Primary Health and Values: Book G - Ages 11-12 by Teacher Superstore

Primary health and values Written with

Jenni Harrold

Other titles to support this curriculum area Bullying

Values Education

Conflict Resolution

RIC–0654 to RIC–0656

PR–2781, PR–2784, PR–2787, PR–2790, PR–2793, PR–2796, PR–2799

RIC–0581 to RIC–0583

Bullying Stimulus Posters

The Environment

Conflict Resolution Posters

RIC–7001

RIC–0548 to RIC–0550

RIC–7006

Bullying and Conflict Resolution (Lower Secondary) RIC–0584

RIC--0580

4.5/425

Primary health and values—Book G R.I.C. Publications Published in 2003 by R.I.C. Publications Copyright Jenni Harrold and R.I.C. Publications 2003 The author wishes to acknowledge the extensive knowledge of the writers at R.I.C. Publications who contributed to this project. This master may only be reproduced by the original purchaser for use with their class(es). The publisher prohibits the loaning or onselling of this master for the purposes of reproduction.

r o e t s Bo r e p ok u S Additional titles available in this series: Primary health and values—Book A Primary health and values—Book B Primary health and values—Book C Primary health and values—Book D Primary health and values—Book E Primary health and values—Book F

ew i ev Pr

Teac he r

ISBN 1 74126 079 5 RIC–0580

w ww

m . u

View all pages online.

Internet websites In some cases, websites or specific URLs may be recommended. While these are checked and rechecked at the time of publication, the publisher has no control over any subsequent changes which may be made to webpages. It is strongly recommended that the class teacher checks all URLs before allowing students to access them.

. te

o c . che e r o t r s super Copyright Notice

Blackline masters or copy masters are published and sold with a limited copyright. This copyright allows publishers to provide teachers and schools with a wide range of learning activities without copyright being breached. This limited copyright allows the purchaser to make sufficient copies for use within their own education institution. The copyright is not transferable, nor can it be onsold. Following these instructions is not essential but will ensure that you, as the purchaser, have evidence of legal ownership to the copyright if inspection occurs. For your added protection in the case of copyright inspection, please complete the form below. Retain this form, the complete original document and the invoice or receipt as proof of purchase. Name of Purchaser:

Date of Purchase:

Supplier:

School Order# (if applicable):

Signature of Purchaser:

Primary health and values Foreword Primary health and values introduces and develops the knowledge, skills, attitudes and values that will assist students to lead healthy and fulfilling lives. Students will consider what it means to be healthy—physically, socially, mentally and emotionally—and will be given experiences to assist them to become responsible, caring members of society. The book is divided into two sections. The first section—Healthy lifestyles— offers students the knowledge to make informed decisions about safety, nutrition, the media, drugs and more. Through guided classroom discussions and activities, students are encouraged to think critically about health issues and the challenges they face as they grow and develop.

r o e t s Bo r e p ok u S

Teac he r

Primary health and values provides a comprehensive coverage of the health content, supports teachers in planning and implementing lessons and, through collaborative learning and thoughtful discussion, promotes a lifelong commitment to healthy, active lifestyles. Contents

Other titles in this series:

Primary health and values – Book A Primary health and values – Book B

ew i ev Pr

The second section—Personal development and relationships—focuses on character building and values. Most experts agree that people with defined values and a good self-image are better equipped to deal with challenging situations. The activities in this section encourage students to consider their own values and develop a sense of self-worth. This section also focuses on the importance of showing respect for and tolerance towards others and valuing diversity in our society.

Primary health and values – Book C Primary health and values – Book D Primary health and values – Book E Primary health and values – Book F

Teachers notes Teacher information ...............................................................................................................................................................iv – v Suggestions for teaching health and values ................................................................................................................. vi – vii Assessment indicators ...................................................................................................................................................... viii – ix Assessment proformas ......................................................................................................................................................... x – xi Personal development and relationships

w ww

A balanced lifestyle ............................................... 2 – 3 Puberty ..................................................................... 4 – 5 Growth and development – male ...................... 6 – 7 Growth and development – female ................... 8 – 9 Social and emotional development .............. 10 – 11 Personal development ..................................... 12 – 13 Cultural factors .................................................. 14 – 15 Drugs ................................................................... 16 – 17 Alcohol ................................................................. 18 – 19 Tobacco ............................................................... 20 – 21 Mental health ..................................................... 22 – 23 Physical activity ................................................. 24 – 25 Accidents ............................................................ 26 – 27 Safety ................................................................... 28 – 29 Media influences ............................................... 30 – 31 Advertising .......................................................... 32 – 33 Community services ......................................... 34 – 35 Health issues ..................................................... 36 – 37 Influences on physical activity ....................... 38 – 39 Being a part of a group ................................... 40 – 41

