Subject description

Health and Wellbeing is a 20-credit subject at Stage 2.

In Stage 2 Health and Wellbeing, students develop the knowledge, skills, and understandings required to explore and analyse influences and make informed decisions regarding health and wellbeing. They consider the role of health and wellbeing in various contexts and explore ways of promoting positive outcomes for individuals, communities, and global society.

Health and wellbeing is influenced by diverse social and cultural attitudes, beliefs, and practices. An awareness and analysis of the health and wellbeing status of individuals, communities, and global societies incorporates health determinants, inequities, barriers, and strategies. Students explore principles, frameworks, models, and theories relating to health and wellbeing.

In Stage 2 Health and Wellbeing, student agency is promoted through providing opportunities to make responsible choices and decisions in a rapidly changing world. Students play an active role in negotiating what and how they will learn. Students explore and develop skills as agents and advocates for change and consider moral and ethical perspectives. 

Students evaluate current trends and issues that impact health and wellbeing. They reflect on personal and community actions to promote and improve sustainable outcomes for individuals and global society.

Capabilities

The capabilities connect student learning within and across subjects in a range of contexts. 

The SACE identifies seven capabilities.

Literacy

In this subject, students extend and apply their literacy capability by, for example:

• communicating with a range of people in different contexts
• asking questions, expressing opinions, and taking different perspectives into account
• reading, viewing, writing, listening, and speaking using a range of technologies
• identifying, analysing, and evaluating appropriate sources
• exploring and making connections with relevant community health agencies
• critically analysing information in terms of individual and community health and wellbeing.

Numeracy

In this subject, students extend and apply their numeracy capability by, for example:

• sequencing events and creating timelines
• interpreting and analysing data from a variety of sources
• collecting, designing, and explaining data, graphs, and charts to demonstrate an understanding of relevant health issues and trends
• using and analysing quantitative and qualitative primary and secondary data.

Information and communication technology (ICT) capability

In this subject, students extend and apply their ICT capability by, for example:

• researching and accessing information using a variety of technologies including social media and apps
• collecting, representing, and analysing primary and secondary data electronically
• collaborating in a digital environment, including the use of social media
• using visual and multimedia sources to access information and present findings
• creating and identifying positive health and wellbeing digital footprints.

Critical and creative thinking

In this subject, students extend and apply their critical and creative thinking capability by, for example:

• deconstructing and analysing social equity issues
• comparing and evaluating community and government services, policies, and funding
• selecting and considering appropriate evidence in relation to global developments in health and wellbeing
• asking questions, analysing data and opinions, explaining phenomena, and developing a position concerning local, global, or cultural issues 
• accessing, analysing, and critically assessing media messages
• creating new media content in relation to health and wellbeing
• questioning concepts such as ‘truth’ and ‘information’, and examining inequalities in the media around health and wellbeing
• using student agency to purposefully synthesise learning from sources on the basis of relevance and reliability
• evaluating the worth, validity, and reliability of sources on the basis of consistency and one’s own knowledge and experience
• understanding the perspectives of others in order to facilitate mature and tolerant interpretations of differences among groups
• evaluating different courses of action, proposing solutions, and considering immediate and indirect implications of actions.

Personal and social capability

In this subject, students extend and apply their personal and social capability by, for example:

• collaborating with others to plan and implement health-promoting activities/social action
• developing awareness of influences, including sociocultural influences, on health and wellbeing factors
• exploring and developing skills as agents and advocates for change
• understanding the role of self, community, and culture in health promotion
• developing the skills to take action to promote social equity
• evaluating and reflecting on learning about equality and social equity
• developing skills to manage various aspects of life, including physical, emotional, mental, and spiritual wellbeing.

Ethical understanding

In this subject, students extend and apply their ethical understanding capability by, for example: 

• identifying and addressing origins of different perspectives on health issues
• considering moral and ethical perspectives
• respecting protocols when gathering and sharing information about the health and wellbeing status of individuals and groups
• identifying and investigating moral and ethical developments that impact on health and wellbeing at a personal, local, or global level
• identifying and challenging the barriers that limit accessibility to health information and services at an individual, community, and global level
• analysing the role and responsibilities of government and communities, including non-government organisations (NGOs), in providing accessible and inclusive health services
• exploring the diversity of experiences that lead to individual choices about health and wellbeing
• analysing the relationship between responsible use of digital technology and health and wellbeing outcomes
• critically analysing social action for its sustainability, inclusivity, and ethical appropriateness.

