Learning Area Leader: Mr Connolly
This study enables students to develop a broad view of health and wellbeing, examining how health and wellbeing may be influenced by the conditions into which people are born, grow, live, work and age.
Career Paths / Future Directions: Community Health, Education, Food Science, Health Administration, Health Sciences, Nursing, Social Welfare
Unit 1 – Understanding Health and Wellbeing (Code: HEHD11)
Description
In this unit, students explore health and wellbeing as a concept with varied and evolving perspectives and definitions. They come to understand that it occurs in many contexts and is subject to a wide range of interpretations, with different meanings for different people. As a foundation to their understanding of health, students investigate the World Health Organization’s (WHO) definition and other interpretations. They also explore the fundamental conditions required for health as stated by the WHO, which provide a social justice lens for exploring health inequities.
In this unit, students identify perspectives relating to health and wellbeing, and inquire into factors that influence health attitudes, beliefs and practices, including among Aboriginal and Torres Strait Islander Peoples. Students look at multiple dimensions of health and wellbeing, the complex interplay of influences on health outcomes and the indicators used to measure and evaluate health status. With a focus on youth, the unit equips students to consider their own health as individuals and as a cohort. They build health literacy by interpreting and using data in a research investigation into one youth health focus area, and by investigating the role of food.
Areas of Study
· Concepts of health
· Youth health and wellbeing
· Health and Nutrition Outcomes
· Explain multiple dimensions of health and wellbeing, explain indicators used to measure health status and analyse sociocultural factors that contribute to variations in the health status of youth.
· Interpret data to identify key areas for improving youth health and wellbeing and analyse one youth health area in detail.
· Apply nutrition information, food selection models and initiatives to evaluate nutrition information.
· Assessment
· Suitable tasks for assessment in this unit may be selected from the following:
· a short-written report, such as a media analysis, a research inquiry, a blog or a case study analysis
· oral presentation, such as a debate or a podcast
· a visual presentation such as a graphic organiser, a concept/mind map, an annotated poster, a digital presentation
· structured questions, including data analysis.
Unit 2 – Managing Health and Development (Code: HEHD22)
Description
This unit investigates transitions in health and wellbeing, and development, from lifespan and societal perspectives. Students look at changes and expectations that are part of the integral progression from youth to adulthood. This unit promotes the application of health literacy skills through an examination of adulthood as a time of increasing independence and responsibility, involving the establishment of long-term relationships, possible considerations of parenthood and management of health-related milestones and changes.
Students enquire into the Australian healthcare system and extend their capacity to access and analyse health information. They investigate the challenges and opportunities presented by digital media and health technologies and consider issues surrounding the use of health data and access to quality health care.
Areas of Study
· Developmental transitions
· Youth health literacy
Outcomes
· Explain developmental changes in the transition from youth to adulthood, analyse factors that contribute to healthy development during the prenatal and early childhood stages of the human lifespan and explain health and wellbeing as an intergenerational concept.
· Explain factors affecting access to Australia’s health system that contribute to health literacy and promote the health and wellbeing of youth.
Assessment
Suitable tasks for assessment in this unit may be selected from the following:
· a written report, such as a media analysis, a research inquiry, a blog or a case study analysis
· an extended response question analysing a range of data sources with an emphasis on annotating, synthesising and planning the response
· a visual presentation such as a graphic organiser, a concept/mind map, an annotated poster, a digital presentation
· an oral presentation, such as a debate or a podcast
· structured questions, including data analysis.
Unit 3 – Australia’s Health in a Globalised World (Code: HEHD33)
Description
In this unit, students look at health and wellbeing, disease and illness as being multidimensional, dynamic and subject to different interpretations and contexts. They explore health and wellbeing as a global concept and take a broader approach to inquiry. Students consider the benefits of optimal health and wellbeing and its importance as an individual and a collective resource. They extend this to health as a universal right, analysing and evaluating variations in the health status of Australians.
Students focus on health promotion and improvements in population health over time. Through researching health improvements and evaluating successful programs, they explore various public health approaches and the interdependence of different models. While the emphasis is on the Australian health system, the progression of change in public health approaches should be seen within a global context.
Areas of Study
· Understanding health and well being
· Promoting health in Australia
Outcomes
· Explain the complex, dynamic and global nature of health and wellbeing, interpret and apply Australia’s health status data and analyse variations in health status.
· Explain changes to public health approaches, analyse improvements in population health over time and evaluate health promotion strategies and initiatives.
Assessment
The student’s performance on each outcome is assessed using one or
more of the following:
· a written report, such as a media analysis, a research investigation a blog or a case study analysis
· an extended response question analysing a range of stimuli with an emphasis on annotating, synthesising and planning the response
· an oral presentation, such as a debate or a podcast
· a visual presentation such as a concept map, an annotated poster, or a digital presentation
· structured questions, including data analysis or case study analysis.
Unit 4 –Health & Human Development in a Global Context (Code: HEHD44)
Description
In this unit, students examine health and human development in a global context. They use data to investigate health status and human development in different countries, exploring factors that contribute to health inequalities between and within countries, including the physical, social and economic conditions in which people live.
Students build their understanding of health in a global context through examining changes in health status over time and studying the key concept of sustainability. They consider the health implications of increased globalisation and worldwide trends relating to climate change, digital technologies, world trade, tourism, conflict and the mass movement of people.
Students consider global action to improve health and human development, focusing on the United Nations’ (UN’s) Sustainable Development Goals (SDGs) and the priorities of the World Health Organization (WHO). They also investigate the role of non- government organisations and Australia’s overseas aid program. Students evaluate the effectiveness of health initiatives and programs in a global context and reflect on their own capacity to act.
Areas of Study
· Global health and human development
· Health and the Sustainable Development Goals
Outcomes
· Analyse similarities and differences in health status and human development globally and analyse the factors that contribute to these differences.
· Analyse the relationships between the SDGs and their role in the promotion of health and human development and evaluate the effectiveness of global aid programs.
Assessment
The student’s performance on each outcome is assessed using one or more of the following:
· a written report, such as a media analysis, a research investigation, a blog post or a case study analysis.
· an extended response question analysing a range of stimuli with an emphasis on annotating, synthesising and planning the response.
· an oral presentation, such as a debate or a podcast
· a visual presentation such as a concept map, an annotated poster, or a digital presentation
· structured questions, including data analysis or case study analysis.
Unit 3 & 4 Assessment
Unit 3 Coursework = 25%
Unit 4 Coursework = 25%
Written Examination = 50%
Key Contact Learning Area Leader - Health and Human Development
Adian Connolly