. te

How do you feel? ................................................ 42 – 43 Feeling good about yourself ............................. 44 – 45 Being assertive! ................................................... 46 – 47 Stereotyping ......................................................... 48 – 49 Bullying .................................................................. 50 – 51 Peer pressure ....................................................... 52 – 53 Friendships ........................................................... 54 – 55 Relationships ........................................................ 56 – 57 Conflict resolution ............................................... 58 – 59 Communication .................................................... 60 – 61 Managing stress .................................................. 62 – 63 Decision making .................................................. 64 – 65 Healthy lifestyle challenge! ............................... 66 – 67 What do you value? ............................................ 68 – 69 Tolerance ............................................................... 70 – 71 Respect .................................................................. 72 – 73 Managing your time ............................................. 74 – 75 Goals ....................................................................... 76 – 77 Environmental issues ........................................... 78 – 79

m . u

Healthy lifestyles

o c . che e r o t r s super

R.I.C. Publications – www.ricgroup.com.au

Primary health and values

iii

Teacher information Primary health and values is divided into two sections. These are: Healthy lifestyles – offers students the knowledge to make informed decisions about safety, nutrition, the media, drugs and more. Through guided classroom discussions and activities, students are encouraged to think critically about health issues and the challenges they face as they grow and develop. Personal development and relationships – focuses on character building and values. The activities in this section encourage students to consider their own values and develop a sense of self-worth. This section also focuses on the importance of showing respect and tolerance towards others and valuing diversity in our society. The notes on the following pages provide comprehensive information about terms and concepts used in this book.

r o e t s Bo r e p ok u S

Teac he r

A teachers page accompanies each student worksheet. It provides the following information:

Background information has been included to enhance the teacher’s understanding of the concept being taught and to provide additional information to relate to the students.

ew i ev Pr

Specific indicators explain what the students are expected to demonstrate through completing the activities.

Discussion points have been suggested to further develop ideas on the student worksheet. They can also encourage the students to comprehend, assess and form opinions about what they have read.

. te

m . u

w ww

What to do gives suggested step-bystep instructions for the activity. The accompanying worksheet may be the focus of the activity or it may be where the students record their ideas after completing a task or discussion.

o c . che e r o t r s super

Answers to all worksheet activities are included. Some answers will need a teacher check, while others will vary depending on the students’ personal experiences, opinions etc.

Additional activities can be used to further develop the outcomes being assessed. These activities provide ideas to consolidate and clarify the concepts and skills taught in the activity.

Outcome links appropriate to each state are provided across the main learning area.

Primary health and values

R.I.C. Publications – www.ricgroup.com.au

Teacher information

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

A variety of student worksheets is provided, which may contain a selection of role-plays to perform; scenarios to read and consider; information to read, discuss and answer questions about; or values or feelings to consider and compare with others.

w ww

. te

Questioning activities where students are required to consider and evaluate personal feelings or values.

m . u

Student activities to reinforce and develop understanding of the concept.

o c . che e r o t r s super

Several pages provide a selection of role-plays or scenarios for students to use in a variety of ways. R.I.C. Publications – www.ricgroup.com.au

Other activities include completing tables or reading and labelling diagrams.

Primary health and values

Suggestions for teaching health and values Primary health and values introduces and develops the knowledge, skills, attitudes and values that will enable students to lead healthy and fulfilling lives. Students will consider what it means to be healthy—physically, socially, mentally and emotionally—and will be given the tools to become responsible, caring members of society. Many of the activities in this book provide students with an opportunity to formulate their thoughts on a topic and express their opinions and feelings. Classroom discussions are valuable for encouraging critical and reflective thinking.

Teaching health

Creating a safe atmosphere

• Create a safe atmosphere in the classroom so students feel they can share their thoughts and feelings.

For an effective health lesson to take place, students need to feel comfortable enough to share their thoughts, feelings, opinions and past experiences. They need to feel there will be no ridicule, no put-downs and a nonjudgmental atmosphere.

r o e t s Bo r e p ok u S

• Identify what it is the students are going to take away from the lesson. (Refer to the ‘Indicator’ in the Teachers notes for each activity.)

