Health and Human Development enables students to:
understand the complex nature of health and wellbeing, and human development
develop a broad view of health and wellbeing, incorporating physical, social, emotional, mental and spiritual dimensions, and biological, sociocultural and environmental factors
examine how health and wellbeing may be influenced across the lifespan by the conditions into which people are born, grow, live, work and age
develop health literacy to evaluate health information and take appropriate and positive action to support health and wellbeing and manage risks
develop understanding of the Australian healthcare system, advancements in medical technology and issues associated with these advancements.
develop an understanding of the human lifespan and development from conception through to adulthood.
develop an understanding of how nutrition plays a role in promoting health and development.
propose and implement action to positively influence health and wellbeing, and human development, outcomes at individual, local, national and/or global levels.
This unit looks at health and wellbeing as a concept with varied and evolving perspectives and definitions. It takes the view that health and wellbeing are subject to a wide range of contexts and interpretations, with different meanings for different people. As a foundation to the understanding of health, students should investigate the World Health Organization’s (WHO) definition and also explore other interpretations. Wellbeing is a complex combination of all dimensions of health, characterised by an equilibrium in which the individual feels happy, healthy, capable and engaged. For the purposes of this study, students should consider wellbeing to be an implicit element of health. In this unit students identify personal perspectives and priorities relating to health and wellbeing, and enquire into factors that influence health attitudes, beliefs and practices, including among Aboriginal and Torres Strait Islanders. Students look at multiple dimensions of health and wellbeing, the complex interplay of influences on health and wellbeing and the indicators used to measure and evaluate health status. With a focus on youth, students consider their own health as individuals and as a cohort. They build health literacy through interpreting and using data, through investigating the role of food, and through extended inquiry into one youth health focus area.
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 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.
The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit. Teachers should use a variety of learning activities and assessment tasks that provide a range of opportunities for students to demonstrate the key knowledge and key skills in the outcomes. The areas of study, including the key knowledge and key skills listed for the outcomes, should be used for course design and the development of learning activities and assessment tasks. Assessment must be a part of the regular teaching and learning program and should be completed mainly in class and within a limited timeframe. All assessments at Units 1 and 2 are school-based. Procedures for assessment of levels of achievement in Units 1 and 2 are a matter for school decision. For this unit students are required to demonstrate two outcomes. As a set these outcomes encompass the areas of study in the unit.
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.
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The following items are booklisted for this subject and exact details will be provided once subject selections have occurred:
Textbook
Edrolo Study Guide