Planning

Accreditation period Units 1 and 2 from 2025; Units 3 and 4 from 2025

Introduction

The VCE Health and Human Development Study Design from 2025 support materials provide teaching and learning advice for Units 1 to 4 or Units 3 and 4 and assessment advice for school-based assessment in Units 3 and 4.

The program developed and delivered to students must be in accordance with the VCE Health and Human Development Study Design from 2025. 
 

Developing a program

The VCE Health and Human Development Study Design outlines the nature and sequence of learning and teaching necessary for students to demonstrate achievement of the outcomes for a unit. The areas of study describe the specific knowledge and skills required to demonstrate a specific outcome. Teachers are required to develop a program for their students that meet the requirements of the study design including: areas of study, outcome statements, key knowledge and key skills.

This study examines health and human development from a breadth of perspectives and is underpinned by cross-study specifications of social justice, sustainability, Aboriginal and Torres Strait Islander people’s knowledge, culture and perspectives.

Teachers are encouraged to include Indigenous Australians’ knowledge and perspectives in the design and delivery of teaching and learning programs and wherever possible plan for Indigenous voices to be accessed as best practice to deliver this respectful learning.

Sustainability is presented throughout this study as a complex, holistic concept with environmental, social and economic dimensions.

Students will develop an understanding of the range of biological, social and environmental factors that influence health and wellbeing, and health status.

In designing a teaching and learning program, teachers should provide a range of opportunities for the analysis and interpretation of health data. Students should be exposed to a wide range of data types, such as tables, graphs (for example, bar, line and pie graphs), infographics, quotations and case studies. Students should also develop familiarity with a range of data measures such as percentages and ratios.

The teaching of health and human development should be underpinned by the propositions of a strengths-based approach, the development of health literacy and critical inquiry.

Teaching and learning should affirm that all individuals and their communities have strengths and resources that can be nurtured to improve their own and others’ health and wellbeing, and should avoid deficit models of health that are individualising and stigmatising.

Learning in this study should enhance students’ health literacy to enable them to access, critique, understand and use health information and services in ways that promote and maintain health and wellbeing.

In developing a teaching and learning program students should be provided with opportunities to develop their ability to research, analyse, apply and appraise knowledge. This approach enables them to critically evaluate factors that influence health and wellbeing and explore how aspects of social justice can contribute to improvements in health and human development.
 

What are Employability skills?

The Australian Chamber of Commerce and Industry (ACCI) and the Business Council of Australia (BCA) completed a major exercise to discover what employers really look for in workers to meet their current and future skills needs. All businesses identified the importance of communication, teamwork, problem solving, planning and organising, technology, learning, self-management, initiative and enterprise skills.
 


 

Employability skills
 

The VCE Health and Human Development study provides students with the opportunity to engage in a range of learning activities. In addition to demonstrating their understanding and mastery of the content and skills specific to the study, students may also develop employability skills through their learning activities.

The nationally agreed employability skills* are: Communication; Planning and organising; Teamwork; Problem solving; Self-management; Initiative and enterprise; Technology; and Learning.

The table links those facets that may be understood and applied in a school or non-employment related setting, to the types of assessment commonly undertaken within the VCE study. 
 

Assessment taskEmployability skills selected facets
Completion of a written report, such as a media analysis, a research inquiry, a blog post or a case study analysis
  • Planning and organising (collecting, analysing and organising information)
  • Communicating (reading and interpreting documentation; writing to the needs of an audience; emphasising; sharing information)
  • Technology (having a range of basic IT skills; using IT to organise data)
Completion of an extended response question analysing a range of stimuli with an emphasis on annotating, synthesising and planning the response
  • Planning and organising (collecting, analysing and organising information)
  • Communicating (reading and interpreting documentation; emphasising; sharing information)
  • Technology (having a range of basic IT skills; using IT to organise data)
Completion of an oral presentation, such as a debate or a podcast
  • Planning and organising(collecting, analysing and organising information)
  • Problem solving (showing independence and initiative in identifying problems and solving them)
  • Communication (speaking clearly and directly; reading and interpreting documentation; writing to the needs of the audience; persuading effectively)
     
  • Technology(having a range of basic IT skills)
Completion of a visual presentation, such as a concept map, an annotated poster, or a digital presentation 
 
  • Planning and organising (collecting, analysing and organising information)
  • Communicating (writing to the needs of an audience; emphasising; sharing information)
  • Technology (having a range of basic IT skills; using IT to organise data)
Completion of structured questions, including data analysis or case study analysis.
 
