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Unit outline_

EDHP1012: Health 1

Semester 1, 2022 [Normal day] - Camperdown/Darlington, Sydney

The unit introduces a socio-cultural view of health whilst acknowledging the role of genetic and hereditary factors in shaping health outcomes. It looks at the socio-political and cultural determinants of health, including: socio-economic status, education, the natural and built environments, race and ethnicity, gender and geography. Students will develop an appreciation for and understanding of the ways in which meanings and frameworks of health are constructed, change over time and affect the health status of Australians. Consideration is given to the PDHPE curriculum propositions: a strength-based approaches to health, health literacy, and critical inquiry in health education.

Unit details and rules

Academic unit Education
Credit points 6
Prerequisites
? 
None
Corequisites
? 
None
Prohibitions
? 
EDUH1006
Assumed knowledge
? 

None

Available to study abroad and exchange students

Yes

Teaching staff

Coordinator Kellie Burns, kellie.burns@sydney.edu.au
Tutor(s) Felipe Hidalgo, felipe.hidalgo@sydney.edu.au
Kellie Burns, kellie.burns@sydney.edu.au
Type Description Weight Due Length
Assignment Short Essay #1
Essay question options will be posted on Canvas.
25% Week 04
Due date: 18 Mar 2022 at 23:59
1000 words
Outcomes assessed: LO1 LO2 LO4
Assignment Short Essay #2
Essay question options will be posted on Canvas.
35% Week 09
Due date: 29 Apr 2022 at 23:59
1000 words
Outcomes assessed: LO1 LO2 LO3 LO4
Assignment Essay
See essay question on Canvas.
40% Week 13
Due date: 27 May 2022 at 23:59
2500 words
Outcomes assessed: LO1 LO2 LO3 LO4

Assessment summary

  • Short Essays: Sudents are required to select and answer a short essay question from question options provided on Canvas. These are formally written and require a clear introduction, 3 or 4 explanatory paragraphs that develop main ideas/arguments, and a short summary or concluding paragraph.
  • Health determinants critical essay: Students are required to answer the following question using formal essay conventions:

How, historically and contemporaneously, were/are stolen land, stolen wages and stolen children determinants of health for Australia’s First Peoples? Why is history so important in interpreting current health inequalities between Indigenous and non-Indigenous health? 

 

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

Description

High distinction

85 - 100

Awarded when you demonstrate the learning outcomes for the unit at an exceptional standard, as defined by grade descriptors or exemplars outlined by your faculty or school.

Distinction

75 - 84

Awarded when you demonstrate the learning outcomes for the unit at a very high standard, as defined by grade descriptors or exemplars outlined by your faculty or school.

Credit

65 - 74

Awarded when you demonstrate the learning outcomes for the unit at a good standard, as defined by grade descriptors or exemplars outlined by your faculty or school.

Pass

50 - 64

Awarded when you demonstrate the learning outcomes for the unit at an acceptable standard, as defined by grade descriptors or exemplars outlined by your faculty or school.

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.

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:

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.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

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 Overview of unit; Understanding health; a health determinants approach (Textbook Ch 1) Lecture (2 hr) LO1 LO2
Establishing a personal starting point Tutorial (1 hr) LO1 LO2
Week 02 A determinants approach to health; agency vs structure; politics of health (Textbook Ch 5) Lecture (2 hr) LO1 LO2 LO3
Health determinants and health inequities Tutorial (1 hr) LO1 LO2 LO3
Week 03 A sociological approach to health; health as a social construct (Textbook Ch 2) Lecture (2 hr) LO1 LO2 LO3
Essay Writing Workshop 1 Tutorial (1 hr) LO4
Week 04 Culture, stigma and health (Textbook Ch 3 & 4) Lecture (2 hr) LO1 LO2 LO3
Culture, stigma and health Tutorial (1 hr) LO1 LO2 LO3
Week 05 Gender as a determinant of health (Textbook Ch 9) Lecture (2 hr) LO1 LO2 LO3
Sexualities, gender, schools and health of young people Tutorial (1 hr) LO1 LO2 LO3
Week 06 Media and health (Textbook Ch 12) Lecture (2 hr) LO1 LO2 LO3
Social media and health Tutorial (1 hr) LO1 LO2 LO3
Week 07 SES & health; education as a determinant of health (Textbook Ch 7) Lecture (2 hr) LO1 LO2 LO3
Health literacy Tutorial (1 hr) LO1 LO2 LO3
Week 08 The living & built environments and health (Textbook Ch 11) Lecture (2 hr) LO1 LO2 LO3
Essay Writing Workshop 2 Tutorial (1 hr) LO4
Week 09 The living and built environments and health (Textbook Ch 11) Lecture (2 hr) LO1 LO2 LO3
Nature, climate and health Tutorial (1 hr) LO1 LO2 LO3
Week 10 Social Determinants of Australia's First Peoples' health (Textbook Ch 8) Lecture (2 hr) LO1 LO2 LO3
Independent text screenings Individual study (1 hr) LO1 LO2 LO3
Week 11 Colonial and decolonising practices and health (Textbook Ch 8) Lecture (2 hr) LO1 LO2 LO3
Essay Writing Workshop 3 Tutorial (1 hr) LO1 LO2 LO3 LO4
Week 12 Global health through a determinants lens (Textbook Ch 14) Lecture (2 hr) LO1 LO2 LO3 LO4
Final thoughts, connections & reflections Tutorial (1 hr) LO1 LO2 LO3

Attendance and class requirements

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: https://canvas.sydney.edu.au/courses/13426

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

Liamputtong, P. (Ed.). (2019). Social determinants of health. Docklands: Oxford University Press. 

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. understand the historical shifts in approaches to health and how these shifts have affected the health status of Australians
  • LO2. describe and apply a determinants framework in understanding health issues and inequalities across certain populations
  • LO3. describe and explain a variety of health initiatives for groups experiencing health inequities, including Aboriginal and Torres Strait Islander people
  • LO4. demonstrate an understanding of unit content through written assessment tasks and acknowledge the usefulness of critical thinking and writing for future learning and professional practice.

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
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

Alignment with Competency standards

Outcomes Competency standards
LO1
Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - AITSL
2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
2.5.1. (Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
LO2
Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - AITSL
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.
LO3
Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - AITSL
2.1. Content and teaching strategies of the teaching area
2.4. Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
2.4.1. (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
LO4
Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - AITSL
2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) -
Competency code Taught, Practiced or Assessed Competency standard
1.1.1 T (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
1.2.1 T (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
1.3.1 T A (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.
1.4.1 T A (Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
2.1.1 T (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

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

We value student feedback and use it to improve curriculum and student experience.

Disclaimer

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