AN UM H G D T O N

AN UM H G D T O N

AN UM H G D T O N N R A E P M

H T OP ON L I A L T E E I V H E S

8 N 1 D A TR 017 2 M RA THE STUDY DESIGN Brand new Study Design for Units 1-4 in 2018 The Study Design is your go to! It has every piece of information you need to know

http://www.vcaa.vic.edu.au/Documents/vce/hhd/HealthHumDev SD-2018.pdf Get used to referring to the Study Design in Units 1+2 so once you hit Units 3+4 it becomes a breeze! UNIT 1 UNDERSTANDING HEALTH AND WELLBEING This unit looks at health and wellbeing as a concept with various perspectives and definitions. It takes the view that health and wellbeing are subject to a wide range of interpretations, with different meanings for different people. We will identify personal perspectives and priorities relating to health and wellbeing, and enquire into factors that influence health

attitudes, beliefs and practices, including among Aboriginal and Torres Strait Islanders. Multiple dimensions of health and wellbeing and the indicators used to measure and evaluate health status are explored. With a focus on youth, this unit considers health of both individuals and as a cohort. We will build health literacy through interpreting and using data, through investigating the role of food, and through extended inquiry into one youth health focus area. OUTCOME 1- HEALTH PERSPECTIVES AND INFLUENCES This outcome explores the multiple dimensions of health and

wellbeing, indicators used to measure health status and factors that contribute to variations in health status of youth. With a focus on youth, students enquire into reasons for variations and inequalities in health status, including sociocultural factors that contribute to variations in health behaviours. OUTCOME 2- HEALTH AND NUTRITION This area of study explores food and nutrition as foundations for good health and wellbeing. Students investigate the roles and sources of major nutrients and the use of food selection models and other tools to promote healthy eating.

They look at the health and wellbeing consequences of dietary imbalance, especially for youth, and consider the social, cultural and political factors that influence the food practices of and food choices made by youth. They develop strategies for building health literacy and evaluating nutrition information from various sources, including advertisements and social media. OUTCOME 3- YOUTH HEALTH AND WELLBEING In this area of study students focus on the health and wellbeing of Australias youth, and conduct independent research into a selected area of interest.

Students identify major health inequalities among Australias youth and reflect on the causes. They apply research skills to find out what young people are most focused on and concerned about with regard to health and wellbeing. Students inquire into how governments and organisations develop and implement youth health programs, and consider the use of health data and the influence of community values and expectations. Students select a particular focus area and conduct research, interpret data and draw conclusions on how the health and wellbeing of Australias youth can be promoted and improved. UNIT 2- MANAGING HEALTH AND DEVELOPMENT

This unit investigates transitions in health and wellbeing, and development, from lifespan and societal perspectives. Students look at changes and expectations that are part of the progression from youth to adulthood. This unit promotes the application of health literacy skills through an examination of adulthood as a time of increasing independence and responsibility, involving the establishment of long-term relationships, possible considerations of parenthood and management of health-related milestones and changes. Students enquire into the Australian healthcare system and extend their capacity to access and analyse health information. They investigate the challenges and opportunities presented by digital media and health technologies, and consider issues surrounding the

use of health data and access to quality health care OUTCOME 1- DEVELOPMENTAL TRANSITIONS This area of study examines the developmental transitions from youth to adulthood, with a focus on expected changes, significant decisions, and protective factors, including behaviours. Students consider perceptions of what it means to be a youth and an adult and investigate the expected physical and social changes. They inquire into factors that influence both the transition from youth to adulthood and later health status. They consider the characteristics of respectful, healthy relationships. Students examine parenthood as a potential transition in life.

With a focus on the influence of parents/carers and families, students investigate factors that contribute to development, health and wellbeing during the prenatal, infancy and early childhood stages of the lifespan. Health and wellbeing is considered as an intergenerational concept (that is, the health and wellbeing of one generation affects the next) OUTCOME 2- HEALTHCARE IN AUSTRALIA This area of study investigates the health system in Australia. Students examine the functions of various entities that play a role in our health system. They inquire into equity of access to health services, as well as the rights and responsibilities of individuals receiving care.

