PDHPE (Mr Sutton)



The purpose of this document is to give ALL OF YOU some insight into the discussions and work that took place @ Yamba Public School with those students who could physically attend. Hopefully I will see you all personally soon.

The first thing you need to do is look at any homework you haven't completed and get it done.  Please, if you can use your text to formulate your answers, your answers will sound better and they will form the basis of any revision and summaries you may make.

 Also any pasting of sheets that hasn't been finished – GET IT DONE!!!! (and use your own glue this time)

We need to be all on the same page when we are all back together. Use this time wisely – I'll be less than impressed if you've done nothing with this time.

BTW – your first task has been marked and will be returned to you at school (because that's where they are)

The next section that is on this sheet will be a copy of the syllabus – CORE 1 – Focus Questions 1 & 2 (not sure how far you got but I'll highlight how far I want you to get – no excuses)

With this first section LOOK at the highlighted areas below and answer the questions that are in those areas.

"How can I do that?" ask you. Well, you use the information on the left hand side of the page to get the CONTENT you need to answer those pesky questions. It's quite simple really; all your syllabuses are set out the same. Check them out and get familiar with them.

How are priority issues for Australia's health identified?

Students learn about:

Students learn to:


·        measuring health status

-    role of epidemiology

-    measures of epidemiology (mortality, infant mortality, morbidity, life expectancy)

·        critique the use of epidemiology to describe health status by considering questions such as:

-     what can epidemiology tell us?

-     who uses these measures?

-        do they measure everything   about health status?


·        use tables and graphs from health reportsto analyse current trends in life expectancyand major causes of morbidity and mortality for the general population and comparing males and females

go to: http://aihw.gov.au


·        identifying priority health issues

-        social justice principles

-        priority population groups

-        prevalence of condition

-        potential for prevention and early intervention

-        costs to the individual and community


·        argue the case for why decisions are made about health priorities by considering questions such as: 

-       how do we identify priority issues for Australia's health?

-       what role do the principles of social justice play?

-       why is it important to prioritise?





Teacher Note:  Students do not need to know the latest statistics on the rates of illness and death. It is only important that they understand trends such as whether the prevalence of leading causes is on the increase, decrease or stable.




Now the more contentious bit – I need you to do the same with this section and up to and including CVD (I'm not sure if you have or haven't done CANCER yet, in class with Miss last term – if you have – well, the same for that)

What are the priority issues for improving Australia's health?

Students learn about:


·        groups experiencing health inequities

-     Aboriginal and Torres Strait Islander peoples

-     socioeconomically disadvantaged people

-     people in rural and remote areas

-     overseas-born people

-     the elderly

-     people with disabilities


Students learn to:


·        research and analyse Aboriginal and Torres Strait Islander peoples and ONE other group experiencing health inequities by investigating:

-    the nature and extent of the health inequities

-    the sociocultural, socioeconomic and environmental determinants

-    the roles of individuals, communities and governments in addressing the health inequities

google: ‘Close the Gap' health promotion



·        high levels of preventable chronic disease, injury and mental health problems

-     cardiovascular disease (CVD)

-     cancer (skin, breast, lung) 

-     diabetes

-     respiratory disease

-     injury

-     mental health problems and illnesses



·        research and analyse CVD, cancerand ONE other condition listed by investigating:

-     the nature of the problem

-     extent of the problem (trends)

-     risk factors and protective factors

-     the sociocultural, socioeconomic and environmental determinants

-     groups at risk



If you manage to get this all done and it's what I expect, then we can all get off to a flying start on our return to MHS

Thanks – any problems please email me: wayne.sutton3@det.nsw.edu.au (this has been sent to the whole class)


Mr. S