Outline

Overview

This second unit within health builds on the determinants approach and continues to explore the socio-cultural perspective of health, with this unit looking specifically at how young people experience health within Australia. Discourse around young people and health often positions them as a homogenous group who face many challenges in achieving and maintaining health, and this unit challenges this discourse and explores the idea that not all young people experience health and illness in the same way. Through examining different narratives around young people and health, students are able to reflect upon how aspects of youth health are constructed within society and how their own belief systems have developed. In this unit, students investigate and explore a range of issues that impact on the health of young people including mental health, alcohol and drug use, sexual health, road safety, and bullying. Students further explore the policies and practices that inform the teaching of these sensitive issues within a school. The concepts of harm minimisation, resiliency, protective factors and connectedness are examined through the strength based approach to teaching health, and skills in critical and health literacy are explored and developed. The unit finally explores how health education can be used to develop health literacy skills within young people to better enable them to make informed decisions about their health and wellbeing choices. With the focus on the 7-10 health content, the unit examines the literacy requirements of the syllabus and develops the knowledge and skills required for PDHPE teachers to teach the literacy through the strands of Self and Relationships and Individual and Community Health.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	48 credit points including EDHP2002
Corequisites ?	None
Prohibitions ?	EDUH2016
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Claire Marvell, claire.marvell@sydney.edu.au
Lecturer(s)	Claire Marvell, claire.marvell@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Lesson Plan & Teaching Presentation n/a	35%	Multiple weeks	1500 word equivalent
Outcomes assessed:
Assignment	Literacy Teaching Strategy n/a	35%	Week 06 Due date: 02 Oct 2020 at 12:00	1500 word equivalent
Outcomes assessed:
Assignment	Media Portfolio and Written Analysis n/a	30%	Week 13 Due date: 25 Nov 2020 at 12:00	1500 words
Outcomes assessed:
= group assignment ?

Assessment summary

Assessment task 1: Literacy Teaching Strategy

This task has 3 parts.

Part 1. Learning Activity

Students are required to design a teaching and learning activity with an explicit focus on literacy within PDHPE. The activity designed should foster student engagement in both reading and writing. The activity must focus on one context for learning area covered in either of the strands Healthy, Safe and Active Lifestyles or Health, Wellbeing and Relationships in the 7-10 PDHPE syllabus.

All resources, including the reading text, needed for the activity to be delivered should be submitted.

Part 2. Literacy Scaffolding Activity

To accompany their teaching and learning activity, students must design a literacy teaching strategy that addresses either the reading or writing aspects of the task. This literacy-based strategy should help all students but specifically students who may experience difficulties with the reading/writing demands of the task, (for example EAL/D students. The aim of the literacy teaching strategy should be to assist these students access the task (part 1) and increase their chance of completing the task successfully.

Part 3. Justification (400 words)

Students must also submit a short justification that outlines how the literacy teaching strategy will assist students and enhance their understanding of both the required content and their ability to be successful in the task. This justification should be supported by academic literature.

In approaching this task, students are encouraged to see the Part 1 learning activity as a task that may be set for homework and/ or assessment. The Part 2 literacy activity would be implemented in class prior to students completing the Part 1 learning activity.

Assessment task 2: Lesson Plan and Teaching Presentation

This task has TWO Parts.

Part 1: Lesson Plan utilizing online resource and rationale (20%)

Through the unit, students are introduced to a range of online resources that specifically target youth and the health issues addressed in the unit (e.g. Reachout, Beyond Blue, TAC). In pairs, students are required to plan and prepare a 50 minute lesson plan on an allocated syllabus area using an appropriate and relevant online resource as a stimulus to promote student learning. In planning the lesson, students must select an appropriate resource, create meaningful learning activities utilising the resource and cater for a diverse range of learners.

The lesson plan should be supported with a brief 400 word rationale detailing the value and relevance of the resource as a stimulus to student learning, and how their lesson meets the needs of diverse learners.

Students should provide sufficient detail in the lesson plan for the lesson to be delivered by a third party.