Students research the range of health services in their communities and suggest how to improve health and wellbeing outcomes and health literacy in Australia. They explore a range of issues associated with the use of new and emerging health procedures and technologies such as reproductive technologies, artificial intelligence, robotics, nanotechnology, threedimensional printing of body parts and use of stem cells. ASSESSMENT OF OUTCOMES To pass each Outcome you must demonstrate the required knowledge through coursework and SACs SAC pass marks are 40% however we want you striving much higher than that If you do not pass the SAC on the first attempt you will be

given another opportunity to demonstrate knowledge. This can be through a variety of ways such as: Resitting SAC Verbal Discussion Additional Questions Through Unit 1 and 2 you can be assessed in a variety of ways such as: Tests and structured set of questions Case studies Data analysis Media responses Written reports Orals

EXPECTATIONS Youve now hit VCE Big increase in workload Submit work on time, otherwise it all builds up Communication is the key (absences, late work etc) Stay organised A FEW TIPS ON NOTE TAKING Your brain cant retain slabs of writing

When taking notes, imagine there is a line vertically down the middle of the page You dont want each dot point to go more than about half way Use headings then sub headings Highlight key terms Create cue cards with definitions HOLIDAY HOMEWORK Complete Unit 1 Transition booklet All activities stated in the booklet must be completed Including textbook questions, online research etc. Due: first class back of 2018!

WHAT IS HEALTH? In small groups develop a definition of health https://www.youtube.com/watch? v=geX1V1Q1BHY&t=18s ARE THESE PEOPLE HEALTHY? Dylan Alcott Ashleigh McConnell ~ below elbow limb removal

GROUP TASK 1. In group trace around someone and annotate your diagram with characteristics of a person experiencing optimal health and wellbeing. 2. Complete page 6 of the booklet WHO definition of health H E A LT H I S A S T A T E O F C O M P L E T E P H Y S I C A L , M E N TA L A N D S O C I A L W E L L B E I N G A N D N O T M E R E LY T H E A B S E N C E O F D I S E A S E O R INFIRMITY (WHO DEFINITION)

What are the limitations of this definition? LIMITATIONS OF WHO DEFINITION It does not give everyone the opportunity to be considered healthy Achieving complete wellbeing in just one dimension of health is very difficult and therefore according to this definition it makes good health unattainable for most people. Health is a state and is therefore dynamic and is always changing. Health can be optimal one moment, and then events such as accidents, illness, relationship breakdown and stressful incidents can change the state

of health very quickly. This means that it can also improve quickly also. ARE THESE PEOPLE HEALTHY BASED OFF THE WHO DEFINITION? Dylan Alcott Ashleigh McConnell ~ below elbow limb removal HEALTH & WELLBEING The WHO definition of health makes reference to the concept of wellbeing. Wellbeing and health are related, they will be considered

together as one concept in HHD. Health and wellbeing relates to the state of a persons physical, social, emotional, mental and spiritual wellbeing and is characterized by an equilibrium in which the individual feels happy, health, capable and engaged. RATE THESE FACTORS ON A SCALE OF 110 FOR YOURSELF. How do this negatively impact on your health? Which ones are

most important and why? OLD!!!!!! DIMENSIONS OF HEALTH (PMS) Physic al Menta l Social

Physical health: Physical health refers to the current condition of the body and its systems. Mental health: Refers to a state of wellbeing in which the individual realizes his or her own abilities, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to his or her community. Social health: refers to these interactions and their quality.

DIMENSIONS OF HEALTH AND WELLBEING Emotiona l Social Physical Mental Spiritua l

PHYSICAL HEALTH & WELLBEING Physical health & wellbeing is a state of physical wellbeing that relates to the functioning of the body and its systems, and in which a person is able to perform their daily tasks without physical restrictions. Physical health and wellbeing can be measured using indicators such as; SOCIAL HEALTH AND WELLBEING Social health and wellbeing is concerned with the ability to form meaningful and satisfying relationships with others as well as the ability to manage or adapt appropriately to difference social situations.

