Doing well
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Introduction
In this set of interconnected learning experiences students explore the dimensions of health, reflect on their own health balance and critically analyse a range of government-funded health programs, including those that relate to promoting physical activity.
Achievement standard
By the end of Year 10, students propose and evaluate personal strategies to manage their identities, emotions and responses to change. They evaluate how attitudes and beliefs about equality, respect, diversity and inclusion influence the nature and quality of relationships. Students propose and justify strategies to manage online and offline situations where their own or others’ health, safety, relationships or wellbeing may be at risk. They synthesise health information from credible sources to propose and justify strategies to enhance their own and others’ health, safety, relationships and wellbeing. Students evaluate and refine their own and others’ movement skills and performances, and apply movement concepts in challenging or unfamiliar situations. They adapt and transfer movement strategies to unfamiliar situations to achieve successful outcomes. Students propose and evaluate community-based physical activity interventions designed to improve the health, fitness and wellbeing of themselves and others. They apply and evaluate leadership approaches, collaboration strategies and ethical behaviours across a range of movement
Content descriptions
Critique health information, services and media messaging about relationships, lifestyle choices, health decisions and behaviours to evaluate their influence on individual attitudes and actions. (AC9HP10P09)
Plan, justify and critique strategies to enhance their own and others’ health, safety, relationships and wellbeing. (AC9HP10P10)
Design, implement and evaluate personalised plans for improving or maintaining their own or others’ physical activity levels to achieve fitness, health and wellbeing outcomes. (AC9HP10M06)
Teacher resources
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Y-chart template
The normal man
Student learning resources
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Building charts and tables
My health and wellbeing balance
What works?
Life. Be in it!
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
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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. -
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.
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Use class discussion to hear student perspectives and provide them with feedback.
Part B – My health balance
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Students complete the self-reflection.
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Use class discussion to hear student perspectives and provide them with feedback.
Part C – What works
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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.
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Students complete the What works investigation.
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As a class, discuss the different federal programs or services that are available.
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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!
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Play: The normal man. This video is part of the ‘Life be in it!’ campaign that promoted healthy and active lifestyles.
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As a class, discuss:
- stereotyping in the advertisement
- the purpose of the campaign.
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Students work individually on the Life be in it! investigation.
Refer students to Building charts and tables – How-to-sheet. -
Use class discussion to hear student findings and provide them with feedback.