  • Planning and organising (collecting, analysing and organising information)
  • Communication (reading and interpreting documentation; using numeracy)

*The employability skills are derived from the Employability Skills Framework (Employability Skills for the Future, 2002), developed by the Australian Chamber of Commerce and Industry and the Business Council of Australia, and published by the (former) Commonwealth Department of Education, Science and Training.

Unit 1 Sample weekly planner
 

WeekKey KnowledgeKey SkillsAssessment
 
Area of study 1: Concepts of health
Area of study 2: Youth health and wellbeing
Area of study 3: Health and nutrition
1
 
  • various definitions of health and wellbeing: physical, social, emotional, mental and spiritual dimensions
  • describe and analyse various perspectives, definitions and interpretations of health and wellbeing
  • explain different dimensions of health and wellbeing

 
2
  • prerequisites for health, as determined by the WHO: peace, shelter, education, food, income, social justice, equity, stable ecosystem and sustainable resources
  • discuss how access to prerequisites for health can promote positive health outcomes
 
3
  • youth and Aboriginal and Torres Strait Islander perspectives on health and wellbeing
  • describe the subjective nature of health and wellbeing
  • discuss various perspectives on health and wellbeing, including those of youth and Aboriginal and Torres Strait Islander Peoples
 
4
  • indicators used to measure health status, such as incidence and prevalence of health conditions, morbidity, rates of hospitalisation, burden of disease, mortality, life expectancy, core activity limitation, psychological distress and self-assessed health status


 

  • the health status of Australia’s youth
  • draw conclusions from health data about the health status of youth in Australia
 
5
  • sociocultural factors that contribute to variations in health outcomes for youth, such as peer group, family, education, income and health literacy.
  • explain and analyse a range of sociocultural factors that contribute to variations in the health outcomes of Australia’s youth.
 
6
  • sociocultural factors that contribute to variations in health outcomes for youth, such as peer group, family, education, income and health literacy. • explain and analyse a range of sociocultural factors that contribute to variations in the health outcomes of Australia’s youth.
  • explain and analyse a range of sociocultural factors that contribute to variations in the health outcomes of Australia’s youth.

 
7  Area of study 1 assessment task – visual presentation
8
 
  • key areas of youth health requiring health action, as indicated by health data
  • identify key areas for action and improvement in youth health and wellbeing using research to interpret data
  • analyse factors that contribute to inequalities in the health status of Australia’s youth
     
 
9
  • government and non-government programs relating to youth health and wellbeing
  • analyse factors that influence the creation and implementation of, and access to, programs that target youth health such as equity, social justice, community values and funding
 
10
  • the following features of one health focus relating to Australia’s youth:
    • impact on different dimensions of health and wellbeing
    • data such as incidence, prevalence and trends
    • risk and protective factors
    • healthcare services and support
    • government and community programs and personal strategies to reduce negative impact
    • direct, indirect and intangible costs to individuals and/or communities
    • opportunities for youth advocacy and action on a personal and community level to improve outcomes in terms of health and equity.
  • research, collect and analyse data on one health focus relating to youth, examining its impact, management, advocacy and costs.
Area of Study 2 Assessment task: written report
 
11
  • the function and food sources of major nutrients important for health outcomes, such as carbohydrates (including fibre), fats, proteins, water, vitamin C, vitamin D, iron, calcium, sodium and folate
  • explain the role of major nutrients in health outcomes
  • describe the possible consequences of nutritional imbalance on short and long-term health outcomes for youth

 
12
  • the use of food selection models and other initiatives to promote healthy eating among youth, such as the Australian Guide to Healthy Eating, the Healthy Eating Pyramid and the Health Star Rating system
  • evaluate the effectiveness of food selection models and other initiatives in the promotion of healthy eating among youth
 
13
  • sources of nutrition information and methods to evaluate its validity
  • sources of nutrition information and methods to evaluate its validity
 
14
  • sociocultural factors, including commercial factors, that act as enablers of or barriers to healthy eating among youth, with a focus on the tactics used in the marketing and promotion of food to youth.
  • analyse sociocultural factors that contribute to healthy eating among youth and their potential impact on health behaviours and health outcomes.