Intercultural understanding

In this subject, students extend and apply their intercultural understanding capability by, for example:

• demonstrating an understanding of global health issues 
• identifying misinformation and challenging stereotypes 
• understanding and appreciating the perspectives of others
• evaluating the impact of cultural diversity on health and wellbeing choices
• respecting and understanding the importance of being culturally sensitive and inclusive when addressing health and wellbeing topics
• appreciating the role that culture has in health and wellbeing outcomes for individuals and communities
• identifying and engaging in social action to celebrate cultural diversity and enhance health and wellbeing outcomes for diverse communities
• analysing the sustainability of social action and health promotion to improve health outcomes for individuals across all cultures
• engaging with diverse ways of thinking about health and wellbeing.

Aboriginal and Torres Strait Islander knowledge, cultures, and perspectives

In partnership with Aboriginal and Torres Strait Islander communities, and schools and school sectors, the SACE Board of South Australia supports the development of high-quality learning and assessment design that respects the diverse knowledge, cultures, and perspectives of Indigenous Australians.

The SACE Board encourages teachers to include Aboriginal and Torres Strait Islander knowledge and perspectives in the design, delivery, and assessment of teaching and learning programs by:

• providing opportunities in SACE subjects for students to learn about Aboriginal and Torres Strait Islander histories, cultures, and contemporary experiences
• recognising and respecting the significant contribution of Aboriginal and Torres Strait Islander peoples to Australian society
• drawing students’ attention to the value of Aboriginal and Torres Strait Islander knowledge and perspectives from the past and the present
• promoting the use of culturally appropriate protocols when engaging with and learning from Aboriginal and Torres Strait Islander peoples and communities.  

Learning requirements

The learning requirements summarise the knowledge, skills, and understanding that students are expected to develop and demonstrate through their learning in Stage 2 Health and Wellbeing.

In this subject, students are expected to:

1. develop empathetic and ethical understanding of health and wellbeing issues
2. apply knowledge and understanding of health and wellbeing concepts to contemporary issues and make informed decisions
3. analyse and evaluate health and wellbeing trends and issues in diverse contexts 
4. plan, create, and undertake action to improve health and wellbeing outcomes individually and collaboratively 
5. evaluate personal and social action through reflective practice.

Content

Health is a state of physical, mental, and social wellbeing. Wellbeing is a complex combination of all dimensions of health and is an implicit element of health. Health and wellbeing is an evolving subject with varying contexts and perspectives. The term health encompasses wellbeing.

Health and Wellbeing is a 20-credit subject at Stage 2. Teachers select from the following concepts:

• health literacy 
• health determinants
• health promotion
• social equity.

Students become agents of change who may be independent and collaborative learners, critical and creative thinkers of their own and others perspective.

These inter-related concepts underpin the content of this subject, and may be considered in individual, local, and global contexts, as shown in the diagram. They are not discrete topics taught in isolation but should be contextualised through case studies and real-life examples.

The following knowledge, skills, and understandings may be developed: 

• mindfulness and self-reflection 
• resilience 
• self-development and management 
• safe failure 
• communication and collaboration 
• open-mindedness and respecting diverse opinions 
• beliefs, attitudes, and values.

Teachers select from the concepts of Health Literacy, Health Determinants, Social Equity, and Health Promotion. These may be considered through the lens of individual, local, and global contexts.

Health literacy

In health literacy, students develop the skills to research, understand, and comprehend different sources of information. Students critique, interpret, and make informed decisions about health and wellbeing information and advice. They consider how and where to seek contemporary, valid, and reliable information to promote and maintain good health and wellbeing. Improving people's access to and understanding of health information empowers them to make informed decisions. Students will engage with individual, local, and global health and wellbeing trends, including the impact of digital resources.

Learning activities 

The following learning activities are suggestions only. Teachers may select and adapt suitable activities from this list or design their own. 

Students may develop an understanding of health literacy by: 

• identifying, understanding, and applying current and contemporary health language from a diverse range of sources and contexts 
• developing and reflecting on their own values, beliefs, and attitudes, and those of others 
• personalising by expressing how they feel about the issue being considered, why they might feel that way, and what this means for them and others  
• collecting, analysing, and interpreting a range of primary and secondary sources for bias, relevance, currency, and credibility 
• creating surveys and conducting interviews, and collating and interpreting survey data 
• critically analysing and evaluating findings  
• exploring health and wellbeing theories, concepts, or methodologies. 

Health determinants

In health determinants, students develop an understanding of the determinants of health through a variety of tasks. The impact of health determinants and health status will differ according to individual, local, and global contexts.  

Health determinants may include: 

• environmental factors 
• socioeconomic characteristics 
• knowledge, attitudes, and beliefs 
• health behaviours 
• psychological factors 
• safety factors 
• biomedical factors 
• individual physical and psychological make-up 
• connection to Country/Place 
• cultural and spiritual factors. 

Students recognise the significant influence that the following factors may have on health determinants: 

• government and NGO actions 
• increasing inequalities within and between countries  
• patterns of consumption and communication  
• commercialisation and globalisation 
• environmental change 
• migration of populations including urbanisation, refugee displacement, and temporary migration.  
• social media and digital technology. 