Teac he r

• Listen to and be honest with the students. (Give something of yourself. Share some of your own experiences, where appropriate.) • Show respect for the students’ thoughts and feelings. • Be non-judgmental.

In your responses, encourage students to analyse their statements by asking such things as ‘What could happen if you did that?’ or ‘Who else would be affected by that?’, rather than giving your own opinion.

One way to promote this safe atmosphere during discussions with younger students is to make the effort to sit the students in a circle, even if it means going to another room to do this. Some schools call this time ‘circle time’. Set clear rules, such as one student speaking at a time and no put-downs or pulling faces. Make the circle a ‘safe place’ where the students feel comfortable to talk openly about their feelings, worries and achievements.

ew i ev Pr

• Begin with a discussion or, with older students, a hypothetical situation. (Refer to the ‘Discussion points’ in the Teachers notes for each activity.)

Students can be encouraged to become respectful listeners. Ensure that students raise their hands if they wish to make a comment; or, for younger students, an item can be placed in the middle of the circle such as a ‘talking stick’ or small toy. Only students holding this are able to speak.

w ww

Although students should feel free to express their opinions, it is important that they understand there is a ‘right’ conclusion, rather than letting them think whatever they conclude is correct.

. te

Explain to the class that many people only ‘half listen’ as they are thinking about what they might say when the speaker stops. Some people don’t even wait for the speaker to stop, and interrupt him or her in the middle of a sentence. During ‘circle time’, teachers and students have the opportunity to share their thoughts without being interrupted.

m . u

With some topics, students may make suggestions where you can respond ‘Is that the RIGHT thing to do?’. Such a question can promote discussions regarding individual, group, community and global values. Who is it ‘right’ for?

It is important for students to understand that personal issues discussed during these ‘open forum’ meetings are not to become topics of conversation outside the classroom. Teachers will also need to show respect to the students unless, of course, issues are raised involving abuse or that need attention by parents. Teachers will then need to consult their principals regarding any action that needs to be taken.

o c . che e r o t r s super

Once the class has a routine set in place to discuss health issues openly and respectfully, these skills can be transferred to discussions about issues affecting the class, such as conflict and bullying.

Growth and development/Drug education The community is generally united in its overall opinions and goals in relation to young people. In the areas of growth and development and drug education, the form and timing of this education vary among different community groups and are based on a wide range of factors, mainly concerned with religious and community expectations. Activities in both these areas are provided in this series; however, the author recognises the right of schools, teachers and parents to guide education according to their own priorities. vi

Primary health and values

R.I.C. Publications – www.ricgroup.com.au

Suggestions for teaching health and values Values education

Collaborative learning

Most definitions agree that ‘values’ are those qualities which an individual or a society considers to be important as principles for conduct.

When students are able to work together in groups, they are encouraged to communicate and express their ideas. It is important that teachers monitor groups working independently to ensure that all students are working together as a team. By allocating a role for each group member, it is more likely that the dynamics will be equitable. The roles of the students can be swapped regularly to give each member the opportunity to participate in all tasks.

The Primary health and values series helps students to consider their personal strengths and weaknesses and reinforces the advantages of having a strong set of values.

r o e t s Bo r e p ok u S

A person’s set of values affects his or her thinking and behaviour. When people are confident in themselves and have strong values, it is easier to do things that are ‘right’. Those who have weaker values can often be led easily and may do things they don’t really want to do.

Teac he r

Teachers can foster the development of personal qualities such as perseverance, kindness and dealing with stress and criticism. They can also discuss some values with students, such as honesty, generosity and tolerance. Teachers might also like to discuss other things people may value, like pets, music and the environment.

Allow time at the end of the group tasks for the students to evaluate their team skills and to make targets to work towards the next time they form as a group. Some activities may work better if the groups are organised by ability levels, others will be enriched by mixed ability groupings. To enable all students to work together at some stage during the year, randomly select groups for some activities.

ew i ev Pr

Teachers can encourage students to have a positive selfimage through praise and by recognising their achievements.

Differentiating activities

•

w ww

Tolerance and empathy should be encouraged in students. Activities such as drama games, which require students to put themselves in someone else’s place and imagine how that person feels, can help to foster empathy. Tolerance is an ongoing process that teaches students not to hate. Teachers can teach tolerance most effectively by modelling tolerant behaviour in the classroom and playground, ensuring students are exposed to multicultural literature and images, and teaching them about various faiths, ethnicity and lifestyles. Educating students to be tolerant will:

•

minimise generalisations and stereotyping, and

•

promote the need to combat prejudice and discrimination.

