PDHPE: STAGE 6 PRELIMINARY COURSE. Preliminary HSC Core 1: BETTER HEALTH FOR INDIVIDUALS. FOCUS QUESTION 2: What influences the health of individuals?

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1 PDHPE: STAGE 6 PRELIMINARY COURSE Preliminary HSC Core 1: BETTER HEALTH FOR INDIVIDUALS FOCUS QUESTION 1: What does health mean to individuals? FOCUS QUESTION 2: What influences the health of individuals? FOCUS QUESTION 3: What strategies help promote the health of individuals? ASSESSMENT AND EVALUATION IDEAS * Research and construct a written report on how SES influences an individual s health * Perform a class presentation on the dimensions of health * Create a podcast counteracting the impact of media, peers and family on health * Create a pamphlet on the determinants of health * Develop and design a wiki on the influence individuals have over health * Construct a letter to the health minister on whether or not individuals are solely responsible for their health * Compose an advertisement using an already established health promotion initiative and relate it to the concepts of the Ottawa Charter * Design a media campaign on a government health promotion initiative * Create a report about a priority action area and provide suggestions for change by using the areas of the Ottawa Charter Preliminary HSC Core 1: Better Health for Individuals 1

2 KEY TERMS Determinants of health Health Health Promotion Health Status Social Construct Socio-cultural Supportive Environments The range of personal, social, economic and environmental factors that determine the health status of individuals and populations A state of complete physical, mental and social wellbeing and not merely the absence of disease or infirmity The process of enabling people to increase control over and to improve their health The health of an individual or population measured against an identifiable standard A concept that has meaning and shared understandings based on people s ways of seeing, interpreting, interrelating and interacting Related to social and cultural factors that impact on health and physical activity issues The places people live, work and play that protect people from threats to health and that increase their ability to make healthpromoting choices KEY CONCEPTS AND IDEAS: Food habits, body image, physical activity, drug use, mental health, sexual health, road safety Online resources RESOURCES/USEFUL REFERENCES: Curriculum Support HSC Online ABS NSW Cancer Council Hermann International Board of Studies NSW Department of Health Roads Traffic Authority (RTA) Text books PDHPE in focus preliminary course, McGraw Hill Australia Peak performance 1 preliminary PDHPE, Macmillan Education Australia Preliminary HSC Core 1: Better Health for Individuals 2

3 LEARNING AND TEACHING ACTIVITIES Focus Area 1: What does health mean to individuals? Activity 1: Individual perceptions of health and their relationship to the dimensions of health. Students are given 5 colour-coded palm cards that have perceptions printed on them. Students rank their 5 perceptions in the order that they most agree with/relate too. The two lowest ranking cards are taken away by the teacher and students then trade with each other for 1 minute until they have three cards that best describe their perception of health. The two lowest ranking cards are taken away again, so that students have one remaining card that they most identify with. Students then move into groups depending on the colour of their final card. Members of each group read out their final perceptions of health and justify their selections. Once each group has read all of their perceptions prompt them to identify the dimension of health that they are most aligned with. Discussions can then centre around such topics as: 1. Which colours/dimensions are most popular and which are not? What are some possible reasons for this? 2. How health is more than simply a lack of illness, it is made up of all of the dimensions. 3. Why some groups may be more inclined to identify with a particular dimension, and the reasons for this. 4. Discuss how the dimensions can cross over with each other. Activity 2: Health behaviours Students are put into groups of 4 or 5. Each group has an envelope that contains a scenario, a continuum, and three risk/protective factors. Students have 3 minutes to read their scenario and plot on the continuum where the scenario would place them if they were the characters. Does this scenario place them in a situation that is healthy or unhealthy? Students than apply the risk/protective factors (one at a time) and come to a conclusion about how each factor will affect their place on the continuum. Will it make them healthier or unhealthy? Call one group out the front to read out their scenario and go through the activity in front of the class. Question the group s reasons for their initial placement of the scenario on the continuum. Preliminary HSC Core 1: Better Health for Individuals 3

Discuss how and why the placement on the continuum has changed and each time a risk/protective factors is applied. Focus area 2: What influences the health of individual s?