EMOTIONAL HEALTH AND WELLBEING Is defined as the ability to recognize, understand and effectively manage and express emotions as well as the ability to display resilience. MENTAL HEALTH AND WELLBEING Mental health and wellbeing refers to the state of a persons mind or brain and relates to the ability to think and process information. SPIRITUAL HEALTH AND WELLBEING Spiritual health and wellbeing can be defined as ideas, beliefs, values

and ethics that arise in the mind and conscience oh human beings. It includes the concepts of hope, peace, a guiding sense of meaning or value and reflection on a persons place in the world. Spiritual health and wellbeing can also relate to organised religion, a higher power and prayer, values and a sense of purpose in life. DEVELOP A SILLY ACRONYM TO REMEMBER THE 5 DIMENSIONS OF HEALTH & WELLBEING YOUTH PERSPECTIVES ON THE MEANING OG HEALTH & WELLBEING

As a class complete activities 1.4 on page 18 of the textbook Holiday homework reflection task Question 14, who did which task? VARIATIONS IN HEALTH PERSPECTIVES AND PRIORITIES ACCORDING TO AGE, CULTURE, RELIGION, GENDER & SES. AGE ~ lets do a timeline outlining the differences

Health and wellbeing perspectives increase in complexity as we age. Early primary school aged (prep-grade 4) childrens understanding about health stems from the knowledge of what makes a healthy body, with the focus on growing up and being safe. Young people ages 8-15 years undertook a survey by the ABS on what the term health means to them. They listed; diet nutrition,

weight, junk food, sport, fitness and personal hygiene. Mental health concerns was also mentioned. The 15-24 year old had similar perspectives on health & wellbeing to the younger group. Physical health & wellbeing seen as a priority. However, the importance of relationships and peer acceptance in this group was also high priority. Mental disorders are the highest contributor to the overall burden of disease for young people (50%). WHY IS THIS? WOULD IT BE DIFFERENT FOR BOYS AND GIRLS?

VARIATIONS IN HEALTH PERSPECTIVES AND PRIORITIES ACCORDING TO AGE, CULTURE, RELIGION, GENDER & SES. Early adulthood (25-39 years) is when the body is at its physical peak, so fitness is very important through this stage. Weight control and body image are a focus during this age as forming a relationship and having intimacy are priorities. This stage is also associated with a number of emotions eg. Getting a full time job, getting married & buying a house.

Middle adulthood 4064 years perspectives on health and wellbeing are largely associated with illness prevention. Also accepting and adjusting to physical changes. -What are some of the key illness in this age group? -What preventative practices may be put in place? VARIATIONS IN HEALTH PERSPECTIVES AND PRIORITIES ACCORDING TO AGE, CULTURE, RELIGION, GENDER & SES.

People in later adulthood (65+ years) have similar health and wellbeing perspectives to those in middle adulthood. People like to focus on living independently and keeping their minds active. Social health and wellbeing is also prioritised as they take on a new role as grandparents. VARIATIONS IN HEALTH PERSPECTIVES AND

PRIORITIES ACCORDING TO AGE, CULTURE, RELIGION, GENDER & SES. Q. Which gender do you think assess their overall health better and why? VARIATIONS IN HEALTH PERSPECTIVES AND PRIORITIES ACCORDING TO AGE, CULTURE, RELIGION, GENDER & SES. Gender 54.8 % of men & 57.6% of women rated their overall health status as being excellent or very good in 2014-15.

Females are typically more health conscious than males and have more of a holistic view of their health and wellbeing. Males concept of health is often more associated with the physical dimension and a main focus on physical fitness. Social media is assisting with changing mens perspectives on their overall health.

Q. Can you name any social media ads which has assisted with this? https://www.youtube.com/channel/UCuISjZcTmzLbBQ6OEAoUSq A https://www.youtube.com/watch?v=sOnqQijEQQo VARIATIONS IN HEALTH PERSPECTIVES AND PRIORITIES ACCORDING TO AGE, CULTURE, RELIGION, GENDER & SES. Culture Different cultures have different views and perspectives on

health and wellbeing. Western cultures, such as Australia generally view health & wellbeing within the context of professional medical practices. Some cultures such as traditional Vietnamese believe ill health is a result of supernatural context and promote prayer and cultural intervention. In many Asian cultures, decisions about health and wellbeing are made by the eldest male member of the family. In some cultures individuals are unable to discuss mental disorders let alone accept assistance from health

professionals due to shame and failure. Many Australians are trying Chinese medicine these days to assist with healing. https://www.youtube.com/watch?v=eNtaooKmJpE TEST YOUR KNOWLEDGE Questions 3-5, 8-10 page 26 of your textbook

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