•

. te

promote the understanding and acceptance of individual differences,

The activities in the Primary health and values series have been designed so they can be followed precisely or adapted by teachers. This flexibility allows teachers the opportunity to modify lessons and worksheets to meet the needs of students with varying abilities and special needs. To meet the special needs of English as a second language (ESL) students or those who have low levels of literacy, plan a time to introduce keywords and concepts. Having other adult support is ideal as the group can work in a quiet area away from the classroom. Keywords can be enlarged and discussed. Being immersed in the language before a topic begins gives these students an advantage, especially during the teacher discussion part of the lesson when most teachers tend to speak quite quickly.

m . u

Tolerance and empathy

o c . che e r o t r s super

promote the idea that differences can enhance our relationships and enrich our society,

This book emphasises the importance of respecting the feelings and emotions of others. It uses scenarios to help students ‘put themselves in the shoes’ of others. When students develop empathy for others, the dynamics of situations can change.

R.I.C. Publications – www.ricgroup.com.au

If other adults are not available, mixed ability groups will allow ESL students and students with low literacy levels to observe and be guided by other students. Students who seem to ‘race’ through the activities and worksheets and who understand the content very quickly can be challenged by looking at the topic in greater depth (rather than being given more of the same). They can go beyond the facts and conduct research related to strands of the topics that interest them. By meeting the needs of individual students, allowing the students to learn collaboratively and by having very clear instructions and expectations, health lessons should run smoothly.

Primary health and values

vii

Assessment indicators Below are the indicators from the activity pages of Primary health and values – Book G. These indicators can be transferred across to the assessment proforma on page x. By using proformas, teachers can meet the needs of outcomebased learning experiences in health education. The format of each page is ideal for inclusion in student portfolios or for reporting purposes. Using proformas allows teachers to provide a well explained, logically presented indication of progress to both students and parents. Indicators have been developed as a basis for determining progress towards achieving outcomes. Healthy lifestyles • Recognises factors essential for maintaining a balanced lifestyle.

Pages 24 – 25

Pages 4 – 5

• Understands that puberty is a time of change and that various factors can affect the development of individuals.

Pages 26 – 27

• Describes the consequences of accidents to the individual and the community.

Pages 6 – 7

• Identifies the changes specific to males during puberty.

Pages 28 – 29

Pages 8 – 9

• Identifies the changes specific to females during puberty.

• Identifies ways to promote safety and devise strategies to respond to unsafe situations.

Pages 30 – 31

Pages 10 – 11

• Recognises factors that influence social and emotional growth and development.

• Identifies images targeted at adolescents and questions the reality of what is presented.

Pages 32 – 33

Pages 12 – 13

• Demonstrates an understanding of issues associated with puberty and a balanced lifestyle.

• Identifies how males and females are targeted through advertisements and how expectations can influence decisions.

Pages 14 – 15

• Appreciates ways that different cultural groups recognise and celebrate transitions through puberty.

Pages 34 – 35

• Identifies community services that support adolescents.

Pages 36 – 37

• Describes actions required to address a specific health issue.

Pages 18 – 19 Pages 20 – 21 Pages 22 – 23

r o e t s Bo r e p ok u S

• Clarifies opinions and attitudes towards the use of drugs.

• Identifies the effects of alcohol on self and community.

• Identifies barriers to participation in physical activity and suggests ways to overcome these.

• Identifies the effects of decisions made regarding tobacco use. • Recognises how to maintain good mental health.

• Compares activities people do to stay fit and investigates the reasons behind the choices.

Pages 40 – 41

• Identifies the skills needed to contribute to successful group participation.

Pages 50 – 51

• Understands what the term ‘bullying’ means.

w ww

Personal development and relationships

m . u

Pages 16 – 17

• Recognises emergency situations and how to deal with them.

ew i ev Pr

Teac he r

Pages 2 – 3

Pages 42 – 43

• Recognises personal feelings related to given statements.

Pages 44 – 45

• Identifies strategies to improve his/her own self-esteem.

• Identifies examples of physical, verbal and social bullying.

• Uses ‘I’ statements to demonstrate positive self-worth.

• Considers the possible consequences of bullying.

• Demonstrates possible situations in which he/she could take a risk.

• Uses role-play to demonstrate different strategies of dealing with bullying.

Pages 46 – 47

. te

o c . che e r o t r s super

• Identifies how he/she responds to different situations.