Outcomes: P2 explains how a range of health behaviours affect an individual s health P3 describes how an individual s health is determined by a range of factors Students are to view the video:

4 Discuss how and why the placement on the continuum has changed and each time a risk/protective factors is applied. Focus area 2: What influences the health of individual s? Activity one: Video and discussion. Outcomes: P2 explains how a range of health behaviours affect an individual s health P3 describes how an individual s health is determined by a range of factors Students are to view the video: Individually students are to choose one character and identify the determinants that affect their health. In groups of 3-4 students are to categorise the determinants into Individual, Sociocultural, Socioeconomic and Environmental Factors. Whole class discussion will then be conducted on student s findings and how a combination of determinants affects different individuals. Students are to justify WHY they categorised the determinants the way they did. Activity two: Picture Match Up Outcomes: P4 evaluates aspects of health over which individual s can exert some control Several pictures of Health Determinants are shown to the class. As a whole, the class is to classify these Determinants as Modifiable or Non Modifiable by placing the pictures in the appropriate column on the board. Teacher facilitates discussion about the degree of control individuals can exert over their health. Students are to justify their choices and provide a practical example. Preliminary HSC Core 1: Better Health for Individuals 4

5 Focus Area 3: What strategies help to promote the health of individuals? Activity 1 Video Analysis and Applying Ottawa Charter Principals The class is split into approximately 6 to 8 groups depending on student numbers on the day. They will all watch six different videos. Each one is a television commercial campaign. The themes include sun safety (slip, slop, slap, seek, slide), depression, alcohol abuse (role model), smoking (quitting is hard, not quitting is harder), speeding (no one thinks big of you) and obesity (how do you measure up). The group will then be assigned one specific video commercial each which they must analyse. They must consider the following questions: - What principle of the Ottawa charter is the commercial addressing? - Is the commercial effective and if so, how? - What techniques have been used to convey the message? - Who is the target audience that the commercial is aimed at? Activity 2 Brain storm and discussion The class is to remain in the same groups as for the previous activity. Each group will be allocated one of the eight priority areas as follows: 1. arthritis and musculoskeletal conditions 2. asthma 3. cancer 4. cardiovascular health 5. diabetes 6. injury prevention and control 7. mental health 8. obesity Within each group, the students need to brain storm and discuss ideas and strategies to combat their priority area for health. Preliminary HSC Core 1: Better Health for Individuals 5

6 Teaching notes for Powerpoint Presentation Focus Group 1 Slide 1: Within this focus area What does health mean to individuals?, the introductory activity showcases the meaning of health, specifically the five dimensions of health. The first activity is designed to focus on the perceptions individuals hold of their personal health and wellbeing. The second activity outlines specific protective and risk behaviours in issues relevant to young people. Slide 2: Students are to use this as a guide to complete the given activity, this was designed so that all students could participate in the activity. Slide 3:This topic from the syllabus is also drawing from previous knowledge learnt by the students in their junior years of high school. This component of the syllabus was introduced in Stage 4, Strand 3 Individual and Community Health where by in Outcome A student describes the nature of health and analyses how health issues may impact on young people. This is further touched on in Stage 5, Strand 3 where students are to analyse attitudes, behaviours and consequences related to health issues affecting young people. It is also used as the introductory learning in stage 6 for the HSC core: Health Priorities in Australia and the option: The Health of Young People. Slide 4: This activity is based on student s prior knowledge, stage 4 and 5 syllabus outcomes 4.7: A student identifies the consequences of risk behaviours and describes strategies to minimize harm and 5.7: A student analyses influences on health decision-making and develops strategies to promote health and safe behaviours. Furthermore the activity links to future knowledge, HSC syllabus 9.2 Core 2: Factors affecting performance and 9.3 option 1: the health of young people. Focus Group 2 Slide 5: Teacher introduces focus question and discusses key concepts. Teacher gives brief overview of what the presentation will be about: Determinants of health and an individual s control over their health. Slide 6: Teacher discusses what students will learn to do in this topic and how this links to other cores and options. Slide 7: Students watch the video and individually choose one character and identify the determinants that affect their health. In groups of 3-4 students are to categorise the determinants into Individual, Sociocultural, Socioeconomic and Environmental Factors. Whole class discussion will be facilitated by teacher. Slide 8: Students are to classify determinants into modifiable and non modifiable. Teacher facilitates discussion about how much control an individual exerts over their own health. E.g. location, genetics and education. Focus Group 3 Slide 9: This is the 3 rd focus question from Core 1. This section focuses on the principles of the Ottawa Charter in order to be able to effectively look at health promotion and the priority areas of health Slide 10: These are the two components that we will be focusing on during our presentation. The Ottawa Charter and the priority areas of health for Australians are concepts that students and their teachers need to be aware of. Through our session s activities, we will be addressing ways to teach these. Preliminary HSC Core 1: Better Health for Individuals 6

7 Slide 11: We will be splitting the class/session into 6/8 groups (depending on the size) for the two activities. This will allow group members to be able to communicate their ideas and understanding for the activities. Slide 12: In the groups they were in before, discuss ideas for overcoming the health priority area they are assigned. What strategies or initiatives could be established for the area. Preliminary HSC Core 1: Better Health for Individuals 7

Core One Health Priorities in Australia

Core One Health Priorities in Australia Q1 How are priority Issues for Australia s health identified? Q2 What are the priority issues for improving Australia s health? Measuring health status Groups experiencing