Heinemann Health and Human Development for Victoria: Unit 1

Sample teaching and learning program by Area of Study

Heinemann Health and Human Development

for Victoria: Unit 1
Sample teaching and learning program
by Area of Study

The following program has been compiled as a sample only. It incorporates features of
Change, Challenges + Health: Health and Human Development Unit 1
Authors: Dorothy Carey, Glenise Perraton, Kim Weston, Tony Worsley and Gail Boddy
Contributions by Sally Lasslett
Prepared by Sally Lasslett
This program includes teaching and learning activities to cover the Unit 1 Health and Human
Development Study Design.
Unit 1 Youth, health and development
Areas of Study:
1 Understanding health and development
2 Transition to adulthood
3 Challenges for youth
Each of the following grids provides a program of teaching and learning for approximately 18 weeks.
This takes into consideration the interruptions throughout the school term and allows time for
assessment (SACs).

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Heinemann Health and Human Development for Victoria: Unit 1
Sample teaching and learning program by Area of Study

Unit 1 Youth, health and development

Area of Study 1
Understanding health and development

Outcome 1

Key skills:

Define key health and development concepts and use them appropriately
Apply health and development principles, knowledge and concepts
Interpret, analyse and communicate health and development information
Work cooperatively in groups

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Heinemann Health and Human Development for Victoria: Unit 1
Sample teaching and learning program by Area of Study
Week Key knowledge/dot points
12 Characteristics of
health and its physical, social
and emotional dimensions
Lifespan
perspective of development
Characteristics of
development including
physical, social, emotional
and intellectual development
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Advice for teachers Text reference/text activities
Define: health; physical, Chapter 1
social and emotional health (see Pages 1617
Glossary); students copy out the
definitions of these terms
List the stages of the Learning activities 14 (page 17)
lifespan; students list two types of
development that they think occur
during each stage of development
Use diagrams of the
different stages of the lifespan; students
suggest the age ranges of each stage of
the lifespan
Pages 814
Define: development;
physical, social, emotional and
intellectual development; students
suggest five types of development for
each category Learning activities 1, 6, 7 (page 14)
Show and tell poster
activity; students bring a range of photos
of themselves and for each photo write
the following:
age
special event
most significant people in their lives
name of best friend
3
Heinemann Health and Human Development for Victoria: Unit 1
Sample teaching and learning program by Area of Study

Week Key knowledge/dot points
3 The principals
and cephalocaudal and
proximodistal patterns of
development
Advice for teachers Text reference/text activities
Define: cephalocaudal, Chapter 1
proximodistal Pages 1415
Use a diagram to explain
how development occurs with these two
patterns of development

Use percentile charts to Learning activities 1, 2 (page 15)

45 The
interrelationship between
development and health
The
interrelationships within
physical, social, emotional
and intellectual development
The
interrelationships between
physical, social, economic
and political environments
and health and development
explain how growth is measured and
charted
Using an example such as Chapter 1
drug use, develop a flowchart to show Interrelationship within
how health and development are development and health (pages 1718)
interrelated
Pages 1114
Provide students with a
Melways map of the area around the Case study: Domains of
school; students identify parks, schools, health (pages 212)
health services, cycling tracks, sporting
grounds, recreational services, food
services, etc., then classify these
places as social, physical, economic or
political environments. Discuss.
SAC 1

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Heinemann Health and Human Development for Victoria: Unit 1
Sample teaching and learning program by Area of Study

Area of Study 2
Transition to adulthood

Outcome 2

Key skills:

Gather relevant information about youth health and development using a range of sources such as primary data,
print and electronic material
Analyse and interpret data on changes in youth health and development
Make informed predictions about health and development of male and female youth based on an analysis of
inherited and environmental influences
Communicate health and development information
Work cooperatively in groups

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Heinemann Health and Human Development for Victoria: Unit 1
Sample teaching and learning program by Area of Study

Week Key knowledge/dot points
67 A range of
cultural differences and
associated difficulties in
defining adolescence as a
stage of the lifespan
Advice for teachers Text reference/text activities
Define adolescence Chapter 2
Page 25
List the differences
associated with adolescence in different Learning activity 4 (page 27)
countries, e.g. rites of passage

The changes in Brainstorm the changes that

physical development for
male and female youth that
occur at puberty as a result of
inherited and environmental
influences
occur during adolescence in males and
females
Revision of reproductive
systems; label a reproductive diagram

Define puberty

Students use the text to Pages 3241

develop a timeline of development in
males and females; list the major
changes that occur in both sexes, state
when the changes begin and the
hormones involved

Discuss the influences of

hormones on the body during youth.