• Discusses and practises possible responses to different situations.

Pages 48 – 49

Pages 52 – 53

Pages 54 – 55

• Considers the negative effects peer pressure has on influencing behaviour and self-concept. • Reviews current and past friendships.

• Uses ‘I’ statements with confidence to demonstrate assertive behaviour.

• Evaluates what characteristics are important to him/her.

• Understands the meaning of the word ‘stereotype’.

• Establishes strategies to make new friendships and maintain existing friendships.

• Considers stereotypes in his/her community.

Pages 56 – 57

• Considers the meaning of the word ‘empathy’.

• Explores different types of relationships; child-parent, child-teacher, child-child. • Identifies different standards of behaviour in different relationships. • Identifies the expectations placed on him/ her in different relationships.

viii

Primary health and values

R.I.C. Publications – www.ricgroup.com.au

Assessment indicators Pages 58 – 59

• Understands and discusses steps to resolve conflicts in a mutually acceptable way.

Pages 60 – 61

• Understands what is meant by ‘effective communication’. • Considers how well communicates with others.

Pages 62 – 63

Pages 72 – 73

Pages 74 – 75

• Understands some ways in which stress can be managed.

• Evaluates current time-management practices. • Establishes time-management strategies which incorporate aspects of a healthy lifestyle.

Pages 76 – 77

• Devises strategies to attain his/her personal goals.

• Identifies factors that make up a healthy and unhealthy lifestyle.

• Understands the meaning of values. Identifies some of his/her own values.

• Generates personal goals which are based on being fit and active.

• Evaluates his/her decisions in the process of setting personal goals.

Pages 78 – 79

• Identifies and describes tolerant and intolerant behaviour.

• Describes actions to address an issue affecting the environment.

Using the health and values assessment proforma (page x)

An explanation of how to use the proforma. Learning area Task(s)

• Fill in the appropriate learning area; For example: Health – Healthy lifestyles

ew i ev Pr

Pages 70 – 71

are

r o e t s Bo r e p ok u S

• Understands and uses a plan to make decisions.

Teac he r

Pages 68 – 69

that

• Identifies ways of showing respect to other people.

he/she

• Considers some important decisions he/ she has made. Pages 66 – 67

actions

• Considers ways to act respectfully towards others.

• Considers how he/she deals with stress. Pages 64 – 65

• Recognises disrespectful.

• Write the relevant outcome(s) that match the activity (see the Teachers notes accompanying each worksheet) and refer to your state’s documents.

Assessment

• Write the relevant indicator(s) as listed above and assess appropriately.

w ww

m . u

Outcome(s)

Teacher comment • Use this space to comment on aspects of an individual student’s performance which can not be indicated in the formal assessment, such as work habits or particular needs or abilities.

. te

o c . che e r o t r s super

Using the skills and attitudes assessment proforma (page xi) An explanation of how to use the proforma. Assessment

• Assess the specific development of an individual student in these areas.

Teacher comment • Use this space to comment on an individual student’s skills and attitudes.

R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Assessment proforma – health and values

Name

Year

Term

Learning area

Task(s)

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

The student was asked to:

Outcome(s)

w ww

. te

Needs further opportunity

m . u

The student:

o c . che e r o t r s super

Teacher comment

Primary health and values

R.I.C. Publications – www.ricgroup.com.au

Assessment proforma – skills and attitudes

Name

Year

Term

Assessment The student:

Demonstrated Needs further opportunity

r o e t s Bo r e p ok u S

• recognises the importance of physical activity to personal health

• recognises the importance of a balanced diet to personal health • appreciates the need for safe practices in a range of situations

• manages his/her time effectively

• makes decisions for himself/herself • shows an understanding of fair play • participates in and enjoys group activities • works cooperatively to complete a task • recognises his/her weaknesses and works to improve them

ew i ev Pr

Teac he r

• strives to achieve the best results in personal performance

• sets goals for himself/herself

• achieves goals for himself/herself • communicates effectively • listens effectively

• makes and maintains positive relationships

w ww

• shows sensitivity and tolerance towards others • shows respect for others

. te

• has a positive self-image

o c . che e r o t r s super

• recognises the need for balance among physical, emotional and social health

Teacher comment

m . u

• appreciates the similarities and differences between himself/herself and others

R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

A balanced lifestyle

Indicator

Background information

• Recognises factors essential for maintaining a balanced lifestyle. The lesson Discussion points:

Physical – a healthy diet, rest, relaxation, leisure, exercise

r o e t s Bo r e p ok u S

• Ask students to consider the statements presented and decide whether they agree or disagree. • Discuss different leisure activities students participate in. Ask the students to list those they are involved in to complete Question 2. • Discuss the importance of leisure time and the factors that influence a healthy lifestyle. Do adolescents have more influences over which they have little control (for example, parents, money, transport etc.)? Students can work in pairs to discuss the statements presented in Question 3 and then write their own opinions. • Ask students to write three simple steps they can take to achieve a wellbalanced lifestyle. • Discuss the areas that need to be addressed to maintain a balanced lifestyle, with an emphasis on exercise, sleep and leisure time. Students complete the table, calculating the amount of time spent on each. Are there any areas you might need to improve? Do you think your lifestyle is balanced? Answers

Emotional/Social – a positive self-esteem, understanding, coping with and sharing different feelings, dealing with pressure and stress, creating good relationships, tolerating others, understanding differences, maintaining friendships.

ew i ev Pr

Teac he r

• What are the benefits of a healthy lifestyle? • What areas of our life do we need to focus on to maintain a balanced and healthy lifestyle? • Why is it important to keep our minds healthy? • What things make you feel happy and healthy? • How can you balance your life? • How much sleep do you usually get? Does that change on a weekend? What to do:

To be the best person you can be, you need to have a healthy body and a healthy mind. There are many aspects to creating a healthy, balanced lifestyle.

w ww

m . u

1. – 5. Answers will vary Additional activities

• Students can work in small groups to design a survey of students, teachers and parents that looks at creating a healthy canteen/tuckshop menu. • Results of the survey can be collated and a report written to present to the canteen/tuckshop manager and school principal. Percentage of respondents, suggestions for improvements and goals can be included in the report.

. te

o c . che e r o t r s super

Health curriculum links National 4.5, 4.13 WA NSW

Primary health and values

CHL4, SMS4 V4, ALD3.6, PHS3.12

Vic.

HPIP0401

Qld

PHIC4.1

3.2, 4.2, 4.8

R.I.C. Publications – www.ricgroup.com.au

A balanced lifestyle Lifestyle check up. Agree

Disagree

I enjoy exercising. I would rather watch television than play sport. I only eat when I am hungry. My lifestyle is boring.

r o e t s Bo r e p ok u S

I am in a healthy weight range.

I would like to change my eating habits.

I'm involved in lots of leisure activities. I always make time to relax. I eat three healthy meals a day. I get enough sleep at night. My diet could be a lot healthier.

ew i ev Pr

Teac he r

I would like to stay healthy because it makes me feel better.

I prefer to eat ‘junk food’ rather than fruits and vegetables.

w ww

(a) Adolescents need more leisure time than adults.

. te

(b) Too many things that I can’t control influence my lifestyle.

m . u

Explain your opinions on the following statements.

o c . che e r o t r s super

Write three simple steps to maintaining a balanced lifestyle.

Calculate how much time you spend on the following activities in a week. Sunday

Monday

Tuesday Wednesday Thursday

Friday

Saturday

Exercise Sleep Leisure/Relaxation R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Puberty

Indicator

Background information

• Understands that puberty is a time of change and that various factors can affect the development of individuals. The lesson Discussion points:

r o e t s Bo r e p ok u S

• Conduct a class discussion about the factors which influence puberty, particularly hereditary and cultural factors. Ask students to approach parents and close relatives to talk about some things that are inherited. If students wish, they could volunteer information they have found and a class list could be developed. This may help any students who have family conflicts. Allow students time to list those factors they have inherited from family. • Discuss the impact of growth and development changes on relationships and self-esteem. Students may work in pairs to discuss the situations presented in Question 2. Ask them to consider advice and strategies to cope with one of the given situations. Bring the class together. Discuss each scenario. Ask for volunteers to read their advice to the class. • Have students consider a problem relating to puberty that has affected, or may affect, them. Ask them to state the problem briefly. Reassure them that they do not have to share their responses with the class. Perhaps as a homework exercise, they could ask a family member or close friend to offer advice. • Allow students an opportunity to look through the comic section of a daily newspaper. Ask them to create their own comic strips dealing with a cultural or hereditary issue which may affect them during puberty. Answers

ew i ev Pr

Teac he r

• What is puberty? • What factors affect growth and development? • What emotional changes will you experience? • Why is it such a difficult time for some people? • Why do we need to go through puberty? • What are some strategies for dealing with changes? • Why is puberty a difficult period for some and not others? What to do:

Puberty is the period during which a child develops to sexual maturity. Puberty is triggered by the action of hormones, which are released from the ovaries in girls and the testicles in boys. The female’s eggs (ova) mature and the male produces sperm. Puber ty begins around 10 –14 years in girls and one or two years later in boys. The age at which puberty occurs depends on a wide range of factors, including heredity, diet, exercise and the amount of body fat. Puberty not only causes physical changes; the way young people think and act will also change.

w ww

. te

1. – 4. Answers will vary Additional activities

m . u

o c . che e r o t r s super

• Find photographs of parents or relatives at a similar age and describe similarities and differences. • Devise interview questions that can be put to parents or close relatives to discover more about their experiences with puberty and growing up.

Health curriculum links National 4.1 WA

Primary health and values

CHL4

NSW

V1, GDS3.9

Vic.

HPSR0401

Qld

EPD D4.5

3.4, 3.6, 4.4, 4.6

R.I.C. Publications – www.ricgroup.com.au

Puberty During puberty, girls and boys will go through the same stages of development. This will happen at different times though because we are all individuals. Hereditary factors will have a big impact on how and when you go through the stages of puberty. Cultural factors may also influence how you go through the stages of puberty. Make a list of some of the factors you have inherited from parents and close relatives.

r o e t s Bo r e p ok u S

I feel extremely self-conscious about the changes happening to my body. Boys are always teasing me at school.

I have physically developed more quickly than my peers. Some of my classmates seem so immature and I get frustrated with them easily.

My parents were born in another country and they don’t understand that I’m maturing and want to be taken more seriously.

ew i ev Pr

Teac he r

Choose one person’s problem and give him/her advice on the situation.

I’ve become closer friends with someone who has developed at the same rate as me. I seem to have different interests from my other friends.

w ww

. te

m . u

In the speech balloon, write a situation that may affect you. See if you can find someone to give you advice on dealing with the problem.

o c . che e r o t r s super

Create a comic strip that deals with a hereditary or cultural factor that will affect how you go through puberty.

R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Growth and development – male

Indicator

Background information

• Identifies the changes specific to males during puberty. The lesson Discussion points: • What physical changes occur in boys during puberty? • Do boys and girls go through any of the same changes? • Are boys treated differently during puberty? • What are the body parts called? • Do boys deal with emotional changes more easily than girls? What to do:

• weight and height gain, • muscles start to get bigger and stronger, • shoulders get wider, • hair under arms and on face, • penis gets longer and wider, testes get larger, • regular erections, • voice gets deeper, • skin gets oilier.

ew i ev Pr

r o e t s Bo r e p ok u S

• Use a diagram to explain the different parts of the male reproductive organs. Ask students to write the correct terms next to the right definition to complete Question 1. • Ask students to read and consider the given statements and decide if each is true or false in Question 2. • Discuss the physical changes that will occur in boys during puberty. (See Background infomation.) Reinforce that although everyone will go through the changes, not everyone will go through them at the same time. Ask students to discuss Question 3 as a class, in pairs or small groups and write the changes they consider to be the most difficult to cope with. • Do boys and girls deal with emotional changes in the same way? Discuss how it is often true that girls are able to share their feelings more easily than boys and often have a better support network. Ask students to consider what emotional changes might be the most difficult for boys to deal with. • Students may wish to discuss different strategies in small groups before writing down some suggestions that they think are most important. Answers

Teac he r

Physical changes in boys include:

. te

Additional activities

m . u

w ww

1. testicles, scrotum, penis, urethra, bladder, anus, glans, prostate gland 2. (a) true (f) true (b) false (g) true (c) true (h) true (d) false (i) false (e) true (j) true 3. – 5. Answers will vary

o c . che e r o t r s super

• Ask students to consider themselves, family members and friends and think about whether adults might treat boys differently. Adults may deal with boys and girls differently as they go through puberty. Boys may be seen as stronger and, if they are taller, treated as if they are older than they are. Adults may not worry as much about boys as they might with a girl who is showing signs of sexual maturity. • Have students label a diagram of a male’s reproductive organs.

Health curriculum links National 4.1 WA

Primary health and values

CHL4

NSW

V1,GDS3.9

Vic.