Part 2: Teaching Presentation (micro-teaching) (15%)

Using the lesson plan developed in part 1, students will then deliver a 25 minute micro-teaching episode demonstrating a teaching and learning activity that has the online resource as its stimulus. In the micro-teaching students should employ both teacher directed and student centred teaching.

Assessment task 3: Media Portfolio and Analysis

This task has two parts: a media portfolio (part 1) and a 1200 written analysis (part 2)

Throughout the unit, students will be encouraged to examine narratives around young people and health, and specifically to evaluate how media help to construct these narratives and impact of such narratives on young peoples' health.

In this task, students will select a health issue addressed in the unit (e.g. mental health, sexual health, alcohol and drug use, bullying, road safety), and they will need to source and collect 10 items of media that feature both the chosen health issue and young people. These 10 items will form the student's media portfolio (part 1).

The portfolio must contain items that are from varied media types/sources and items which were published/produced post 2010.

Using their portfolio, students then undertake a 1200 word analysis of their media items examining and evaluating the narratives that have been constructed about young people and the health issue.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

For marking criteria and rubrics please see the canvas site.

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:

Late marks will be deducted as per policy

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.

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.

Weekly schedule

WK	Topic	Learning activity
Week 01	Unit Introduction: expectations, assessments, content • Health within the 7/10 syllabus (Health, Wellbeing and Relationships and Healthy, Safe and Active Lifestyles • Literacy demands of the PDHPE syllabus • Sources of professional learning for teachers of literacy	Workshop (3 hr)
Week 02	Health Strands (7/10 syllabus) • Developing strategies for the explicit teaching of reading to a diverse group of students including students from diverse linguistic, cultural, religious and socio-economic backgrounds • Differentiation strategies within the teaching of literacy	Workshop (3 hr)
Week 03	Health Strands (7/10 syllabus) • Developing strategies for the explicit teaching of writing to a diverse group of students including students from diverse linguistic, cultural, religious and socio-economic backgrounds • Differentiation strategies within the teaching of literacy	Workshop (3 hr)
Week 04	ACMA Cyber Smart Pre Service Teacher Workshop • Responsible and ethical use of digital and online resources for both student and teacher • Integrating ICT teaching strategies and resources to enhance student learning within the teaching of health	Workshop (3 hr)
Week 05	Mental Health and Wellbeing (syllabus context for learning) • Planing teaching sequences and strategies o Understanding diverse student characteristics, the effect on learning and strategies to support participation • Strength based approaches to teaching wellbeing • Evaluating mental health teaching resources and the safe and ethical use of online resources (ICT based resources) o Opportunities to embed ICT within the teaching of Mental Health and Wellbeing to enhance student learning	Workshop (3 hr)
Week 06	Alcohol and other Drugs (syllabus context for learning) • Planing teaching sequences and strategies o Understanding diverse student characteristics, the effect on learning and strategies to support participation • Harm minimization approaches within health • Evaluating alcohol and other drugs teaching resources and the safe and ethical use of online resources (ICT based resources) o Opportunities to embed ICT within the teaching of Alcohol and other Drugs to enhance student learning	Workshop (3 hr)
Week 07	Sexuality and sexual health (syllabus context for learning) • Planing teaching sequences and strategies o Understanding diverse student characteristics, the effect on learning and strategies to support participation • Teaching sensitive issues/difficult knowledge – policy and practice • Evaluating Sexuality and Sexual Health teaching resources and the safe and ethical use of online resources (ICT based resources) o Opportunities to embed ICT within the teaching of Sexuality and Sexual Health	Workshop (2 hr)
Week 07	Assessment #2 Part 2 Teaching Presentation Student teaching presentations (see task description) • Employ teaching strategies to cater to diverse learners • Plan learning sequence utilizing ICT as stimulus to learning • Safe and ethical ICT use	Presentation (1 hr)
Week 08	Road Safety Education (syllabus context for learning) • Planing teaching sequences and strategies o Understanding diverse student characteristics, the effect on learning and strategies to support participation • Young people and road use = protective factors • Evaluating Road Safety teaching resources and the safe and ethical use of online resources (ICT based resources) o Opportunities to embed ICT within the teaching of Road Safety to enhance student learning	Workshop (2 hr)
Week 08	Assessment #2 Part 2 Teaching Presentation Student teaching presentations • Employ teaching strategies to cater to diverse learners • Plan learning sequence utilizing ICT as stimulus to learning • Safe and ethical ICT use	Presentation (1 hr)
Week 09	Sexuality and sexual health (syllabus context for learning) • Planing teaching sequences and strategies o Understanding diverse student characteristics, the effect on learning and strategies to support participation • Child protection – power, abuse and consent • Keeping young people safe online – safe and ethical ICT use • The relevant legislative, administrative and organisational polices and processes required for teachers according to school stage.	Workshop (2 hr)
Week 09	Assessment #2 Part 2 Teaching Presentation Student teaching presentations • Employ teaching strategies to cater to diverse learners • Plan learning sequence utilizing ICT as stimulus to learning • Safe and ethical ICT use	Presentation (1 hr)
Week 10	Food and Nutrition (syllabus context for learning) • Planing teaching sequences and strategies o Understanding diverse student characteristics, the effect on learning and strategies to support participation • Developing health literacy • Evaluating Food and Nutrition teaching resources and the safe and ethical use of online resources (ICT based resources) o Opportunities to embed ICT within the teaching of Nutrition to enhance student learning	Workshop (2 hr)
Week 10	Assessment #2 Part 2 Teaching Presentation Student teaching presentations • Employ teaching strategies to cater to diverse learners • Plan learning sequence utilizing ICT as stimulus to learning • Safe and ethical ICT use	Presentation (1 hr)
Week 11	Relationships and Safety (syllabus context for learning) • Planing teaching sequences and strategies o Understanding diverse student characteristics, the effect on learning and strategies to support participation • Strength based approaches for the classroom • Evaluating Relationship and Safety teaching resources and the safe and ethical use of online resources (ICT based resources) o Opportunities to embed ICT within the teaching of Relationships and Safety to enhance student learning	Workshop (2 hr)
Week 11	Assessment #2 Part 2 Teaching Presentation Student teaching presentations • Employ teaching strategies to cater to diverse learners • Plan learning sequence utilizing ICT as stimulus to learning • Safe and ethical ICT use	Presentation (1 hr)
Week 12	Anit-bullying Education • Evaluation of approaches and programs • Strategies for involving parents, carers • Relevant legislative, administrative and organization policies	Workshop (2 hr)
Week 12	Assessment #2 Part 2 Teaching Presentation Student teaching presentations • Employ teaching strategies to cater to diverse learners • Plan learning sequence utilizing ICT as stimulus to learning • Safe and ethical ICT use	Presentation (1 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: 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