VIDEO: The Human Body,

part 4 (The Raging Teens)
Pages 2934
Students complete a
summary table that shows the

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Heinemann Health and Human Development for Victoria: Unit 1
Sample teaching and learning program by Area of Study

Week Key knowledge/dot points
8 The social,
emotional and intellectual
changes that occur while
establishing a personal
identity
Advice for teachers Text reference/text activities
hormones, the functions and the
development that occurs Pages 3944
Case study: Malfunctioning
Students summarise the glands (page 36)
inherited and environmental influences Learning activities 112
on growth and development (page 39)
Define: intellectual, social Chapter 3
and emotional development Pages 501
Brainstorm what is personal Case study: Changes in
identity; list the ways in which youth relationships and friendship groups
develop their own personal identity (page 58)
Learning activities 1, 4, 8, 9,
11 (pages 5960)
Students complete a survey
of children and adolescents Learning activity 10
(page 60)

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Heinemann Health and Human Development for Victoria: Unit 1
Sample teaching and learning program by Area of Study

Week Key knowledge/dot points
910 A range of social,
emotional and physical risk-
taking, including risks that
assist personal and social
growth and those that
endanger health and life
Advice for teachers Text reference/text activities
Brainstorm a list of activities Chapter 3
that might be considered risk-taking;
indicate the positive and negative risks
that youth take
As a class decide whether
risks can be positive and negative

Define risk-taking Page 60

The social and
cultural influences on the Student oral presentation: Pages 6067
rights and responsibilities of students pick one risk-taking behaviour
males and females from a lucky dip; they research the risk,
associated with including an explanation of the risk, who
independence and is affected by the risk and
interdependence consequences on health and
development

Brainstorm the rights and

responsibilities of males and females
Learning activities 15
SAC 2 (page 68)

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Heinemann Health and Human Development for Victoria: Unit 1
Sample teaching and learning program by Area of Study

Week Key knowledge/dot points
11 Community
perceptions of males and
female youth including the
role of the media in
influencing these perceptions
Advice for teachers
Discuss students thoughts
on how adolescences are seen by the
community
View a variety of newspaper
articles that discuss adolescents
Text reference/text activities
Chapter 3
Perceptions created by the
media (pages 6871)
Learning activities 2, 3, 5
(page 71)

The impact of
food intake and physical Explain the impact of
activity on youth health and excess or insufficient food intake and
development lack of physical activity on youth health
and development
Review questions 1, 3 (page
72)

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Heinemann Health and Human Development for Victoria: Unit 1
Sample teaching and learning program by Area of Study

Area of Study 3
Challenges for youth

Outcome 3

Key skills:

Gather information relating to challenges for youth health and development using a range of sources such as primary
data, print and electronic media
Collect, analyse and interpret data on the health and development of male and female youth
Research and analyse information relevant to a selected challenge to youth health and development
Synthesise information to develop and justify actions by individuals, families and the community to optimise youth
health and development
Communicate and present health and development information
Work cooperatively in groups

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Heinemann Health and Human Development for Victoria: Unit 1
Sample teaching and learning program by Area of Study
Week Key knowledge/dot points
1216 The current
health status of male and
female youth, including
differences between socio-
economic groups
A range of
challenges to health and
development for males and
females during the transition
from childhood to adulthood
The impact of
one challenge on the health
and development of male and
female youth
The range of
sources and accessibility of
information and support in
relation to a challenge to
youth health and
development
The protective
factors and supportive
environments for male and
female youth in relation to the
challenge, and the role they
play in maintaining or
promoting health and
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Advice for teachers Text reference/text activities
Brainstorm a list of Chapters 4, 5, & 6
challenges that occur from childhood to
adulthood
Learning activities 17
Students choose a (page 79)
topic/challenge they wish to investigate, Learning activities 25, 7
e.g. teen pregnancy, contraception, (page 82)
smoking, alcohol Case study: Kids help line
(page 87)
Students complete a Review questions 27 (page
research assignment that addresses 96)
these challenging issues; it could
include the following:
Why is it a challenging
issue?
Statistics on the issue, e.g. Case study: Its a mirage!
morbidity and mortality rates, trends They do leave home (page 101)
over time Learning activities 17
How this issue affects youth (page 107)
development and health
Protective factors the may
help youth prevent or limit the
damage
Types of community action
being taken in relation to this issue
Learning activities 14
The attitudes of the
(page 126)
community to people who experience
Case study: The tenth
this issue
Youth Round Table (pages 1323)
Government, community or
school policies that could impact on Review questions 1, 3, 5, 7,
11
Heinemann Health and Human Development for Victoria: Unit 1
Sample teaching and learning program by Area of Study

Week Key knowledge/dot points Advice for teachers Text reference/text activities
development within the this issue 8 (page 140)
community

The differing
values, attitudes and
understandings of the
challenge to youth health and
development within the
community
The types of
community action being taken
in relation to the challenge to
youth health and
development
The policies that
impact on youth health and
development in relation to the
challenge
17
Develop a list of
recommendations to help youth who
experience this challenging issue. This
research assignment could be used to
develop a SAC; students could develop
posters of information or brochures for
display in the library or other relevant
student area. Make students aware of
the relevant information on the many
issues covered in text.
SAC 3

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