UNIT 1: INTRODUCTION TO HEALTH (SUGGESTED 15 HOURS)
The purpose of this introductory unit is to provide learners with opportunities to develop an understanding of key health concepts and principles. In this unit it is expected that the following content will be covered:
1. Defining health
- World Health Organisation (WHO) definition
- Definitions from other sources.
2. Health indicators
- What are they and what are the contributing factors?
- What is the importance of health indicators and how can they be used to assess the health status of groups and populations?
3. Personal Dimensions of Health
- Physical, social, mental/emotional and spiritual health
- In what ways do these interact?
4. Determinants of health
- The factors that influence our health are the physical, socio-cultural and political environments.
- How do they interrelate?
5. Health promotion
- What is health promotion?
- What are some current examples of health promotion in Australia?
6. Health issues
- What is a health issue? How does something become a health issue?
- How do health issues relate to the social justice principles of equity, diversity and supportive environments?
- Why do health inequalities exist? What are some examples of health inequalities?
- What are some examples of past, contemporary and emerging health issues?
- What are some examples of high and low profile health issues?
UNIT 2: PERSONAL HEALTH (SUGGESTED 43 HOURS)
The study of personal health is framed in the context of youth health, and relates particularly to risk taking behaviours both positive and negative, and their impact on personal health and wellbeing. Key areas to cover are outlined below. Each section is supported by a series of guiding questions to assist planning.
1. Risk taking behaviours
- What is risk taking?
- What are the reasons for risk taking by young people?
- What are the physical, social and emotional risks young people take?
- What is the impact of risk taking behaviour on personal health and wellbeing?
- In what ways can a risk be positive or negative? How can taking a risk be challenging and rewarding?
2. Issues for young people
- What are the leading risk taking behaviours of young people? What data supports this?
- How do community perceptions influence risk taking behaviours?
3. Personal and social responsibility
- Why might young people put themselves and others at risk?
- What are some effective risk reduction strategies?
- What personal skills do young people need to manage risk and maintain personal and group safety?
- What factors reinforce or contribute to adolescent risk taking?
- What factors prevent or detract from adolescent risk taking?
- What is the impact of individual risk taking on family, community and government?
4. Advocacy
- What skills do young people need to be advocates for their own health and wellbeing needs?
- What strategies can young people use to seek help and access support?
- What strategies can young people use to raise the profile of a particular health issue?
5. Student investigation (also see general section on investigations below)
- Students investigate an issue connected to the leading causes of morbidity and mortality relevant to young people. Examples may include:
- Alcohol, tobacco and / or other drug use
- Accident and injury including dangerous driving
- Sexual health
- Mental health – e.g. depression and mood disorders, eating disorders, self harm, anxiety disorders etc.
- Diet, nutrition and sedentary lifestyles
- Sun safe behaviours.
UNIT 3: HEALTH IN AUSTRALIA (SUGGESTED 46 HOURS)
In this unit of work students will learn about the determinants impacting on the health and wellbeing of all Australians. Key areas to cover are outlined below. Each section is supported by a series of guiding questions to assist planning.
1. Factors influencing Australian’s health
- What physical, socio-cultural and political factors impact on the health of Australians?
2. Community resources and services
- What resources and services are available in your community?
- Are they accessible to all people?
- How do the social justice principles of equity, diversity and supportive environments impact on health?
3. National Health Priority Areas
- What are Australia’s current national health priority areas (NHPAs)?
- Why are these areas identified as being of national priority?
- What are the risk factors associated with the NHPAs?
- Which NHPAs are the leading causes of morbidity and mortality in Australia? What risk factors do they have in common?
- What are the preventative, curative and other treatment strategies associated with these areas?
4. Australia’s health care system
- What are the components of our current health care system?
- How does our current health care system work?
- How has medical technology impacted on the health care system in Australia?
- What alternative and complementary health care services are available in Australia?
5. Groups experiencing inequality in health status
- Which groups in the community experience inequalities in their health status compared with the rest of Australia?
- What are the specific health concerns of these groups of people?
