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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 Advice for teachers Text reference/text activities
12 Characteristics of Define: health; physical, Chapter 1
health and its physical, social social and emotional health (see Pages 1617
and emotional dimensions Glossary); students copy out the
definitions of these terms

Lifespan List the stages of the Learning activities 14 (page 17)


perspective of development 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
Characteristics of Pages 814
development including Define: development;
physical, social, emotional physical, social, emotional and
and intellectual development 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

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

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


explain how growth is measured and
charted
45 The Using an example such as Chapter 1
interrelationship between drug use, develop a flowchart to show Interrelationship within
development and health how health and development are development and health (pages 1718)
interrelated
The Pages 1114
interrelationships within Provide students with a
physical, social, emotional Melways map of the area around the Case study: Domains of
and intellectual development school; students identify parks, schools, health (pages 212)
health services, cycling tracks, sporting
The grounds, recreational services, food
interrelationships between services, etc., then classify these
physical, social, economic places as social, physical, economic or
and political environments political environments. Discuss.
and health and development
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 Advice for teachers Text reference/text activities
67 A range of Define adolescence Chapter 2
cultural differences and Page 25
associated difficulties in List the differences
defining adolescence as a associated with adolescence in different Learning activity 4 (page 27)
stage of the lifespan countries, e.g. rites of passage

The changes in Brainstorm the changes that


physical development for occur during adolescence in males and
male and female youth that females
occur at puberty as a result of
inherited and environmental Revision of reproductive
influences 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 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)
8 The social, Define: intellectual, social Chapter 3
emotional and intellectual and emotional development Pages 501
changes that occur while
establishing a personal Brainstorm what is personal Case study: Changes in
identity 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 Advice for teachers Text reference/text activities
910 A range of social, Brainstorm a list of activities Chapter 3
emotional and physical risk- that might be considered risk-taking;
taking, including risks that indicate the positive and negative risks
assist personal and social that youth take
growth and those that
endanger health and life 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 Advice for teachers Text reference/text activities
11 Community Discuss students thoughts Chapter 3
perceptions of males and on how adolescences are seen by the Perceptions created by the
female youth including the community media (pages 6871)
role of the media in
influencing these perceptions View a variety of newspaper Learning activities 2, 3, 5
articles that discuss adolescents (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 Advice for teachers Text reference/text activities
1216 The current Brainstorm a list of Chapters 4, 5, & 6
health status of male and challenges that occur from childhood to
female youth, including adulthood
differences between socio- Learning activities 17
economic groups Students choose a (page 79)
topic/challenge they wish to investigate, Learning activities 25, 7
A range of e.g. teen pregnancy, contraception, (page 82)
challenges to health and smoking, alcohol Case study: Kids help line
development for males and (page 87)
females during the transition Students complete a Review questions 27 (page
from childhood to adulthood research assignment that addresses 96)
these challenging issues; it could
The impact of include the following:
one challenge on the health Why is it a challenging
and development of male and issue?
female youth Statistics on the issue, e.g. Case study: Its a mirage!
morbidity and mortality rates, trends They do leave home (page 101)
The range of over time Learning activities 17
sources and accessibility of How this issue affects youth (page 107)
information and support in development and health
relation to a challenge to Protective factors the may
youth health and help youth prevent or limit the
development damage
Types of community action
The protective
being taken in relation to this issue
factors and supportive Learning activities 14
The attitudes of the
environments for male and (page 126)
community to people who experience
female youth in relation to the Case study: The tenth
this issue
challenge, and the role they Youth Round Table (pages 1323)
play in maintaining or Government, community or
school policies that could impact on Review questions 1, 3, 5, 7,
promoting health and

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

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