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

Academic unit	Education
Credit points	6
Prerequisites ?	24 credit points including EDMT5694 and EDMT5695
Corequisites ?	EDMT5693
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Kellie Burns, kellie.burns@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	Lesson Plan & Micro Teaching This task has TWO parts. Part 1: Lesson Plan Part 2: Mirco-teaching Presentation	35%	Multiple weeks	1500 word equivalent	AI allowed
Outcomes assessed:
Written work	Critique of Resources Critical review of literacy support resources for PDHPE.	40%	Week 04 Due date: 28 Aug 2026 at 23:59	2000 words	AI allowed
Outcomes assessed:
Portfolio or journal	Critical Media Literacy This task has TWO parts. Part 1: Media Portfolio Part 2: Critical Essay	25%	Week 12 Due date: 30 Oct 2026 at 23:59	1200 words +300 words equivalent	AI allowed
Outcomes assessed:

Assessment summary

See Canvas for assessment details and marking rubrics.聽

Assessment criteria

The University awards common result grades, set out in the (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 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聽Academic Integrity Policy.

Visit the聽Current Students website聽for more information on AI in assessments, including聽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 policy.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website聽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聽Academic Honesty Education Module (AHEM)聽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聽Current Students website聽for more information on AI in assessments, including聽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聽simple extension.鈥� 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鈥檛 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聽special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students,聽聽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聽reflects the University鈥檚 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
Multiple weeks	Weeks 5 - 8 Professional Experience Placement, 31 August - 25 September	Self-directed learning (12 hr)
Week 01	Unit Introduction; Whole-school health; Health Literacy; What we 'know' about young people and their physical, social and intellectual development and characteristics and the implications for our health programming; Teaching 'difficult knowledge' with Critical Media Literacy	Lecture (1 hr)
Week 01	Exploring the PDHPE 7- 10 Syllabus; Differentiation and inclusion - addressing common attitudinal and environmental barriers in PDH(PE); Responsiveness to the learning strengths and needs of students from diverse SES, cultural, linguistic and religious backgrounds.	Tutorial (2 hr)
Week 02	What is literacy?; Developing strategies for the explicit teaching of reading and understanding their application in PDHPE	Lecture (1 hr)
Week 02	Developing strategies for the explicit teaching of reading and understanding their application in PDHPE	Tutorial (2 hr)
Week 03	Developing strategies for the explicit teaching of reading and understanding their application in PDHPE	Lecture (1 hr)
Week 03	Developing strategies for the explicit teaching of reading and understanding their application in PDHPE	Tutorial (2 hr)
Week 04	Mental health in an online world (online bullying; pressures from social media; trolling & online hate)	Lecture (1 hr)
Week 04	Mental Health in an Online World: Critical Media Literacy Workshop	Tutorial (2 hr)
Week 09	Food and Nutrition Education	Lecture (1 hr)
Week 09	Food allergies and anaphylaxis education (Assessment Teaching Presentations X2)	Tutorial (2 hr)
Week 10	Safety education: Road, fire and water	Lecture (1 hr)
Week 10	Cancer control education (Assessment Teaching Presentations X2)	Tutorial (2 hr)
Week 11	Health benefits of physical activity; integrating PDH & PE	Lecture (1 hr)
Week 11	Fitness and health ICT and technologies; (Assessment Teaching Presentations)	Tutorial (2 hr)
Week 12	Drawing together unit issues and themes; why is health education so important in/for schools	Lecture (1 hr)
Week 12	Towards a philosophy of health education; health curriculum as active practice	Tutorial (2 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:聽

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.

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 爆料王 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鈥檚 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 鈥� 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鈥� wellbeing and safety working within school and/or system, curriculum and legislative requirements.
	Australian Professional Standards for Teachers (Graduate Level 鈥� 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 鈥� 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 鈥� 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鈥� 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.

We value feedback throughout the unit and via USS surveys.

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

Important: the 爆料王 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 .

爆料王

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

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

EDMT5692: Health Curriculum 1

Semester 2, 2026 [Normal day] - Camperdown/Darlington, Sydney

Overview

Unit details and rules

Teaching staff

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links