NSW Education Standards Authority (2018). Personal Development, Health and Physical Education K-10 Syllabus. Sydney, Australia: Au

Allen, L. (2011). Young people and sexuality education: rethinking key debates. United Kingdom: Palgrave Macmillan.

Breinbauer, C., & Maddaleno, H, M. (2005). Youth choices and change: Promoting healthy behaviors in adolescents. Washington, D.C.: Pan American Health Organization.

Brown, B. V. (Ed.). (2008). Key indicators of child and youth well-being: Completing the picture. London: Lawrence Erlbaum Associates.

Burns, K. (2008). (re)Imagining the global, rethinking gender in education. Discourse: Studies in the Cultural Politics of Education, 29(3), 343-357.

Burns, K. (2013). Normative ‘sexual’ knowledge and critique as a mode of resistance—a response to Damien Riggs. Contemporary Issues in Early Childhood, 14(1), 88–93.

Burns, K. & Davies, C. (2015). Constructions of young women's health and wellbeing in neoliberal times: A case study of the HPV vaccination program in Australia. In Katie Wright, Julie McLeod (Eds.), Rethinking Youth Wellbeing: Critical Perspectives, (pp. 71-89). Singapore: Springer.

Farrelly, C., O'Brien, M., & Prain, V. (2007). The discourses of sexuality in curriculum documents on sexuality education: an Australian case study. Sex Education, 7(1), 63-80.

Hanson, V., & Wright, D. (2002). K-6 Drug education resource: Curriculum material to support teaching and learning in personal development, health and physical education. NSW Dept of Education.