Learning activities 

The following learning activities are suggestions only. Teachers may select and adapt suitable activities from this list or design their own. 

Students may develop an understanding of health determinants by: 

• recognising and analysing inequalities in health outcomes within and between countries 
• identifying and interpreting the changing nature of health determinants 
• challenging the stereotypes across personal, local, and global health 
• conducting a media analysis about how a health issue is presented 
• analysing competing views about a contemporary issue 
• identifying risk and making informed choices to maintain safety and wellbeing 
• exploring the role of genetics versus environmental choices in health outcomes.

Health promotion

In health promotion, students learn that humans have a right to health and wellbeing, and that these are crucial to our quality of life. Therefore, providing access to information, developing understanding, and improving skills is vital. Health promotion empowers individuals and communities to advocate for change and take control of their health and wellbeing. Delivering accurate and accessible information, building supportive environments, and coordinated action will lead to more effective health promotion.  

Health promotion is important to global, community, and individual health and wellbeing. Students investigate and analyse the role of health and wellbeing promotion through a range of mediums. They will apply principles of health promotion addressing global, local, and individual health issues. Students will evaluate the impact of a range of campaigns and initiatives on health and wellbeing outcomes.  

Learning activities 

The following learning activities are suggestions only. Teachers may select and adapt suitable activities from this list or design their own. 

Students may develop an understanding of health promotion by: 

• exploring the partnerships required for effective health promotion, between governments, non-government organisations (NGOs), health professionals, and communities 
• appraising and applying the United Nations Sustainable Development Goals framework for health promotion strategies in achieving health for all 
• evaluating sustainable health promotion strategies that empower communities to control their own health and wellbeing 
• exploring and reflecting on the impact of our physical environment on health and wellbeing, including human development and the impact of globalisation 
• conducting and reflecting on activities that promote health and wellbeing for a targeted audience, such as volunteering, awareness-raising, or fundraising. 

Social equity

An understanding of social equity principles is integral to understanding health and wellbeing in the local and global contexts. Social equity is the recognition and valuing of fair and just relations to promote collective wellbeing and sustainable development.  

It is inclusive of all, especially those who are marginalised and disadvantaged for reasons such as age, gender, sexuality, disability, isolation, cultural and socio-economic background.  

Students develop an understanding of inequalities including economic, political, social, and cultural factors that influence health and wellbeing. They recognise how social equity applies to the fair and equitable distribution of health resources and to the availability and accessibility of health services and educational programs. Students develop the knowledge and skills to participate in decision-making and advocate for change. An understanding of the implications for individuals and communities, and the role of government in the application of social equity principles, is established. 

Learning activities 

The following learning activities are suggestions only. Teachers may select and adapt suitable activities from this list or design their own. 

Students may develop an understanding of social equity by: 

• identifying and applying terminology that reflects diversity, inclusivity, and empathy 
• analysing the health status of Australians and the factors that influence health trends 
• exploring the relationship between wellbeing and disadvantage, and identifying barriers that limit access to health services 
• analysing and evaluating government action to address inequity through policies such as Closing the Gap, National Housing and Homelessness Agreement, or federal anti-discrimination laws 
• examining the role of organisations such as the World Health Organization (WHO) and the United Nations with regard to wellbeing status on a global level 
• evaluating policies and procedures in their school and/or community groups for inclusivity and equity 
• celebrating significant days and events as a social action to raise awareness. These may include National Reconciliation Week, Harmony Week, International Women’s Day, R U OK? Day, and International Day Against Homophobia, Biphobia, Intersexism and Transphobia (IDAHOBIT) 
• gathering information and data through personal stories that reflect individuals or groups who are marginalised at a community, national, or global level, and explore social action to address specific details  
• critically analysing community service providers for their inclusivity and accessibility 
• examining the role of social media as a platform for dissemination of information. 

Evidence of learning

All Stage 2 subjects have a school-assessment component and an external-assessment component.

The following assessment types enable students to demonstrate their learning in Stage 2 Health and Wellbeing.

School assessment (70%)

• Assessment Type 1: Initiative (40%)
• Assessment Type 2: Folio (30%)

External assessment (30%)

• Assessment Type 3: Inquiry (30%).

Students provide evidence of their learning through five assessment tasks, including the external assessment component. Students complete:

• two initiative tasks, one of which should be collaborative
• two folio tasks
• one inquiry.

Assessment design criteria

The assessment design criteria are based on the learning requirements and are used by:

• teachers to clarify for students what they need to learn
• teachers and assessors to design opportunities for students to provide evidence of their learning at the highest possible level of achievement.

The assessment design criteria consist of specific features that:

• students should demonstrate in their learning
• teachers and assessors look for as evidence that students have met the learning requirements. 

For this subject the assessment design criteria are:

• critical thinking 
• application 
• reflective practice.

