Outline

Overview

This unit explores local and global health issues and examines the role that health promotion has in addressing these issues. The unit adopts the socio-cultural lens and unpacks the equity, social justice and ethical questions that surround contemporary health issues.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	138 credit points including EDHP3003
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

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

Type	Description	Weight	Due	Length
Presentation	Peer Led Critical Discussion and Response to Readings/texts n/a	40%	Multiple weeks	1800 words equivalent
Outcomes assessed:
Assignment	Health Promotion Paper n/a	20%	Week 05 Due date: 08 Sep 2021 at 10:00	900 words
Outcomes assessed:
Assignment	Health Promotion Campaign and Justification n/a	40%	Week 08 Due date: 05 Oct 2021 at 10:00	1800 words
Outcomes assessed:
= group assignment ?

Assessment summary

Assessment title: Critical Discussion/Response to Reading

This assessment has 2 parts:

Part 1 Peer led Critical Discussion (25%) (Group)

In small groups, students lead a 60 minute critical discussion of an allocated movie/text that portrays a local and/or global contemporary health issue. Through the discussion the aim is to deconstruct the text and messages within the text, and examine them through the concepts of social justice, ethics, equity and morality. Wider reading will be required to support the session.

Part 2 Response to Readings/Text (15%) (Individual)

In order to be actively engaged in the critical discussion led by their peers, each week students will be required to view the allocated movie and read a text. As evidence of their engagement with the text/movie, students will be required to submit a 350 word response to a stimulus question(s) on the movie/text each week. The responses will be submitted each week prior to the start of the discussion. There are 5 allocated texts/movies and students are able to choose 3 from these 6. Students cannot submit a response for the week where they lead the discussion.

Assessment title: Health Promotion Paper (20%)

In lectures, students will have been introduced to the principles and practices of Health Promotion. From this and supported with wider reading, students write an essay where they critically examine the effectiveness of a range of health promotion approaches. In critically examining various health promotion approaches, students will gain knowledge and understanding of the elements of effective health promotion, and therefore this essay will serve to inform the third assessment task where students are required to plan and justify their own health promotion campaign.

Assessment title: Health Promotion Campaign and Justification (40%)

Students are required to plan and design a health promotion campaign to tackle a contemporary health issue of their choice. Students are required to firstly identify and investigate the issue examining the groups most vulnerable and the determinants impacting on the health issue. From here students are then required to plan and detail their own health promotion campaign/strategy designed to address the health issue. The health promotion should be feasible and have a clearly defined target population and setting.

To supplement their campaign, students are required to provide a written justification. This should clearly detail how the strategy/campaign reflects the principles of effective health promotion, the specific determinants of the health issue and addresses any issues around social justice and equity that are relevant to the health issue and/or group.

The campaign and justification should reflect the evidence presented in Assessment Task 2.

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.

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:

As per faculty 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	View allocated text and critically examine themes and wider literature	Independent study (3 hr)
Week 01	Introduction to the unit, assessment tasks etc: • Social justice, equity, ethics and morality – concepts examined through contemporary local and global health issues Health Promotion The Ottawa Charter, Bangkok Charter for Health, United Nations Sustainable Development Goals	Workshop (3 hr)
Week 02	Health Promotion • Theories of Health Behaviour • Models of Health Promotion Scaffolding of Peer Led Critical Discussion Assessment #1	Workshop (3 hr)
Week 03	Health Promotion Case Study - Indigenous Health Peer Led Critical Discussion • Text - Rabbit Proof Fence	Workshop (3 hr)
Week 03	Health Promotion Literature Search - building a review of the literature.	Independent study (3 hr)
Week 04	Health Promotion Case Study - Obesogenic environments and Ethical Consumerism Peer Led Critical Discussion • Text - Bully / Food Inc	Workshop (3 hr)
Week 05	Health Promotion Case Study • Gendered Health and Gender Violence Peer Led Critical Discussion • Text – Boys Don’t Cry	Workshop (3 hr)
Week 05	Developing a Health Promotion Strategy • Workshop of HP strategy (Assessment # 3)	Workshop (3 hr)
Week 06	Health Promotion Case Study • HIV as a Global Health Issue Peer Led Critical Discussion • Text – Angels in the Dust Peer Led Critical Discussion • Text – Chasing Asylum	Workshop (3 hr)
Week 06	Developing a Health Promotion Strategy • Workshop of HP strategy (Assessment # 3)	Workshop (3 hr)
Week 07	Health Promotion Case Study - Ethical and Sustainable Food Text - Food Inc	Workshop (3 hr)
Week 07	Health Issues Debrief - a structured de-brief on text and health issues addressed through the semester.	Workshop (3 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

Reading for Text #1 Rabbit Proof Fence

Philpot, C., Balvin, N., Mellor, D., & Bretherton, D. (2013). Making meaning from collective apologies: Australia’s apology to its Indigenous peoples. Peace and Conflict: Journal of Peace Psychology, 19(1), 34-50.

Reading for Text #2 Bully

Litwiller, B. J., & Brausch, A. M. (2013). Cyber bullying and physical bullying in adolescent suicide: The role of violent behavior and substance use. Journal of Youth and Adolescence, 42(5), 675-684.

Reading for Text #3 Boys Don’t Cry

Youdell, D. (2005). Sex-gendersexuality: How sex, gender, and sexuality constellations are constituted in secondary schools. Gender and Education, 17(3), 249-270.

Reading for Text #4 Angels in the Dust

Angus Bancroft (2001) Globalisation and HIV/AIDS: Inequality and the boundaries of a symbolic epidemic. Health, Risk & Society, 3:1, 89-98.

Reading for Text #5 Chasing Asylum

Parekh, S. (2014). Beyond the ethics of admission: Stateless people, refugee camps and moral obligations. Philosophy & Social Criticism, 40(7), 645-663.

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. Engage with issues relating to social justice, equity, morality and ethics in relation to health, health status and health enhancement
LO2. Critically analyse the relationship between the sociocultural, political, economic and environmental factors and the health status of individuals and communities
LO3. Examine and critically evaluate the role of a range of health promotion approaches in addressing contemporary health issues in a socially just way
LO4. Examine and critically evaluate health promotion strategies through local, national and global case studies
LO5. Propose and justify a health promotion campaign to tackle a contemporary health issue within Australia.

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.12. Ability to construct and manipulate texts and images, create presentations and store and retrieve digital information for classroom and on-line learning

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

EDHP4003: Health Promotion in Community Health Issues

Semester 2, 2021 [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

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