UNIT TIMELINE AND SCHEDULE Health Education PD629

This is a compulsory unit which students must complete in either Year 9 or 10. Each cycle consists of 6 x 1 hour lessons.

Week TOPIC FOCUS AND ACTIVITIES RESOURCES  Run through the course/semester ahead and expectations  Course outline  Personal identity- what makes you unique?  W/sheet:‘Values shape our choices’ Introductions/ Personal identity  How would your friends describe you? List 5 personal qualities.  Impact of family, friends, media and culture on personal identity  Values- what are they and who shapes them?  Brainstorm- what is self-esteem?  Self-esteem quiz  Students to complete self-esteem quiz part A&B  Personal strengths w/sheet Self esteem  Who influences your self-esteem? 1  Tips for improving your self-esteem  Personal strengths: what strengths do you have, what do you want to have/need to work on  What is body image?  Body Image worksheet  Read body image w/sheet  ‘The Fattening Rooms’ w/sheet  In our society, what is the ‘ideal’ body image for males and females? Draw pictures of a Body Image male and female (or write).  What factors influence our body image?  Read body image sheet and answer the 2 qu’s.  Cultural effects- read ‘the Fattening Rooms’ and answer qu’s 3&6. 2 How do the media influence our body image? Split class into 6 groups and give a magazine ad to  Magazines each. They are to answer the qu’s and present back to class: 1. What is the aim of the ad? Body Image 2. What image does the ad portray? 3. Is the person’s body in the ad realistic/achievable/healthy? 4. What influence does the ad have on your own body image/the community’s body image? Body image  Cultural differences of ‘beauty/ideal body’  You tube clips:  Gruen Transfer ad of the week Dove http://www.youtube.com/watch? v=BaSRWnv_KLo&feature=fvsr Week TOPIC FOCUS AND ACTIVITIES RESOURCES  Brass shackles Thailand http://www.youtube.com/watch? v=BL8ARB5FmsA&playnext=1&list= PL9544EDB18F56A942 Chinese foot binding http://www.youtube.com/watch? v=XnmOqpoDFEw  Killing us sofly- media&body image http://www.youtube.com/watch? v=PTlmho_RovY&feature=related  Lip plates http://www.youtube.com/watch? v=2Mz1vaTeUSY  Article ’Incredible bulk: a journey from fit to fanatical’- Questions: a) What’s muscle dysmorphia? B) How does having muscle dysmorphia  Effects of poor body image/self-esteem (physical, social and emotional effects) effect an individual’s health 2 Body Image  Read articles. Discuss- is body image one of the biggest pressures facing adolescents? (physically, socially, emotionally)? Do you agree/disagree? Why/why not? C) What factors contribute to the development of muscle dysmorphia?  Article ‘Demi Moore’s body image agony is shared by all’ 3 Communication  What is communication?  Shape / picture to describe  One way communication – describe shape to students who will draw it in their books. Let them come up with a shape of their own and complete the task again with the person sitting beside them or pick 1 or 2 to do it in front of the class.  How do you communicate - discussion with students about how they communicate (e.g. ILY, LOL, texting, msn ect ) write it on the board and get students to write into books  Before discussing effective communication get students in pairs and have 3 x 1 minute conversation (choose 3 different topics eh. Favourite holiday) in the following positions: 1 standing and 1 sitting, back to back then face to face. How did you feel during each conversation?  How can we make sure we’re communicating effectively? (eg. Eye contact, clear voice, etc)  Read through Reach Out fact sheets  Facts sheets from ‘Reach Out’. ‘Communication-getting the  Face game: in groups of 4 each student writes down an expression/emotion without message’, ‘effective communication’ showing anyone. Each person selects a piece and acts out the expression. The others and resolving arguments’ have to guess. Follow up questions.  Charades topics Week TOPIC FOCUS AND ACTIVITIES RESOURCES  Play Charades and Articulate  Articulate game  Conflict resolution  Reach Out factsheet- Resolving an argument.  How to resolve an argument or disagreement discuss ways then students to create a short role play and use one of these strategies.  Download Mind matters resource booklet called ‘Understanding mental illness’ from What is mental health and mental illness? http://www.mindmatters.edu.au/reso ACTIVITY 1: Exploring understandings of mental health /illness (P 17 mind matters) urces_and_downloads/mindmatters/ ACTIVITY 3: Language brainstorm (P 18 mind matters) mindmatters_resource_kit_landing.h How common is mental illness? tml Good activities  Butchers paper  Handout- ‘Mental illness- the facts’ P20-21 of mind matters and complete questions (P19)  Handout- ‘Myths, 4 Mental health misunderstandings and facts about Myths about mental illnesses and the stigma of mental illnesses mental illness’ P21-22 of mind matters  Labels worksheet (P69) and questions (P66)  Computers  Worksheets for the 5 mental illness  Students to research a mental illness (bi polar/anxiety/eating (P48-52) disorders/depression/schizophrenia) and complete worksheet  Helpful websites:  Headspace.org.au  Beyondblue.org.au  Sane.org.au Mental Health  Summary quiz ‘Fact, fear, furphy or  Create groups of 5 (each person having researched a different mental illness). Share fiction’. P71-72 of mind matters information with group then complete quiz. 5  Mental Health Group Assignment  Group Assignment (2-3 lessons to work on it) (30% of mark) 6 Bullying  Types of bullying and positive strategies to deal with bullies  Handout from Reach Out ‘Bullying-  Discuss and brainstorm with a partner: What is bullying? what is it?’  When they have completed the brainstorm, ask them to:  Role play scenarios • circle the two behaviours they think are the worst forms of bullying  Bullying statement card- rank from • underline the two they think are most common in their school. Get some pairs to report back to harmful to least harmful the class. Does everyone agree about what are the most common bullying behaviours and about what are Week TOPIC FOCUS AND ACTIVITIES RESOURCES the most severe forms of bullying? 1. Ask students to brainstorm the possible reasons why people bully others. Compare and discuss. 2. Handout worksheet and read: ‘Bullying-what is it?’ 3. The handout mainly talks about how bullying can affect you emotionally. How can it affect you physically or socially? 4. What can you do if you are being bullied? Write down ideas and discuss.  Physical and non-physical bullying  What to do and ways to overcome bullying  An effective antibullying policy includes disciplinary action that is nonviolent and not  Scenario cards reflective of bullying behaviours. Outline some appropriate actions schools could use to  ‘Bystander decisions’ sheet- use for deal with bullies. role plays  As a class, investigate Highvale’s bullying policy (look in your diaries). Evaluate the policy,  P33 Mind Matters- bullying survey highlighting its strengths and indicating what you would change and why, and how you  P29 mind matters- ‘Is it ok to tell?’ would change these features. sheet  Rank harmful to least harmful- give each student a scenario and stand along continuum  Role play on bullying (4 scenarios)  Create a table: On one side write a list of all the things that would encourage a person to tell or to ask for help. On the other side record what stops people from reporting or asking for help when they have been bullied or have witnessed bullying. Follow up qu’s: 1. What might be the affect on someone who was bullied over a long period of time? 2. Who can students in this school go to if they are experiencing bullying or harassment? 3. What do people fear most in telling? 4. How could being bullied affect what you feel, say, do and think about yourself and others? 5. How do people cope when they are bullied?

