Overview of Focus Area in the HPE Curriculum:

Curriculum Overview Relevant to Mental Health

Strand
Personal, Social and Community Health
Year level
Year 7-10
Relevant
The focus of this strand is building a positive school environment that supports
description notes
healthy, safe and active choices for everyone. They also explore a range of factors and
behaviours that can influence health, safety and wellbeing.
Sub strands
Being healthy, safe and active
Communicating and interacting for health and wellbeing
Contributing to healthy and active communities
Focus Area/s

Mental Health
Being Health, safe and Active:
Content
Level 7-8:
descriptors/relevan Investigate the impact of transition and change on identities (VCHPEP123)
t elaborations
identifying feelings and emotions associated with transitions, and practising selftalk and help-seeking strategies to manage these transitions (MH, S)
Examine barriers to seeking support and evaluate strategies to overcome
these (VCHPEP125)
examining scenarios to highlight how emotions, dispositions and decision
making can affect help-seeking outcomes (S, MH, FN, RS, AD, HBPA)

 proposing ways to support others who are going through a challenging time
Level 9-10:
Evaluate factors that shape identities, and analyse how individuals impact the
identities of others(VCHPEP142)
analysing how societal norms, stereotypes and expectations influence the way
young people think about their bodies, food, physical activity, sexual health,
drugs and/or risk-taking behaviours (AD, S, MH, RS, HBPA, FN)
analysing the role of family, friends and community in supporting an individuals
identities, and proposing strategies to enhance their own and others wellbeing
(MH, RS)
examining how diversity and gender are represented in the media and
communities, and investigating the influence these representations have on
identities (RS, MH)
Identify and critique the accessibility and effectiveness of support services based in
the community that impact on the ability to make healthy and safe
choices (VCHPEP145)
evaluating the influence of personal, family, social, environmental and cultural
factors on decisions and actions young people take in relation to their health,
safety and wellbeing (MH, AD, FN, S, RS, HBPA)
Communicating and interacting for health and wellbeing:

Level 7-8:
Analyse factors that influence emotions, and develop strategies to demonstrate
empathy and sensitivity(VCHPEP128)
investigating personal, social and cultural factors that influence the way
individuals respond emotionally to different situations at home, school and in the
community (MH, RS)
recognising and interpreting emotional responses to stressful situations at home
and at school, and proposing strategies for managing these responses
(MH, S, AD,RS)
Develop skills to evaluate health information and express health
concerns (VCHPEP129)
practicing ways to communicate concerns about their health to a variety of
support people (S, RS, FN, AD, HBPA, MH)
Level 9-10:
Evaluate situations and propose appropriate emotional responses and then reflect on
possible outcomes of different responses to health and wellbeing (VCHPEP147)
evaluating situations at home and at schools where an individual may react with
extreme emotion and reflecting on the impact that this response may have on the
situation and/or their relationships (RS, MH)
analysing interactions where emotional responses may not be immediately
apparent and reflecting on the possible consequences of not recognizing the

emotions involved (RS, MH)

Contributing to healthy and active communities:
Level 7-8:
Plan and use strategies and resources to enhance the health, safety and wellbeing of
their communities(VCHPEP130)
examining how different cultures value the contribution of the mind-body-spirit
connection to health and wellbeing (MH)
Examine the benefits to individuals and communities of valuing diversity and
promoting inclusivity(VCHPEP132)
investigating how respecting diversity and challenging racism, sexism, disability
discrimination and homophobia influence individual and community health and
wellbeing (MH, RS, S)
researching how stereotypes and prejudice are challenged in local, national and
global contexts (RS, MH)
Level 9-10:
Critique behaviours and contextual factors that influence the health and wellbeing of
their communities (VCHPEP151)
analysing the implications of attitudes and behaviours such as prejudice,
marginalization, homophobia, sexism, discrimination, violence and harassment
on individuals and communities, and proposing counter-measures to prevent
these behaviours (RS, S, MH)

Relevant
achievement
standard/s

By the end of level 8, students should be able to analyse factors that influence
emotional responses. They gather and analyse health information. They investigate
strategies that enhance their own and others health, safety and wellbeing.
By the end of level 10, students should critically analyse contextual factors that
influence their identities, relationships, decisions and behaviours. They evaluate the
outcomes of emotional responses to different situations.