Harrison, L., & Hillier, L. (1999). What should be the ‘subject’ of sex education? Discourse: studies in the Cultural politics of education, 20(2), 279-288.

Jones, T. M., & Hillier, L. (2012). Sexuality education school policy for Australian GLBTIQ students. Sex Education, 12(4), 437-454.

Keleher, H., & MacDougall, C. (Eds.). (2011). Understanding health (3rd edition). Melbourne, Vic: Oxford University Press.

Kehily, M. J. (2002). Sexing the subject: teachers, pedagogies and sex education. Sex Education, 2(3), 215-231.

Lawton, S. A. (2007). Body information for teens: Health tips about maintaining well-being for a lifetime including facts about the development and functioning of the body's systems, organs, and structures and the health impact of lifestyle choices. Detroit, MI: Omnigraphics.

Lawton, S. A. (2008). Sexual health information for teens: Health tips about sexual development, reproduction, contraception, and sexually transmitted infections including facts about puberty, sexuality, birth control, chlamydia, gonorrhea, herpes, human papillomavirus, syphilis, and more (2nd ed.). Detroit, MI: Omnigraphics.

Martino, W., & Berrill, D. (2003). Boys, schooling and masculinities: interrogating the 'right' way to educate boys. Educational Review, 55(2), 99-117.

Midford, R., & Munron, G. (2006) (Eds) Drug education in schools: Searching for the silver bullet. Vic: IP Communication.

Mitchell, A., Smith, A., Carman, C., Schlichthorst, M., Walsh, J., & Pitts, M. (2011). Sexuality education in Australia 2011. Melbourne: Australian Research Centre in Sex, Health and Society, La Trobe University.

NSW Education Standards Authority (2018). Personal Development, Health and Physical Education K - 10 Syllabus. Sydney, Australia: Author.

O’Dea, J. A. (2007). Everybody’s different: A positive approach to teaching about health, puberty, body image, nutrition, self-esteem and obesity prevention. Melbourne, Vic: Australian Council for Educational Research (ACER).

Robinson, K. (2013). Innocence, Knowledge and the Construction of Childhood: The Contradictory Nature of Sexuality and Censorship in Children's Contemporary Lives. London: Routledge.

Robinson, K., Davies, C. (2015). Children's Gendered and Sexual Cultures: Desiring and Regulating Recognition through Life Markers of Marriage, Love and Relationships. In Emma Renold, Jessica Ringrose, R. Danielle Egan (Eds.), Children, Sexuality and Sexualization, (pp. 174-190). Houndmills, Basingstoke: Palgrave Macmillan.

Robinson, K., & Davies, C. (2008). Docile bodies and heteronormative moral subjects: constructing the child and sexual knowledge in schooling. Sexuality & Culture, 12(4), 221-239.

Smith, A., Schlichthorst, M., Mitchell, A., Walsh, J., Lyons, A., Blackman, P., & Pitts, M. (2011). The first National survey of secondary teachers of sexuality education. Melbourne: Australian Research Centre in Sex, Health and Society, La Trobe University.

Smith, A., Agius, P., Mitchell, A., Barrett, B., & Pitts, M. (2009). Secondary students and sexual health 2008: Results of the 4th National survey of Australian secondary students, HIV/AIDS and sexual health. Melbourne: Australian Research Centre in Sex, Health and Society, La Trobe University.

White, R., & Wyn, J. (2004). Youth and society: Exploring the social dynamics of youth. Melbourne, Vic: Oxford University Press.

Wyn, J. (2009). Youth, health and welfare: The cultural politics of education and wellbeing. Melbourne, Vic: Oxford University Press.

Expanded Weekly Schedule including Readings if needed

Cummings, C. A., & Obel-Omia, C. (2016). Healthy reading: Teaching strategies for integrating health and literacy education. Childhood Education, 92(6), 455-464.

Guzys, D., & Kendall, S. (2006). Advocating for a harmminimisation approach to drug education in Australian schools. The Journal of School Nursing, 22, (5), 259 – 263.

Ollis, D. (2016). 'I felt like I was watching porn': The reality of preparing pre-service teachers to teach about sexual pleasure. Sex Education, 16(3), 308-323.