Undertake a survey on bullying in the class (anonymous). Collate results.  ‘The bully you can’t see’  Factsheet ‘Cyber bullying’ from Reach Out.  You tube:  Cyber bullying  ‘Think before you post’  What can schools do to prevent cyber-bullying/bullying? http://www.youtube.com/watch?  Create a poster with a slogan to prevent cyberbullying/raise awareness eg.‘Think before v=4w4_Hrwh2XI&feature=related you post’.  ‘My Space suicide: The Megan Meier Story’ http://www.youtube.com/watch? v=6MxxqcH_Mkc&feature=related  Poster paper. 7 Puberty  Puberty quiz  Handout ‘Puberty” Week TOPIC FOCUS AND ACTIVITIES RESOURCES  Puberty what is it? What happens? (class discussion)  Handout ‘Changes that occur during puberty’  Discuss social and emotional changes not just physical  Puberty quiz worksheets (1 per  Read handout ‘puberty’ and discuss/brainstorm changes that occur student)  Read handout ‘Changes that occur during puberty’ and categorise each as male, female or both. Represent as venn diagram.

 Posters of reproductive systems in A block staffroom  Name and function of male and female parts of the reproductive system  Reproductive system cut and paste  Give each student a part of the reproductive system to stick on the posters sheets  Male and female reproductive system labelling activity  Male and female reproductive system posters and name cards

 Access to a pc lab for students to  Sexual reproduction – internet research (www.betterhealth.vic.gov.au) look at the website and complete question sheet (1 per student)  Rights and responsibilities in a relationship (Respect, love) and qualities  ‘Take up a position’ sheet  ‘Take up a position’ sheet- read out statements and students agree or disagree. Explain  Chris 16 worksheet why. Relationships  Discuss sexuality with students, relationships, same sex relationships and acceptance of this in the community.  Chris 16 worksheet 8  STI ‘handshake’ activity  Computers STI’s  Clickview, sexually transmitted infections: What We Can’t See. Watch video and students to answer question sheet.  Worksheet from science textbook ‘Reproductive problems’  Definitions worksheet STI’s  Sexual Health Definitions worksheet  Bingo cards  STI bingo  Celebrity heads types of contraception.

