Doing well

SubjectHealth & Physical Education YearYear 10 CurriculumAC v8.4 Time260

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In this set of interconnected learning experiences students analyse the link between health and tax-funded programs.

Australian Curriculum or Syllabus

Achievement standard

By the end of Year 10, students critically analyse contextual factors that influence identities, relationships, decisions and behaviours. They analyse the impact attitudes and beliefs about diversity have on community connection and wellbeing. They evaluate the outcomes of emotional responses to different situations. Students access, synthesise and apply health information from credible sources to propose and justify responses to health situations. Students propose and evaluate interventions to improve fitness and physical activity levels in their communities. They examine the role physical activity has played historically in defining cultures and cultural identities.

Students demonstrate leadership, fair play and cooperation across a range of movement and health contexts. They apply decision-making and problem-solving skills when taking action to enhance their own and others’ health, safety and wellbeing. They apply and transfer movement concepts and strategies to new and challenging movement situations. They apply criteria to make judgements about and refine their own and others’ specialised movement skills and movement performances. They work collaboratively to design and apply solutions to movement challenges.

Content descriptions

Critically analyse and apply health information from a range of sources to health decisions and situations (ACPPS095).

Plan, implement and critique strategies to enhance health, safety and wellbeing of their communities (ACPPS096).

Teacher resources

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To print

Y-chart template


The normal man

Student learning resources

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My health and wellbeing balance


What works?


Life. Be in it!

How to

Building charts and tables

Suggested activity sequence

This sequence is intended as a framework to be modified and adapted by teachers to suit the needs of a class group. If you assign this activity to a class, your students will be assigned all student resources on their 'My learning' page. You can also hand-pick the resources students are assigned by selecting individual resources when you add a work item to a class in 'My classes'.

Part A – I can explain

  1. Introduce the dimensions of health and wellbeing.

    Health is made up of several dimensions that are interrelated – social, emotional, physical, mental and spiritual. Wellbeing includes having good health, high life satisfaction, and a sense of meaning or purpose.
  2. Students use a Y-chart to record what positive health and wellbeing looks like, sounds like and feels like for:

    • them
    • other young people
    • their community.
  3. Use class discussion to hear student perspectives and provide them with feedback.

Part B – My health balance

  1. Students complete the self-reflection.

  2. Use class discussion to hear student perspectives and provide them with feedback.

Part C – What works

  1. Explain to students that the health system is funded by taxes. The Australian Government’s responsibilities include:

    • funding a range of population health programs and campaigns to promote healthier lifestyles and prevent chronic disease
    • funding primary level mental health services and suicide prevention services.
  2. Students complete the What works investigation.

  3. As a class, discuss the different federal programs or services that are available.

  4. Ask: If these services were not funded by the government, where could the funding come from? What impact might this have on people’s health and wellbeing?

Part D – Life be in it!

  1. Play: The normal man. This video is part of the ‘Life be in it!’ campaign that promoted healthy and active lifestyles.

  2. As a class, discuss:

    • stereotyping in the advertisement
    • the purpose of the campaign.
  3. Students work individually on the Life be in it! investigation.
    Refer students to Building charts and tables – How-to-sheet.

  4. Use class discussion to hear student findings and provide them with feedback.