LEARNING AND ASSESSMENT PLAN

Stage 2 Health
School The Essington International Senior College Contact Teacher Kimberley O’Meara

Other schools using this plan nil

Enrolment Code Program

SACE
Year No. of Credits Variant Code
School Code Stage Subject Code
(10 or 20) (A–W)

9 2 5 2018 2 H E H 20 A
COHORT/CONTEXT DESCRIPTION

This course is designed to provide students with the appropriate knowledge and understanding of the
many areas of health, health services and health promotion initiatives that are in the community.

The cohort of students comprises a combination of males and females with mixed abilities. Majority of the
students have completed Stage 1 Health and will have some knowledge of health related issues and
current initiatives of the community, education system and Government.

PROGRAM DESIGN

This program will be delivered as a 20 credit unit. Students will participate in two 90 minute lessons and
one 45 minute lesson per week.

To cater for individual learning differences, the program will be delivered with a range of materials,
including visual and audiovisual. The program will involve the students engaging in their own research,
with use of the Charles Darwin University library and online resources, allowing them to explore Core
Concept 2 (The social and economic determinants of health); Option Study 1 (health promotion in the
community), Option Study 3 (sexuality and health) and Option Study 6 (stress and health).
Guest speakers, where relevant will be used to enhance learning.

Students will have the opportunity to explore health promotion campaigns that exist and evaluate their
effectiveness, as well as implement their own to ensure health outcomes are improved in Australia.
Students will investigate the ways that communities and the Government address health/wellbeing issues
and evaluate the effectiveness of these approaches. Students will display their health literacy,
interpersonal, practical and group skills as well as demonstrate a critical understanding of current health
issues.

Students will learn to be proactive and to understand the importance of lifelong skills to improve health
outcomes in the community.

To fill out the information below please double click here.

Recommended by Principal or nominee (signature) Date

Signature of SACE Board Officer Date

SACE Board Officer Number Approved / Not Approved

Accession Number Expiry date of Learning and Assessment Plan

Page 1 of 7 Stage 2 Health 20-credit learning and assessment plan

Ref: A133121 (revised January 2013)
© SACE Board of South Australia 2013
CAPABILITIES, LITERACY AND NUMERACY OPPORTUNITIES

Capabilities
This program allows the development of well-rounded, capable students.

Their capability for communication will be developed through accessing, reading, evaluating, processing and using
language related to health. Their capability for citizenship will be developed through understanding the environment
they live in and its impact on community health. Students will learn of the responsibility that society has to uphold
health initiatives and promote/improve health. They will understand that they are to be proactive in creating healthy
futures.

Students’ capability for learning will be developed; they will be provided with opportunities for critical, ethical, and
reflective thinking. They will investigate and understand matters that have an effect on personal and social health and
environmental sustainability. Students will have the opportunity to apply their knowledge and skills to promote healthy
living for themselves and their community.

Literacy and Numeracy skills

Students will have the opportunity to develop their literacy skills by reading and responding to texts in different
contexts and through communicating their knowledge through writing and speaking. They will also need to interpret
current data including policy documents, media articles, and speeches.

Numeracy skills will be developed when working with numerical data, as well as analysing statistical data relating to
various health issues. They will be required to critically analyse the ways in which numerical data are used in
discussing and explaining health/health issues.

Page 2 of 7 Stage 2 Health 20-credit learning and assessment plan

Ref: A133121 (revised January 2013)
© SACE Board of South Australia 2013
Subject: Health Variant: A School: The Essington International Senior College Contact Teacher: Kimberley O’Meara

ASSESSMENT OVERVIEW
Complete the table below to demonstrate how the set of assessments addresses all of the learning requirements and assessment design criteria.

Learning Requirements Assessment Design Criteria

(Indicate the Learning Requirements addressed) (Indicate the specific features
to be addressed)

actions to promote improved health outcomes

in Australia and globally, and
individuals and communities

Demonstrate a critical understanding of, and

trends and issues affecting

promoting and enhancing

practical, and group skills as applied to an

health outcomes Critically analyse current

Demonstrate participation, interpersonal,

Initiate and evaluate personal and social

the role of education in
Weighting of Assessment Name of Assessment

the health status of

Types

for individuals and communities

Critical Analysis and Evaluation

(as described in the

apply, health and literacy skills

addressing health and well-
on personal and community
understanding of influences

roles and responsibilities of

Investigate and critique the

being issues and priorities

assessment details following)

individuals, communities,
health and well-being

area related to health

Demonstrate a critical

and governments in

Understanding
Investigation

Application
Assessment Weighting
Type (%)

Health Promotion at Essington

Group
and Charles Darwin University
investigation and 30      1,2,3 1,2 1,2,3
(Health Promotion in the
presentation
Community)

Sexual Identity (Sexuality and

  1,2 1
Health)
Issues Analysis 20
Indigenous Health (The Social
& Economic determinants of   1,2 1,2
health)

Practical activity 20 Workshop (Stress and Health)     1 1,3 2,3

Page 3 of 7 Stage 2 Health 20-credit learning and assessment plan

Ref: A133121 (revised January 2013)
© SACE Board of South Australia 2013
 Health promotion activity
(Health Promotion in the    2,3 3
Community)

Personal Health Action

(Health Promotion in the
Community)   1 3 3

External
30 Investigation Please refer to the Subject Operational Information
component