WEEK TOPIC FOCUS AND ACTIVITIES RESOURCES  Explain 2 types of contraceptive methods (barrier and hormonal)  Contraception kit (in A block 1 Contraception (3 staffroom) lessons)  Students look at different contractive methods and complete table (how it works, effectiveness, etc)  Contraception table 2 STI’s  STI assignment. WORTH 25% OF GRADE  Assignment sheet  Access to a pc lab WEEK TOPIC FOCUS AND ACTIVITIES RESOURCES  Good websites: Yoursexhealth.org Likeitis.org.au Yeah.org.au  STI case study and discussion questions  Worksheet  Quiz- teenage pregnancy. Discuss. Any answers you were surprised about?  How much do you know about teenage pregnancy quiz?  Article- Alfie: dad at 13 Teen pregnancy  PPT- Pregnancy Jeopardy 3  Pregnancy Jeopardy  Clickview program – Life as a teenage mum  Access to clickview facilities  Question sheet for each student 4 Risk taking case studies

What is risk taking? What are Positives and negatives of risk taking? Give examples Risk taking Influences on risk taking. How do others (teachers/friends) have positive and negative effects on your decision to take risks? Risk taking case studies- discuss in groups and present

Article ‘Daredevil divers in Blairgowrie risk paralysis’ Newspaper article What is alcohol? Butchers paper Risk Taking What is a drug? Alcohol/drugs Hang butchers paper around the room. What are possible consequences of alcohol? Then rank from least to most dangerous Alcohol Harm minimisation – what is it? PPT ‘Short and long term effects of alcohol List 5 harm min strategies (eat, drink slowly, don’t mix with other drugs, non alcoholic beverage in ‘and worksheet ‘Short and long term effects between drinks) of alcohol ‘to fill out WEEK TOPIC FOCUS AND ACTIVITIES RESOURCES Short and long term effects of alcohol Fact or myth cards

 Rank risks from high to low risk individually  Worksheet: ‘Harm minimisation  Divide class into small groups and students to compare their ranking of risks. Discuss ranking the risks’ what factors influenced your ranking? What changes did you make to your rankings after  ‘Harm minimisation risk discussing it with others? What were the reasons for changing (or not changing)? management matrix’ Alcohol  Complete ‘Harm minimisation risk management matrix’ using the scenario you ranked  ‘The four step decision making highest risk. What are the possible consequences and likelihood? process’  Decision making grid. Pick a scenario. What are the possible options, list positives and negatives.

 Poster paper  You tube clips- ads on binge drinking: 5  You tube clips- anti binge drinking. Are they effective?  http://www.youtube.com/watch? v=EuowE1SXNkA Alcohol  Posters in groups (each group does one stage). Effects of alcohol at each stage ‘after a  http://www.youtube.com/watch? drink or 2’ through to ‘even more alcohol’. Draw a diagram, list possible harms and list v=FfY7L_QUk8o&feature=related harm minimisation strategies. Stick posters in timeline and discuss.  http://www.youtube.com/watch? v=DkScHtrowM8&feature=related  http://www.youtube.com/watch? v=3jftfU30xJg  Managing peer pressure to drink  Managing peer pressure to drink worksheet w/sheet Alcohol  Internet research on alcohol www.nhmrc.gov.au/index.htm  Internet research on alcohol  Access to a PC lab 6 Exam Revision  Exam revision booklet 7 Exam/ Continue Standard drinks practical exercise  Different glasses for drinks with Alcohol Standard drinks for premixed drinks  Coloured water or cordial in bottles 10gm of alcohol in 1 standard drink  Measuring jugs  Worksheet WEEK TOPIC FOCUS AND ACTIVITIES RESOURCES  Cards with drug names on them.

 Types of drugs  What is a drug? Talk about prescription drugs as well as illicit drugs Drugs  Categories of drugs (depressants, stimulants, hallucinogens). Card activity  Why people take drugs

 Assignment sheet  Drug assignment. WORTH 20% OF GRADE  Access to a pc lab Drug Assignment  Good websites: redi, druginfo.adf.gov, ncpic 8 Drug Assignment  Research on computer to fill out table  Websites: Drugs Fill out drug table using computer or others pamphlets  www.redi.gov.au  www.druginfo.adf.org.au  www.ncpic.org.au  In Tune (resources from Dept Hot seats, role plays and other activities (from In Tune and Creating Conversations) Education website)  P168 In Tune-students to think 9 Fact or fiction statements about short and long term consequences of drug use.  P120 In Tune: Reasons for drug Drugs use. Half class think of reasons why adults use drugs. Other half think of reasons why young people use drugs.  P128 In Tune- In pairs decide if each statement in fact or fiction. Unit test Test on risk taking, drugs and alcohol.  Test