# Queensland General Health · Weeks 1–2 narrow Stage 1 crosswalk

The [official Health General senior subject page](https://www.qcaa.qld.edu.au/senior/senior-subjects/syllabuses/health-physical-education/health) listed **Health 2025 v1.3** for students completing in 2026 or beyond when checked **29 September 2026**. Its [January 2026 official syllabus PDF](https://www.qcaa.qld.edu.au/downloads/senior-qce/syllabuses/snr_health_25_syll.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](source-snapshot.json) 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](https://www.qcaa.qld.edu.au/senior/certificates-and-qualifications/qce-qcia-handbook/4-qld-curriculum/4.1-syllabuses) **55 notional hours** for one General unit. The [syllabus course-design pp. 5–6](https://www.qcaa.qld.edu.au/downloads/senior-qce/syllabuses/snr_health_25_syll.pdf) leaves delivery and Unit 1–2 assessment choices to **school decisions** within QCAA requirements. These two [published formative checks](STUDENT-CHECKS.md) and [public keys](teacher/KEY-AND-NEXT.md) 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](https://www.qcaa.qld.edu.au/copyright). This original SubjectNest pack links and paraphrases; QCAA does not endorse it. See [source/rights ledger](SOURCE-AND-RIGHTS.md) for the original [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/) boundary.