The official Health General senior subject page listed Health 2025 v1.3 for students completing in 2026 or beyond when checked 29 September 2026. Its January 2026 official syllabus PDF names Unit 1: Resilience as a personal health resource (printed p. 12). The first subject-matter section is Stage 1: Define and understand resilience as a personal health resource (printed pp. 14–16). There is no numbered “Topic 1” in Unit 1; Stage 2 begins printed p. 17. Printed pages are two below PDF viewer indexes. Only source titles are quoted as identifiers; lesson opportunities below paraphrase selected points. Queensland General senior syllabuses do not assign AC9 Year 11 content-description codes. The dated snapshot is not a QCAA PDF byte hash.
| Official location | Printed page | Days and actual opportunity | Remaining requirement or limit |
|---|---|---|---|
| Unit 1 overview and objectives | 12–13 | Ten third-person fictional cases introduce health framing, source criticism and resilience as a resource without a personal score. Learners identify, explain and revise a bounded claim. | A short classroom case does not complete the eight Unit 1 objectives, implement an action strategy or establish any personal health outcome. |
| Health inquiry model overview | 8–9 | A simplified define/understand prompt asks for context, resource/barrier, evidence and unknown. The original aids are not copies of QCAA Figure 1 or 2. | The full three-stage model, Ottawa Charter, river metaphor, formal inquiry and local action remain school work. |
| Stage 1: health perspectives, dimensions and dynamic health | 14 | Days 1–2 compare a fixed binary with changing, multidimensional and risk/resource lenses; Day 7 considers possible physical, mental, emotional, social and spiritual dimensions. | No real individual's health status is evaluated. Historical definitions, cultural perspectives and nuanced philosophical comparison require more teaching and relevant authority. |
| Stage 1: barriers, enablers and resource levels | 14 | Days 2–4, 6 and 8 locate possible personal, social and community resources, access barriers/enablers, and contextual determinants in invented notices. | Availability is not proven access, uptake or effectiveness; determinants are not causal diagnoses. The complete Unit 1 inquiry model is not claimed. |
| Stage 1: health literacy and source quality | 14–15 | Day 5 questions an unsupported mock percentage; Day 9 uses a small volunteer denominator and asks about source validity, reliability and currency. | No real survey, AIHW/Mission Australia measure, primary collection, representative estimate or health research appraisal is completed. |
| Stage 1: resilience and developmental assets | 15 | Day 8 removes blame and recognises optional personal, social and community resources in a fictional transition handout. | Not a resilience assessment, neurological lesson, PERMA+ investigation, developmental-asset inventory or mental-health intervention. |
| Preparatory issue framing from the Unit 1 overview; Stage 2 develops the explicit issue statement | 12; Stage 2 begins 17 | Day 10 rehearses narrowing a broad poster promise to one question about programme-update access and two information needs. | This is preparatory practice, not completion of Stage 2 issue-framing, a personal needs assessment, ethical approval, action, measured uptake or evaluation. |
| Stage 2 and Stage 3 | 17 onward | Not claimed. | Planning, action, evaluation and reflection require extended school-led inquiry, user involvement and safeguarding procedures. |
Ten optional 25-minute sessions total 250 minutes (4 hours 10 minutes), far short of the QCE handbook §4.1.2 55 notional hours for one General unit. The syllabus course-design pp. 5–6 leaves delivery and Unit 1–2 assessment choices to school decisions within QCAA requirements. These two published formative checks and public keys are not secure exams, QCAA instruments, diagnoses or evidence of resilience improvement. School staff plan full content, any real primary data/ethics/confidentiality processes, access, safeguarding and culturally authorised perspectives.
Source rights: © State of Queensland (QCAA) 2026 under QCAA copyright and exceptions. This original SubjectNest pack links and paraphrases; QCAA does not endorse it. See source/rights ledger for the original CC BY 4.0 boundary.