apply self-understanding and decision-making skills apply communication and cooperation skills. Outcome 4 – Health inquiry Students use inquiry skills and processes to investigate and respond to health issues. In achieving this outcome, students: plan a health inquiry to define and research a health issue use a range of information to explore a health issue interpret information to develop a response to the health issue present findings and link the investigation to the response. Organisation This course is organised into a Year 11 syllabus and a Year 12 syllabus. The cognitive complexity of the syllabus content increases from Year 11 to Year 12. Structure of the syllabus The Year 11 syllabus is divided into two units, each of one semester duration, which are typically delivered as a pair. The notional time for each unit is 55 class contact hours. Unit 1 This unit focuses on the health of individuals and communities. Students learn about health determinants and their impact on health. Health promotion is explored and used as a framework for designing approaches to improve health. Students examine attitudes, beliefs and norms and their impact on decision-making, and develop a range of key health skills. Students extend their understandings of factors influencing health, and actions and strategies to protect and promote health through inquiry processes. Unit 2 This unit focuses on the impact of factors influencing the health of communities. Students learn about community development and how community participation can improve health outcomes. Students examine the influence of attitudes, beliefs, and norms on community health behaviours; apply investigative and inquiry processes to analyse issues influencing the health of communities; and develop appropriate responses. The impact of technology on interpersonal skills and strategies for managing such influences are also a focus. Each unit includes: a unit description – a short description of the focus of the unit unit content – the content to be taught and learned.
apply self-understanding and decision-making skills apply communication and cooperation skills. Outcome 4 – Health inquiry Students use inquiry skills and processes to investigate and respond to health issues. In achieving this outcome, students: plan a health inquiry to define and research a health issue use a range of information to explore a health issue interpret information to develop a response to the health issue present findings and link the investigation to the response. Organisation This course is organised into a Year 11 syllabus and a Year 12 syllabus. The cognitive complexity of the syllabus content increases from Year 11 to Year 12. Structure of the syllabus The Year 11 syllabus is divided into two units, each of one semester duration, which are typically delivered as a pair. The notional time for each unit is 55 class contact hours. Unit 1 This unit focuses on the health of individuals and communities. Students learn about health determinants and their impact on health. Health promotion is explored and used as a framework for designing approaches to improve health. Students examine attitudes, beliefs and norms and their impact on decision-making, and develop a range of key health skills. Students extend their understandings of factors influencing health, and actions and strategies to protect and promote health through inquiry processes. Unit 2 This unit focuses on the impact of factors influencing the health of communities. Students learn about community development and how community participation can improve health outcomes. Students examine the influence of attitudes, beliefs, and norms on community health behaviours; apply investigative and inquiry processes to analyse issues influencing the health of communities; and develop appropriate responses. The impact of technology on interpersonal skills and strategies for managing such influences are also a focus. Each unit includes: a unit description – a short description of the focus of the unit unit content – the content to be taught and learned.