The web of wellbeing

SubjectHealth & Physical Education YearSenior secondary Curriculum Time790

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In this suite of activities, students critically analyse how health and wellbeing are influenced by conditions into which people are born, grow, live, work and age. They build on their understanding of what the Australian health care system is doing to address inequalities.

Australian Curriculum or Syllabus

Links to Curriculum


  • critically analyse impacts of factors and determinants that influence health (sociocultural, economic and political)
  • undertake independent inquiries and research into health promotion campaigns or programs
  • critically analyse data and information from credible sources, identify trends, develop an argument and draw conclusions
  • describe government roles and responsibilities for health promotion and determine their effectiveness for all Australians
  • investigate, in depth, Australia’s past, present and emerging health priorities
  • research and analyse health and wellbeing inequities and what contributes to them.

See also:

Teacher resources

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Understanding wellbeing

Student learning resources

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Health initiatives


Exploring equity


Global health

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: Understanding wellbeing

  1. As a class, discuss the concept of wellbeing. Wellbeing includes having good health, high life satisfaction, and a sense of meaning or purpose. The following questions can be used as prompts:
    • How do people describe wellbeing?
    • What is the opposite of wellbeing?
    • Why might there be different understandings of wellbeing?
  2. Use the visualiser to introduce factors that affect wellbeing and to provide table groups with discussion points.
    Choose a discussion strategy to support collaboration and participation.
  3. Conduct a class discussion and summarise student conclusions.
  4. Display the slide ‘Maslow’s hierarchy of needs’ on the visualiser.
  5. Students individually investigate Maslow’s hierarchy of needs and in table groups, discuss the relevance and validity of the hierarchy in relation to the needs of young people today.

Part B: Exploring health and equity and the role of governments

  1. There are three short investigations for students to complete. Depending on their levels of interest and readiness, students could complete these investigations individually or collaboratively. The investigations are:
  2. Think-pair-share: What is the relationship between tax spending on health and health outcomes?

Note: You may want to refer students to Calculating mean, median and mode - How-to-sheet for the exploring equity investigation or use the how-to-sheet to explicitly teach the mathematical processes involved.