Page 4 of 7 Stage 2 Health 20-credit learning and assessment plan

Ref: A133121 (revised January 2013)
© SACE Board of South Australia 2013
Subject: Health Variant: A School: The Essington International Senior College Contact Teacher: Kimberley O’Meara

ASSESSMENT DETAILS
Use the table below to provide details of the assessments designed to provide opportunities for the range of students in the cohort to show evidence of their learning against the
performance standards.
Name of Assessment Description of Assessment (a description of the flexible, and where appropriate, negotiable, ways Assessment conditions as
(Assessment Type) in which students show evidence that demonstrates their learning against the performance appropriate (e.g. task type, word
standards, including to the highest standard) length, time allocated,
supervision)

Group Investigation and In groups, students will use surveys or interviews to identify health issues relevant to adolescents at The Time allocation: 9 weeks
Presentation: Essington International Senior College and/or Charles Darwin University. They are to choose one health
Health Promotion at Essington issue (relevant to the topics studied in Stage 2 Health) and evaluate the chosen issue, as well as the
Senior College and Charles Darwin effectiveness of current health promotion strategies in that area. The group will research, plan and present Form: Presentation is spoken,
University. their own health promotion activity or social action to a cohort of students. The presentation will run for 20 individual discussion is written.
Option Study 1 - Health Promotion in minutes and will be accompanied by a written component (which each group member does individually).
the Community.
Issues Analysis: After participating in group discussions, using information from class and conducting own research, Time allocation: 3 weeks
‘Sexual Identity’ students will analyse and evaluate the health issues that may be faced by those in the LGBTIQ
Option Study 3- Sexuality and community, in the search for one’s ‘Sexual Identity’. Form: Written
Health.

Issues Analysis: Students will investigate, analyse and evaluate Indigenous Australians’ health and wellbeing (particularly Time allocation: 3 weeks
‘Indigenous Health’ those in remote communities) and make comparisons to Non-Indigenous Australians’ health and
Core Subject 2- The Social and wellbeing. Students may choose to focus on a particular area of health, or look at it broadly. They will need Form: Written
Economic Determinants of Health. to evaluate current actions in place and address social justice issues.

Practical Activity: After participating in group discussions and class activities on the topic of ‘Stress & its effect on health’, Time allocation: 3 weeks
Workshop. students will use this information (as well as the information they research on their own) to create a stress
Option Study 6- Stress and Health. reduction workshop for their peers to attend. Form: Participation and written.
A written piece will be submitted, describing the health effects associated with stress and current actions in
place, as well as their own participation in the program and evaluate its effectiveness in reducing stress.

Practical Activity:
Health Promotion Activity.
Option Study 1- Health Promotion in
the Community.
This assessment task gives students the opportunity to participate in a health-promoting activity beyond Time allocation: Ongoing (any time
the classroom. It requires students to choose a health issue and participate in a social action towards throughout the year).
improving health outcomes in that area. They will write a discussion based on the research conducted and
their experience in the practical activity, including an evaluation of other social actions currently in place for Form: Activity and written reflection.
the chosen issue and their own. Activities could include jump rope for heart, mental illness prevention,
breast cancer awareness, daffodil day, red nose day etc.

Page 5 of 7 Stage 2 Health 20-credit learning and assessment plan

Ref: A133121 (revised January 2013)
© SACE Board of South Australia 2013
 Name of Assessment Description of Assessment (a description of the flexible, and where appropriate, negotiable, ways Assessment conditions as
(Assessment Type) in which students show evidence that demonstrates their learning against the performance appropriate (e.g. task type, word
standards, including to the highest standard) length, time allocated,
supervision)

Practical Activity:
Personal Health Action.
Option Study 1- Health Promotion in
the Community.
This task gives students the opportunity to improve an area of personal health, by omitting a Time allocation: Ongoing (any time
behaviour/habit from their life that is considered unhealthy. It requires students to choose a behaviour that throughout the year).
they engage in that they believe could be affecting their own health negatively. They are to write up a plan
of attack, explain (with evidence) how they believe it will improve their own health, attempt to omit this Form: Activity and written reflection.
behaviour from their life and document their health afterwards. Their reflection must also evaluate their
plan and its level of success.

Investigation Students are directly involved in a personal or community activity or social action to promote improved Written report of a maximum of
(External component) health outcomes for individuals or communities. They present their investigation in the form of a written 2000 words.
report. The investigation enables students to select and analyse information from primary and secondary
sources. Students must undertake at least one survey or interview to use as a primary source in their
investigation. The students are required to keep evidence of the process such as data collection, planning,
and organisation, and to keep the documentation of support materials that allow verification of their work.

Page 6 of 7 Stage 2 Health 20-credit learning and assessment plan

Ref: A133121 (revised January 2013)
© SACE Board of South Australia 2013
 Addendum to:

LEARNING AND ASSESSMENT PLAN

Stage 2 Health

School The Essington International Senior College Contact Teacher Kimberley O’Meara

Other schools using this plan nil

Enrolment Code Program

SACE
Year No. of Credits Variant Code
School Code Stage Subject Code
(10 or 20) (A–W)

9 2 5 2018 2 H E H 20 A

CHANGES MADE TO THE LEARNING AND ASSESSMENT PLAN

PRINCIPAL ENDORSEMENT
The changes made to the Learning and Assessment Plan support student achievement of the performance standards
and retain alignment with the subject outline.

Signature of Principal or nominee Date

Page 7 of 7 Stage 2 Health 20-credit learning and assessment plan

Ref: A133121 (revised January 2013)
© SACE Board of South Australia 2013