv) Conduct needs assessments, plan and address priority areas; (v) Discuss ways to apply the principles of health literacy when selecting or developing sexual health promotion materials; and (vi) Effectively use assessment tools in planning sexual health promotion evaluation activities.

Unit details and rules

Academic unit Sexual Health
Credit points 6
Assumed knowledge


Available to study abroad and exchange students


Teaching staff

Coordinator Iryna Zablotska-Manos,
Type Description Weight Due Length
Online task Online Discussion
Online Discussion
10% Multiple weeks 150-200 words
Outcomes assessed: LO1 LO4
Assignment Application of health promotion theory
30% Week 07
Due date: 06 Apr 2020 at 17:00
1500 words
Outcomes assessed: LO2 LO3
Assignment Health promotion planning
Report and online presentation
20% Week 12
Due date: 18 May 2020 at 17:00
1500 words
Outcomes assessed: LO1 LO6 LO5 LO4 LO3
Assignment Application of health communication
40% Week 14 (STUVAC)
Due date: 01 Jun 2020 at 17:00
2000 words
Outcomes assessed: LO1 LO6 LO5 LO4

Assessment summary

Online discussion assessment: In this discussion you will choose one of two priority groups and contribute towards conducting a needs assessment. In this discussion forum you will post an initial response with appropriate citations (part 1) and respond in a substantive way to two classmates’ posts (part 2).

Application of health promotion theory: You will choose a sexual health promotion program and apply one of two different health promotion frameworks.

Health promotion planning: Using your chosen sexual health promotion program, develop an implementation plan based on your understanding of health promotion program implementation best practices and using the planning template provided

Application of health communication: Using your chosen sexual health promotion intervention, you will choose a specific sexual health need and health promotion theory and discuss how to tailor the messages specific to your defined target population. You will also develop a communication plan for your sexual health promotion program as a whole.

Detailed information for each assessment 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.

Result name

Mark range


High distinction

85 - 100



75 - 84



65 - 74



50 - 64



0 - 49

When you don’t meet the learning outcomes of the unit to a satisfactory standard.

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.

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.

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.

WK Topic Learning activity Learning outcomes
Week 01 Introduction, health promotion models and needs assessment Online class (10 hr)  
Week 02 Module revision Online class (10 hr)  
Week 03 Health promotion models and theory Online class (10 hr)  
Week 04 Module revision Online class (10 hr)  
Week 05 Sexual health promotion and advocacy Online class (10 hr)  
Week 06 Module revision Online class (10 hr)  
Week 07 Implementation strategies Online class (10 hr)  
Week 08 Module revision Online class (10 hr)  
Week 09 Health communication Online class (10 hr)  
Week 10 Intensive workshop (2 days) Workshop (16 hr)  
Week 11 Intensive workshop and module revision Online class (10 hr)  
Week 12 Public health evaluation Online class (10 hr)  
Week 13 Module revision Online class (10 hr)  

Attendance and class requirements

Online: fully online. 

Block mode: online plus intensive workshop. Attendance at the intensive is compulsory for block mode students. Failure to attend may result in an absent fail for the unit of study.

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 on the Library eReserve link available on Canvas.

Recommended textbook

Understanding health promotion. Keleher H, Murphy B, MacDougall C, editors. South Melbourne: Oxford University Press; 2007, ISBN: 9780195552942

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. conduct needs assessments, plan and address priority areas
  • LO2. describe the main constructs of major health promotion models
  • LO3. describe the applicability of health promotion theory to sexual health promotion
  • LO4. understand the importance of planning and management in health promotion
  • LO5. effectively use assessment tools in planning sexual health promotion evaluation activities
  • LO6. discuss the application of the principles of health literacy when selecting or developing sexual health promotion materials.

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

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

No changes have been made since this unit was last offered


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