Download Pre-approved LAP-01

PRE-APPROVED LEARNING AND ASSESSMENT PLAN
Stage 1 Health
Pre-approved learning and assessment plans are for school use only.
 Teachers may make changes to the plan, retaining alignment with the subject outline.
 The principal or delegate endorses the use of the plan, and any changes made to it, including use of an
addendum.
 The plan does not need to be submitted to the SACE Board for approval.
School
SACE
School Code
Teacher(s)
Enrolment Code
Year
Stage
1
Subject Code
H
E
H
No. of Credits
(10 or 20)
Program
Variant Code
(A–W)
10
Addendum – changes made to the pre-approved learning and assessment plan
Describe any changes made to the pre-approved learning and assessment plan to support students to be successful in
meeting the requirements of the subject. In your description, please explain:

what changes have been made to the plan

the rationale for making the changes

whether these changes have been made for all students, or for individuals within the student group.
Endorsement
The use of the learning and assessment plan is approved for use in the school. Any changes made to the plan support
student achievement of the performance standards and retain alignment with the subject outline.
Signature of principal or delegate
1 of 3
Date
Stage 1 Health pre-approved LAP – 01(for use from 2017)
Ref: A599646 (created January 2017)
© SACE Board of South Australia 2015
Stage 1 Health (10-credits)
Assessment Overview
The table below provides details of the planned tasks and shows where students have the opportunity to provide evidence for each of the specific features of all of the
assessment design criteria.
Assessment Type and
Weighting
Assessment Type 1:
Issues Response
Weighting 40%
Assessment Type 2:
Group Activity
Weighting 30%
Page 2 of 3
Assessment Design Criteria
Details of assessment
Emotional health awareness:
Students present a written or oral report on a selected emotional health
issue that resonates with them. Students select a song that has lyrics
which relate to the issue. They analyse the chosen issue within local,
national and global communities and examine current trends. Students
investigate the roles and responsibilities of individuals, communities and
governments in addressing health priorities relating to the selected
issue. Students reflect on their personal attitudes and values in relation
to the song and on personal and social actions to promote improved
health in the community.
Mental health and well-being:
Students identify a personal goal that would improve an aspect of mental
health and well-being of themselves or others. Students participate in a
health-promoting activity beyond the classroom that provides an
opportunity for students to achieve their personal mental health goal.
Students observe,
record and interact with members of the community and reflect on their
achievement of their personal goal. The issues response can be
presented in written, oral or multimodal form.
Adolescent health issues:
Students work collaboratively in small groups and gather relevant
information to plan, organise and implement an action. The groups
present a Photo Story/PowerPoint/Movie clip to the class on ways to
define health and possible strategies to achieving good health and wellbeing for adolescents. Students identify and develop an understanding
of the influences on personal and community health. Through their
involvement in group work, students develop interpersonal,
communication and negotiation skills to ensure they complete the
activity on time. They demonstrate their ability to apply health literacy
and numeracy skills and to work collaboratively with others.
Students individually reflect on:
•
personal and social actions in relation to improving the health of
I
Ap
1
3
2
An
1
1
2, 3
1
R
1, 2
2
1, 2
Assessment conditions
(e.g. task type, word length, time
allocated, supervision)
The report can be in either written
or oral form.
It should be a maximum of 1000
words if written or a maximum of 6
minutes if an oral report.
The Issues Response can be in
written, oral or multimodal form.
It should be a maximum of 1000
words if written, a maximum of 6
minutes if an oral presentation, or
the equivalent in multimodal form.
The group activity is a presented as
a Photo Story, PowerPoint or movie
clip.
The individual reflection is a written
report to a maximum of 1000
words.
Stage 1 Health pre-approved LAP – 01(for use from 2017)
Ref: A599646 (created January 2017)
© SACE Board of South Australia 2015
Assessment Type and
Weighting
Assessment Design Criteria
Details of assessment
I
Ap
An
R
Assessment conditions
(e.g. task type, word length, time
allocated, supervision)
2
The investigation may be presented
in either written or multimodal form.
It should be a maximum of 1000
words if written or equivalent in
multimodal form.
individuals and communities
•
changes in their personal attitudes and values in relation to the
health issue, and how the activity encourages sustainable well-being.
Assessment Type 3:
Investigation
Weighting 30%
Sexual health and relationships:
Students work individually to research a current sexual health issue
using a variety of primary and secondary sources of information. As part
of their data collection, students interview a relevant industry person or a
member of the community. They investigate and develop an
understanding of the issues affecting personal and community health
and analyse the current trends and key issues in sexual health.
Students investigate and analyse health promoting strategies relating to
sexual health and the role of education in promoting and enhancing
health outcomes. Students reflect on their personal attitudes and values
towards the selected sexual health issue. Students can present their
investigation in either written or multimodal form.
1, 2
3
1, 2
Three or four assessments. Please refer to the Stage 1 Health subject outline.
Page 3 of 3
Stage 1 Health pre-approved LAP – 01 (for use from 2017)
Ref: A599646 (created January 2017)
© SACE Board of South Australia 2015