 
15
  • sociocultural factors, including commercial factors, that act as enablers of or barriers to healthy eating among youth, with a focus on the tactics used in the marketing and promotion of food to youth. Area of Study 3 Assessment task: blog or podcast
 Area of Study 3 Assessment task: blog or podcast

Unit 2 Sample weekly planner
 

WeekKey KnowledgeKey SkillsAssessment
 
Area of study 1: Developmental Transitions
Area of study 2: Youth health literacy
1
 
  • overview of the human lifespan
  • perceptions of youth and adulthood as stages of the human lifespan
  • describe the stages of the human lifespan
  • collect and analyse information to draw conclusions on perceptions of youth and adulthood

 
2
  • characteristics of development, including physical, social, emotional and intellectual
  • describe the characteristics of physical, social, emotional and intellectual development
  • characteristics of development, including physical, social, emotional and intellectual
  • describe the characteristics of physical, social, emotional and intellectual development
 
3
  • developmental transitions from youth to adulthood
  • key characteristics of healthy and respectful relationships and their impact on health and wellbeing, and on development
  • explain the developmental changes that characterise the transition from youth to adulthood
  • analyse the role of healthy and respectful relationships in the achievement of optimal health and wellbeing
 
4
  • considerations associated with becoming a parent, such as changes in responsibilities and relationships, and additional stressors


 

  • the availability of social and emotional support and resources for parents
  • analyse factors to be considered and resources required for the transition to parenthood
 
5
  • the role of parents, carers and the family environment in determining the optimal development of children, by developing students’ understanding of:
    • fertilisation and the stages of prenatal development
    • risk and protective factors related to prenatal development, such as maternal diet and the effects of smoking and alcohol during pregnancy
  • analyse factors that influence development during the prenatal and early childhood stages of the human lifespan

 
6
  • the role of parents, carers and the family environment in determining the optimal development of children, by developing students’ understanding of:
    • physical, social, emotional and intellectual development in infancy and early childhood
  • the impact of early life experiences on future health and development
  • explain and analyse a range of sociocultural factors that contribute to variations in the health outcomes of Australia’s youth.
 
7
  • the intergenerational nature of health and wellbeing
  • explain health and wellbeing as an intergenerational concept
Area of study 1 assessment task – visual presentation
8
 
  • key aspects of Australia’s health system used by youth, such as general practitioners (GPs), allied health services, alternative health services, Medicare, the Pharmaceutical Benefits Scheme (PBS) and the National Disability Insurance Scheme (NDIS)
  • describe key aspects of the health system and their impact on youth health literacy and health outcomes
 
9
  • the range of services available in the local community to support the physical, social, emotional, mental and spiritual dimensions of youth health and wellbeing
  • research youth health services in the local community and explain which dimension(s) of health each one supports
 
10
  • factors affecting youth’s access to health services and information
  • identify and explain factors that affect the ability of youth to access health services and information 
     
 
11
  • rights and responsibilities associated with accessing health services, such as privacy and confidentiality relating to the storage, use and sharing of personal health information and data.
  • discuss rights and responsibilities of access to health services
 
12
  • opportunities and challenges presented by digital media in the provision of youth health and wellbeing information, for example websites, online practitioners and digital health apps
  • opportunities and challenges presented by digital media in the provision of youth health and wellbeing information, for example websites, online practitioners and digital health apps • critique sources of health information and health services
 
13
  • options for consumer complaint and redress within the health system.
  • explain the options for consumer complaint and redress within the health system
 
14
  • Formal revision for assessment task
  • analyse sociocultural factors that contribute to healthy eating among youth and their potential impact on health behaviours and health outcomes.
Area of Study 2 Assessment task: written report
15
  • Formal revision for internal end of year exam
 
 

Unit 3 Sample weekly planner
 

WeekKey KnowledgeKey SkillsAssessment
 
Area of study 1: Understanding health and wellbeing
Area of study 2: Promoting health in Australia
1
 
  • concepts of health and wellbeing (physical, social, emotional, mental and spiritual dimensions), illness, and the dynamic and subjective nature of these concepts
  • explain the dynamic and subjective nature of the concepts of health and wellbeing and illness
  • describe the relationship between dimensions of health and wellbeing

