Year 10

Running Your Own Wellbeing: The Science, the System and the Plan That Survives Year 12

This is the handover unit. Up to now, someone else has largely run your health for you — booked the appointments, noticed when you were off, decided when you needed a break. From here, that job becomes yours, and it becomes yours at exactly the moment the load goes up. So this unit gives you the five things an adult actually needs. First, the SCIENCE: sleep, movement, connection and purpose are the four levers with the strongest evidence behind them, and rather than being told about them you are going to audit all four against your own real week and find out which one is your weakest link. Second, the SYSTEM: energy treated honestly as a budget with fixed costs, variable costs and deposits; a minimum viable week written down in advance so that the week everything falls apart has a floor under it; and a personal amber list of your own early-warning signs, because the entire value of noticing early is that early is cheap and late is expensive. Third, the SERVICES: how the Australian health system actually works for someone your age — your own Medicare card, how to find a GP and how to change one who is not right for you, what bulk billing means and what a gap fee is, what a GP Mental Health Treatment Plan is and the exact words you can use to ask for one, what headspace does, and what confidentiality does and does not mean once you are sixteen. Fourth, RELATIONSHIPS: consent treated properly at the senior level — an agreement that is freely given, informed, specific, reversible and ongoing; the words for saying what you do and do not want and for hearing somebody else say it; the shapes pressure and coercion actually take, online and in person; what an active bystander does; how to respond when someone tells you something happened to them; and the Queensland law and help pathways stated plainly. Fifth, INDEPENDENCE: risk handled factually rather than fearfully, in the three settings that genuinely matter at Queensland learner-licence age — behind the wheel, in and around water, and at a party where somebody might need help. The unit ends with a capstone you keep: a written personal wellbeing plan, built for the tired version of you, with review triggers that tell you when to open it. Nothing in here is a diagnosis and nothing in here replaces a GP. What it does is make you the person who knows what to do next. — A NOTE FOR THE PARENT OR CARER, ABOUT LESSON 4. Lesson 4 is the consent and respectful-relationships lesson, and the Australian Curriculum descriptor it covers (AC9HP10P07) explicitly includes sexual relationships, so this lesson does too. Here is exactly what is in it. It teaches consent as an agreement that is freely given, informed, specific, reversible and ongoing; how to communicate a choice, a need or a limit, and how to hear someone else's; the forms pressure and coercion take, including online pressure for images; why silence, freezing or going along with something is not agreement; what an active bystander actually does; how to respond well when someone tells you something has happened to them; and where to get help in Queensland. It states three legal facts plainly, because a Queensland 15- or 16-year-old should know them: the age of consent here is 16; since 23 September 2024 Queensland law runs on an affirmative consent model, which means consent has to be actively communicated rather than assumed from the absence of a no; and removing or tampering with a condom without agreement is a criminal offence. It also asks the learner to think critically about how relationships and sex are portrayed online and in media. There is no explicit content anywhere in the lesson — the frame is rights, communication, respect and help-seeking from beginning to end, and nothing in it replaces your family's own conversation about values, faith or expectations. Preview it, sit alongside your learner, teach it yourself in your own words, deliver it whenever your family is ready, or replace it with your own material and record that as your coverage — you are the educator, and the goalposts are yours to move. You chose an alternative to mainstream schooling, and this platform works for you, not the other way around: what matters is that the learning happens, in whoever's words, at whatever moment suits your family. On this one topic we will simply say why it earns a place somewhere in your plan: rehearsed words are the thing that actually helps a young person in the moment, and they only exist if someone they trust has said them out loud first. Help routes named in the lesson: 1800RESPECT 1800 737 732, Kids Helpline 1800 55 1800, 13 HEALTH 13 43 25 84, headspace, QLife 1800 184 527, the eSafety Commissioner at esafety.gov.au, your GP, and 000 in an emergency.

🧭 Why it matters: Here is the honest reason this unit exists in the pathways year. Next year the workload steps up, the assessment starts counting towards something, and for the first time the consequences of a bad fortnight are not just a bad fortnight. The people who come out of Year 11 and 12 in one piece are almost never the ones with the most raw capacity. They are the ones who had a system: a sleep floor they protected, movement that survived the busy weeks because it was small enough to survive, people they actually spoke to rather than just messaged, and a reason for doing the whole thing that they could say out loud. That is what you are building here, and you are building it now because a plan written in a calm week is worth ten plans attempted in a bad one. The health system part is even more immediately useful. Within about two years you will be booking your own appointments, holding your own Medicare card and deciding for yourself whether something is worth seeing someone about — and nobody teaches this. Knowing that you can get your own Medicare card, that a longer appointment is a thing you can ask for, that a GP Mental Health Treatment Plan exists and what sentence to say to get one, that headspace is free and takes people from twelve to twenty-five, and that a GP you do not click with can simply be changed, is the difference between getting help in a week and getting help in a year, or not at all. The consent lesson is the one that is hardest to argue with. Every relationship you will have from here — friendship, work, romantic, sexual — runs on two people saying what they want and honouring what they hear, and almost nobody is ever taught the actual words. Being the person who can say plainly what they are and are not up for, who can hear a no without making it about themselves, who can recognise pressure while it is still subtle, and who knows what to say when a mate tells them something happened, is not a soft skill. It is the difference between a good decade and a bad one, for you and for the people around you, and the words only turn up under pressure if you have said them out loud before. And the independence lesson is about the year you are actually in: the learner licence, the water, the parties, the first times you are the most responsible person present. The plan you write at the end of this unit is not an assignment you hand in and forget. It is a document you keep, you review when something triggers a review, and you will still recognise the bones of it at twenty-five.

Big ideas

• Four levers carry most of the evidence for how well a person functions — sleep, movement, connection and purpose — and each one can be measured, audited and adjusted rather than merely hoped about
• Energy is a finite budget with fixed costs, variable costs and deposits; people run out not because they are weak but because they never wrote the budget down
• Rest is a performance input, not a reward for finishing — the recovery IS part of the work, and a body that never unloads eventually stops producing
• A wellbeing plan is maintenance, not rescue: it is built when things are fine, precisely so that it is available to a version of you who will not have the energy to build it later
• Early-warning signs are personal, observable and learnable, and noticing your own amber before it turns red is the single highest-return skill in this unit
• Health services are a system with rules, entry points and costs — Medicare, bulk billing, GPs, care plans, headspace — and a person who knows how to work that system gets help faster than a person who does not
• Risk is probability multiplied by consequence and divided by how reversible it is, and the decisive move is almost always made in advance, when you are calm, rather than in the moment
• Consent is an agreement that is freely given, informed, specific, reversible and ongoing — and the same five features apply to a borrowed car, a shared photo and a sexual relationship, which is why the everyday practice and the serious version are one skill
• Pressure that produces a yes has not produced consent: coercion works by making the cost of saying no higher than the cost of going along with it, so it has to be recognised and named rather than argued with
• Independence is not doing everything alone — it is knowing exactly who to call, for what, and being willing to make the call

Curriculum alignment (AC v9)

AC9HP10P01 · AC9HP10P02 · AC9HP10P04 · AC9HP10P07 · AC9HP10P08 · AC9HP10P10 · AC9HP10P09 · AC9HP10M04 · AC9HP10M06 · AC9HP10M05 · AC9HP10M09