Eckersley, R. (2011). A new narrative of young people's health and well-being. Journal of Youth Studies, 14(5), 627-638

Wurf, G. (2012). High school anti-bullying interventions: An evaluation of curriculum approaches and the method of shared concern in four hong kong international schools. Australian Journal of Guidance and Counselling, 22(1), 139-149.

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. Explore a variety of key issues, information sources, and discourses that influence the health status and identity of a diverse range of young people in Australia
LO2. Identify and evaluate factors that influence the health status of young people and explore a range of health pedagogues and policies for influencing young people’s health knowledge and decision making skills
LO3. Identify and evaluate how media construct and impact on young people’s health
LO4. Design teaching and learning activities that reflect a strengths based approach to teaching health
LO5. Demonstrate and evaluate the use of health literacy skills in addressing youth health concern areas such as sexuality education, drug and alcohol use, bullying, road safety, mental health and grief and loss
LO6. Familiarize pre-service teachers with the nature of literacy and the ways it is embedded in the NSW PDHPE curricula, and develop their ability to use this knowledge in the creation of learning activities.

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 - 3-ICT.02. Knowledge of responsible and ethical use of digital information including in relation to plagiarism, copyright, censorship, bullying and privacy 3-ICT.12. Ability to construct and manipulate texts and images, create presentations and store and retrieve digital information for classroom and on-line learning
	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 2-CM.09. Understanding of key systemic policy documents and legislative requirements, resources, personnel and referral agencies that assist teachers to create effective learning environments and interpersonal relationships 2-CM.10. Awareness and understanding of the whole-school approach to student welfare/discipline policies and/or approaches to classroom and student management adopted by professional experience schools and the evidence on which these are based 6-EALD.06. Understanding of the strategies and issues in relation to the education of linguistic minority students including the nature and duration of second language and literacy learning; outcomes of schooling for different cultural/linguistic groups; ESL education; bilingual and community languages education 6-EALD.07. Development of effective teaching and learning strategies for teaching second language learners in the context of the mainstream classroom and the range of key learning areas, and for working with ESL and Community Language teachers
	NESA Priority Area Elaborations - 6-EALD.06. Understanding of the strategies and issues in relation to the education of linguistic minority students including the nature and duration of second language and literacy learning; outcomes of schooling for different cultural/linguistic groups; ESL education; bilingual and community languages education 6-EALD.07. Development of effective teaching and learning strategies for teaching second language learners in the context of the mainstream classroom and the range of key learning areas, and for working with ESL and Community Language teachers
	NESA Priority Area Elaborations - 4-LAN.01. Understanding of the literacy demands of the curriculum areas they teach 4-LAN.02. Understanding of the pervasive nature of literacy and numeracy and their role in everyday situations, and of the importance of home and community literacy and numeracy practices 4-LAN.03. Awareness that all students can be literate and numerate 4-LAN.04. Understanding of the diversity of literacy and numeracy abilities and the needs of learners, including English as a Second or Other Language needs 4-LAN.05. Understanding of the explicit teaching of reading and writing, speaking and listening appropriate to their level and area of teaching 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.13. Ability to analyse student work samples to identify areas of literacy and numeracy need

Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) -

Competency code	Taught, Practiced or Assessed	Competency standard
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.
1.4.1		(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		(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.
2.5.1		(Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
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.
3.4.1		(Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
3.5.1		(Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
3.6.1		(Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
3.7.1		(Graduate) Describe a broad range of strategies for involving parents/carers in the educative process.
4.4.1		(Graduate) Describe strategies that support students’ 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.
5.2.1		(Graduate) Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
5.3.1		(Graduate) Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
5.4.1		(Graduate) Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
5.5.1		(Graduate) Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.
6.1.1		(Graduate) Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.
6.2.1		(Graduate) Understand the relevant and appropriate sources of professional learning for teachers.
6.3.1		(Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
7.1.1		(Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.
7.2.1		(Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
7.3.1		(Graduate) Understand strategies for working effectively, sensitively and confidentially with parents/carers.

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.

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

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

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

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

Site visit guidelines

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

EDHP2003: Health of Young People

Semester 2, 2020 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

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