The specific features of these criteria are described below.

The set of assessments, as a whole, must give students opportunities to demonstrate each of the specific features by the completion of study of the subject.

Critical Thinking

The specific features are as follows:

Application 

The specific features are as follows:

Reflective Practice 

The specific features are as follows:

School assessment

The school assessment component for Stage 2 Health and Wellbeing consists of two assessment types:

• Assessment Type 1: Inititiative
• Assessment Type 2: Folio.

Assessment Type 1: Initiative (40%)

Students complete two initiative tasks, one of which should be collaborative. Each initiative task should include each of the following components:  

• planning, including activities such as researching the issue, considering the risk factors, assessing the needs of the target group, or market research  
• creating an individual or collaborative initiative to improve health and wellbeing outcomes 
• implementing or actively participating in the initiative to turn ideas into social action  
• evaluating and reflecting on the success of the initiative and social action to improve personal and social health outcomes. 

Tasks might include: 

• working with a community health agency 
• supporting individuals with health and wellbeing initiatives 
• developing a health and/or wellbeing education program for individuals or communities 
• collaborating to develop a school-based health and wellbeing expo 
• developing individual health goals using a health and/or wellbeing app 
• organising or taking part in a community health-promoting event. 

Student evidence may include (but is not restricted to):  

• volunteering journal or report 
• interactive game 
• presentation to an audience such as students, teachers, and /or community  
• magazine or e-magazine article  
• podcast  
• movie clip  
• infographic  
• report  
• blog / vlog. 

Each initiative should be a maximum of 1500 words if written, or a maximum of 9 minutes if an oral presentation or in multimodal form. 

For this assessment type, students provide evidence of their learning primarily in relation to the following assessment design criteria:  

• critical thinking 
• application 
• reflective practice. 

Assessment Type 2: Folio (30%)

Students complete two folio tasks. The folio consists of tasks designed to promote critical thinking about health and wellbeing issues. 

Tasks might include, for example: 

• review and evaluation of healthy eating, fitness, or wellbeing apps 
• evaluating a media campaign 
• analysing creative texts such as song lyrics, poetry, podcasts, video clips 
• assessing school and/or government policy and legislation 
• analysing the effectiveness of health agencies and the politics of funding  
• creating and/or performing a rap song about body image with an accompanying reflection 
• debating a contemporary health and wellbeing issue 
• analysis of a case study or scenario 
• assessing specific preventative health strategies (such as bowel screening) and making recommendations for improvement. 

Student evidence may include (but is not restricted to):  

• magazine or e-magazine article  
• podcast  
• creative response (e.g. rap song, poetry) 
• app design 
• movie clip or film trailer 
• infographic  
• report  
• presentation  
• blog/vlog  
• debate  
• essay. 

A folio task should be a maximum of 1000 words if written, or a maximum of 6 minutes if oral or in multimodal form. 

For this assessment type, students provide evidence of their learning primarily in relation to the following assessment design criteria:  

• critical thinking 
• reflective practice. 

External assessment

The external  assessment component for Stage 2 Health and Wellbeing consists of an investigation.

Assessment Type 3: Inquiry (30%)

Students undertake one inquiry.  

For the inquiry, students independently research a contemporary health and wellbeing issue. They develop a question or hypothesis about an issue to investigate and analyse, and make recommendations about the issue. Students use a variety of sources of information from different perspectives to form their conclusions.  

The inquiry may include the following: 

• outline of the scope of the question or hypothesis 
• explanation of the nature of the issue from different perspectives  
• critical analysis of the data or information collected 
• evaluation of current personal and/or social action or strategies to address the issue 
• recommendations for future initiatives to improve health and wellbeing outcomes. 

The inquiry should be a maximum of 2000 words if written, or a maximum of 12 minutes if oral or in multimodal form. 

The following specific features of the assessment design criteria for this subject are assessed in the investigation: 

• critical thinking — CT1, CT3 
• reflective practice — RP1, RP2. 

Performance standards

The performance standards describe five levels of achievement, A to E. 

Each level of achievement describes the knowledge, skills, and understanding that teachers and assessors refer to in deciding how well students have demonstrated their learning on the basis of the evidence provided. 

During the teaching and learning program the teacher gives students feedback on their learning, with reference to the performance standards.

At the student’s completion of study of each school assessment type, the teacher makes a decision about the quality of the student’s learning by:

• referring to the performance standards
• assigning a grade between A+ and E– for the assessment type.  

The student’s school assessment and external assessment are combined for a final result, which is reported as a grade between A+ and E–.

Performance standards

Stage 2 performance standards for Health and Wellbeing can be viewed below. You can also download in Word format [DOC 46KB].

To learn more about what performance standards are, how they are used, and other general information, see performance standards and grades. 

Subject changes

Any changes to this subject will be recorded here.