 
2
  • benefits of optimal health and wellbeing and its importance as a resource individually, nationally and globally
  • explain the individual, national and global importance of health and wellbeing as a resource
 
3
  • indicators used to measure and understand health status:
    • incidence
    • prevalence
    • morbidity
    • burden of disease
    • disability-adjusted life year (DALY)
    • years of life lost (YLL)
    • years lived with disability (YLD)
    • life expectancy
    • health-adjusted life expectancy (HALE)
    • mortality (maternal, infant and under five)
    • self-assessed health status
  • interpret and apply indicators used to measure health status
  • use data to evaluate the health status of Australians
 
4
  • biological, sociocultural and environmental factors that contribute to variations in health status between population groups
  • describe how examples of biological, sociocultural and environmental factors can influence health outcomes
  • analyse health information to explain how factors can contribute to variations in health status between population groups.
 
5
  • the contribution to Australia’s health status of:
    • smoking and vaping
    • alcohol
    • overweight and obesity
    • nutritional imbalance (under-consumption of fruit and vegetables, and dairy foods; high intake of fat, salt and sugar; low intake of fibre).
  • analyse health information to explain how factors can contribute to variations in health status between population groups.
  • use data to evaluate the health status of Australians

 
6
  • the contribution to Australia’s health status of:
    • smoking and vaping
    • alcohol
       
    • overweight and obesity
    • nutritional imbalance (under-consumption of fruit and vegetables, and dairy foods; high intake of fat, salt and sugar; low intake of fibre).
  • explain and analyse a range of sociocultural factors that contribute to variations in the health outcomes of Australia’s youth.
 
7
  • Formal revision for SAC
     
 Area of study 1 assessment task – written report
8
 
  • reasons for improvements in Australia’s health status since 1900, focusing on:
    • ‘old’ public health
    • the biomedical approach to health and improvements in medical technology
    • the concept of the social model of health and the Ottawa Charter for Health Promotion (not including the principles of the social model of health)


 

  • analyse data that shows improvements in health over time and draw conclusions about reasons for improvements
  • explain how initiatives of ‘old’ public health and the social model of health, including those reflecting action areas of the Ottawa Charter for Health Promotion, could lead to improved health outcomes
 
9
  • reasons for improvements in Australia’s health status since 1900, focusing on:
    • ‘old’ public health
    • biomedical approach to health and improvements in medical technology
    • the concept of the social model of health and the Ottawa Charter for Health Promotion (not including the principles of the social model of health)
  • explain how initiatives of ‘old’ public health and the social model of health, including those reflecting action areas of the Ottawa Charter for Health Promotion, could lead to improved health outcomes
  • describe the relationship between biomedical and social models of health, including the strengths and limitations of each
 
10
  • reasons for improvements in Australia’s health status since 1900, focusing on:
    • ‘old’ public health
    • the biomedical approach to health and improvements in medical technology
    • the concept of the social model of health and the Ottawa Charter for Health Promotion (not including the principles of the social model of health)
  • the role of health promotion in improving population health
  • explain how initiatives of ‘old’ public health and the social model of health, including those reflecting action areas of the Ottawa Charter for Health Promotion, could lead to improved health outcomes
  • describe the relationship between biomedical and social models of health, including the strengths and limitations of each
 
11
  • programs to improve Aboriginal and Torres Strait Islander Peoples’ health, including how they promote social justice
  • analyse initiatives introduced to improve Aboriginal and Torres Strait Islander Peoples’ health and wellbeing in Australia, and how they reflect the action areas of the Ottawa Charter for Health Promotion and social justice
  • evaluate initiatives in terms of their capacity to improve health outcomes of Aboriginal and Torres Strait Islander Peoples and promote social justice
 
12
  • initiatives to promote healthy eating in Australia, including the Australian Dietary Guidelines, the Australian Guide to Healthy Eating and the Aboriginal and Torres Strait Islander Guide to Healthy Eating
  • challenges in bringing about nutritional change, including sociocultural, environmental and commercial factors
  • evaluate the impact of initiatives to promote healthy eating in Australia and their ability to improve health outcomes
  • draw conclusions as to why nutritional improvements are difficult to achieve in Australia
 