- What physical, socio-cultural and political factors impact on these groups?
- What is the historical context impacting on these groups? (in particular Indigenous Australians)
- What strategies can these groups use to advocate for their concerns?
- What strategies exist to reduce the inequalities in health experienced by these groups?
6. Public health promotion in Australia
- As a nation, what does Australia do to promote health for all Australians?
- What are some examples of health promotion in Australia?
7. Student investigation (also see general section on investigations below)
Students investigate one of the National Health Priority areas.
UNIT 4: GLOBAL HEALTH (SUGGESTED 46 HOURS)
In this unit learners will explore the opportunities, freedoms, limitations and barriers which enable people to live full, productive and creative lives within communities around the globe. Key areas to cover are outlined below. Each section is supported by a series of guiding questions to assist planning.
1. State of global health
- What are some of the current health issues that are of global concern?
- How has the past impacted on Less Developed Countries? A brief overview of historical causes of poverty: colonisation; trade agreements; and debt.
- What has changed over time?
2. Health Indicators of Less Developed Countries (LDC) and More Developed Countries (MDC)
- What are the key differences and similarities in health status between LDCs and MDCs?
- What data highlights these points?
3. Causes of morbidity and mortality
- What are the major causes of morbidity and mortality in LDCs?
4. Sustainable Development Goals (2015-2030)
- What are the Sustainable Development Goals (SDGs)?
- Who developed the SDGs?
- What similar global initiatives have preceded the SDGs?
- What is the purpose of the SDGs?
- What strategies are being used to achieve these goals?
- What evidence indicates that these goals are being met?
Learners will focus specifically on Goals 1 – 6 inclusive while developing a general awareness of all 17 SDGs. It is recommended that at least 2 of Goals 1 – 6 be discussed in relation to the topic chosen for the Student Investigation for this Unit (see number 7 below).
5. Primary Health Care
- What are the eight components of primary health care?
- How are they implemented in LDCs?
- Why are women important in the delivery of primary health care?
6. Foreign Aid
- What are the types of foreign aid available to population groups?
- What is the role of the Federal Government’s program, Australian Aid?
- How can aid influence the health of populations?
- Are there negative impacts from foreign aid?
7. Student investigation (also see general section on investigations below)
- Students investigate a current issue associated with global health. Examples may include:
- Communicable disease e.g. Tuberculosis, HIV/AIDS
- Emergence of lifestyle diseases
- Hunger and poor nutrition
- Water and sanitation
- Natural and man-made disasters (including impact of climate change)
- Poverty
- Development of slums
- Status of women
- War and conflict.
Student Investigations: General Guidelines
It is required that learners complete one investigation per core area (i.e. Units 2, 3 & 4). The purpose of the student investigations is to encourage learners to:
- use inquiry processes
- think critically
- reflect on social justice and social responsibility
- access, analyse and evaluate information
- display self-management and time management skills.
Student investigations can be undertaken individually or in groups. Topics may be self-selected or determined by the teacher. The structure and size of these investigations may vary and it is recommended that at least one investigation is undertaken individually.
If any of the student investigations involve scientific research on humans (e.g. collecting data directly from people, as opposed to collecting data from text-based studies) the study/ies must take full account of relevant principles and guidelines related to ethical conduct in human research.
Human research is research conducted with or about people, or their data or tissue. It has contributed enormously to human good. Much human research carries little risk and in Australia the vast majority of human research has been carried out in a safe and ethically responsible manner. But human research can involve significant risks and it is possible for things to go wrong. Sometimes risks are realised despite the best of intentions and care in planning and practice. Sometimes they are realised because of technical error or ethical insensitivity, neglect or disregard.
National Statement on Ethical Conduct in Human Research (2007) p.3. (accessed 29 May 2012)
Learners must gain approval from the teacher – on behalf of the provider – prior to undertaking the investigation. Records will be made of the relevant ethical conduct in human research principles and guidelines, the actions taken to address these, and the teacher’s approval (or rejection/modification) of the proposed study.
Useful resources on principles and guidelines related to ethical conduct in human research include: