From the top
In this set of interconnected learning experiences students analyse factors that influence equity of government health funding and outcomes, with a particular focus on mental health.
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.
From the top
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.
Part A: Tax-societies – disadvantage and equity
- Introduce the idea of equity, equality and justice using the fairness slide on the visualiser:
- Equality is providing everyone with the same thing.
- Equity is providing everyone what they need to succeed.
- Justice is removing the barriers, so no-one needs assistance.
- Use a grouping strategy to organise students into pairs.
- Display the disadvantage and equity slide on the visualiser to provide students with instructions for the activity.
- As a class discuss if they think the tax system is fair or not and why. Invite pairs to display and explain their diagrams.
Part B: Mental health
- Introduce the idea of mental health support services and brainstorm tax-funded services. Write them on the board.
- In table groups students complete the activities on the mental health slide of the visualiser.
- As a class, discuss group responses.