13
  • Australia’s health system, including Medicare, private health insurance, the Pharmaceutical Benefits Scheme (PBS) and the National Disability Insurance Scheme (NDIS), and its role in promoting health in terms of funding, sustainability, access and equity.
  • draw conclusions as to why nutritional improvements are difficult to achieve in Australia
 
14
  • Formal revision for SAC
  • analyse sociocultural factors that contribute to healthy eating among youth and their potential impact on health behaviours and health outcomes.
Area of Study 2 Assessment task: structured questions

Unit 4 Sample weekly planner
 

WeekKey KnowledgeKey SkillsAssessment
 
Area of study 1: Global health and human development
Area of study 2: Health and the Sustainable Development Goals
1
 
  • the concept of human development
  • advantages and limitations of the Human Development Index
  • explain the concept of human development
  • explain the Human Development Index and evaluate its usefulness in measuring human development in different countries

 
2
  • characteristics of low-, middle- and high-income countries
  • similarities and differences in health status and human development in low-, middle- and high-income countries, including Australia
  • describe characteristics of low-, middle- and high-income countries
  • evaluate data to analyse similarities and differences between countries in relation to health status and human development
 
3
  • factors that contribute to similarities and differences in health status and human development:
    • access to safe water
    • sanitation
    • poverty
    • inequality
  • analyse factors that contribute to health status and human development in different countries
  • compare health data and other information to analyse reasons for health inequalities within and between countries
 
4
  • factors that contribute to similarities and differences in health status and human development:
    • discrimination (race, religion, sex, sexual orientation and gender identity)
  • the concept and dimensions of sustainability (environmental, social and economic) and its role in the promotion of health and human development
  • analyse factors that contribute to health status and human development in different countries
  • compare health data and other information to analyse reasons for health inequalities within and between countries
  • explain sustainability (environmental, social and economic) and its importance in the promotion of health and human development in a global context
 
5
  • implications for health and human development of global trends including:
    • climate change (rising sea levels, changing weather patterns and increasing number of extreme weather events)
    • conflict
    • mass migration
  • analyse the implications for health and human development of particular global trends.

 
6
  • implications for health and human development of global trends including:
    • increased world trade (global distribution and marketing of tobacco products, e-cigarette products and processed foods)
    • tourism
    • digital technologies.
  • analyse the implications for health and human development of particular global trends
 
7Formal revision for SAC
 		 Area of Study 1 Assessment Task
8
 
  • the importance of the UN’s SDGs for health and human development in a global context
  • key features of SDG 3 (‘Ensure healthy lives and promote wellbeing for all at all ages’)
  • discuss the importance of the UN’s SDGs for global health and human development
  • describe the key features of SDG 3
 
9
  • relationships between SDG 3 and SDGs 1, 2, 4, 5, 6 and 12
  • analyse the relationships between SDG 3 and other SDGs in improving health and human development globally
 
10
  • relationships between SDG 3 and SDGs 1, 2, 4, 5, 6 and 12/li>
  • analyse the relationships between SDG 3 and other SDGs in improving health and human development globally
 
11
  • priorities of the WHO
  • the purpose and characteristics of different types of aid, including bilateral, multilateral and aid provided by non-government organisations providing humanitarian assistance, reducing poverty, improving human development and promoting health)
  • explain the priorities of the WHO
  • analyse how the WHO priorities are reflected in different scenarios
  • analyse different types of aid and their effectiveness in providing humanitarian assistance, reducing poverty and improving human development and promoting health
 
12
  • the role of Australia’s aid program in supporting the achievement of the SDGs and the partnerships involved
  • features of effective aid programs
  • discuss how Australia’s aid program supports the achievement of the SDGs
  • justify why Australia’s aid program is delivered through partnerships
  • evaluate the effectiveness of aid programs in promoting health and human development
 
13
  • ways in which individuals can engage with communities and/or national and international organisations to take individual and social action that promotes health and human development.
  • discuss ways of taking individual and social action to promote health and human development.
 
14Formal revision for SAC and end of year exam Area of Study 2 Assessment task
15Formal revision for end of year exam
 		 
 

Implementation videos

VCE Health and Human Development (2025) implementation videos
Online video presentations to support the delivery of the new VCE Health and Human Development Study Design.


 

Frequently asked questions

Frequently asked questions (DOCX, 232.84 KB)

(February 2025)