HPSR0401

Qld

EPD D4.5

3.4, 3.6, 4.4, 4.6

R.I.C. Publications – www.ricgroup.com.au

Growth and development – male Write the correct term next to the definition. bladder

scrotum

glans

testicles

anus

Term

penis

urethra

prostate gland

Definition Produce the sex cells (sperm) and the sex hormone (testosterone) Loose pouch of wrinkled skin which holds and protects the testicles

r o e t s Bo r e p ok u S

Contains the urethra through which urine and semen are discharged Carries urine to the outside of the body

The hole at the end of the digestive tract where waste leaves the body The tip of the penis, which is the most sensitive

ew i ev Pr

Teac he r

A sac in which urine collects

Glands which produce a nourishing fluid to give the sperm energy

True or false?

(a) During puberty a boy’s shoulders get broader. .................................................................

© R. I . C.Publ i cat i ons •f or ev i e w..................................................................................... pur posesonl y• (d) All males have the r same size penis. (b) All males are circumcised at birth. ....................................................................................... (c) An erection occurs when more blood flows to the penis. ..............................................

(e) It is normal for males going through puberty to get erections for no reason at all. ..

m . u

(f) There are millions of sperm in healthy semen. ...................................................................

w ww

(g) During puberty, a boy’s voice will get deeper. ................................................................... (h) A boy’s breasts may look like they’re developing a bit during puberty. .......................

. te

(i) Facial hair will not grow until after puberty is finished. ....................................................

o c . che e r o t r s super

(j) Boys can become very moody during puberty. .................................................................

What physical changes do you think might be the most difficult for boys to deal with?

What emotional changes do you think might be the most challenging for boys to deal with?

What strategies can boys adopt to deal with changes during puberty?

R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Growth and development – female

Indicator

Background information

• Identifies the changes specific to females during puberty. The lesson Discussion points: • What physical changes occur in girls during puberty? • Do boys and girls go through any of the same changes? • Are girls treated differently during puberty? • What are the body parts called? • Do girls deal with emotional changes more easily than boys? What to do:

• weight and height gain, • bodies become curvier and hipbones widen, • muscles get bigger, • breasts start to develop, • menstruation begins, • facial fair, pubic hair and hair under the arms grows, • skin gets oilier.

ew i ev Pr

r o e t s Bo r e p ok u S

• Use a diagram to explain the different parts of the female reproductive organs. Ask students to write the correct terms next to the right definition to complete Question 1. • Ask students to read and consider the given statements and decide if each is true or false. • Discuss the physical changes that will occur in girls during puberty. (See Background information.) Reinforce that although everyone will go through the changes, not everyone will go through them at the same time. Ask students to discuss Question 3 as a class, in pairs or small groups and write the changes they consider to be the most difficult to cope with. • Do boys and girls deal with emotional changes in the same way? Discuss how it is often true that girls are able to share their feelings more easily than boys and often have a better support network. Ask students to consider what emotional changes might be the most difficult for girls to deal with. • Students may wish to discuss different strategies in small groups before writing down some suggestions that they think are most important. Answers

Teac he r

Physical changes in girls include:

. te

Additional activities

m . u

w ww

1. cervix, ovary, fallopian tube, vagina, labia, anus, urethra, bladder, uterus 2. (a) false (f) true (b) true (g) false (c) false (h) false (d) true (i) true (e) true (j) true 3. – 5. Answers will vary

o c . che e r o t r s super

• Have students label a diagram of a female’s reproductive organs. • Create an acrostic poem using the words, Female Development, that highlights the changes girls go through during puberty.

Health curriculum links National 4.1 WA

Primary health and values

CHL4

NSW

V1,GDS3.9

Vic.

HPSR0401

Qld

EPD D4.5

3.4, 3.6, 4.4, 4.6

R.I.C. Publications – www.ricgroup.com.au

Growth and development – female Write the correct term next to the definition. uterus

cervix

bladder

urethra

labia

Term

anus

ovary

fallopian tube

vagina

Definition The lower end of the uterus that opens to let the baby through during birth. Produces eggs. Females have a pair.

r o e t s Bo r e p ok u S

Muscular tubes. When an egg is released it is drawn into the tube and moved towards the uterus. Connects the uterus with the outside of the body. The walls stretch for the baby to be born.

The hole at the end of the digestive tract where waste leaves the body. The tube leading from the bladder to the outside of the body. A sac in which urine collects.

ew i ev Pr

Teac he r

Folds of skin made of fatty tissue and partly covered with pubic hair.

A hollow muscular organ into which the ovum is received and where it stays during pregnancy.

True or false?

© R. I . C.Publ i cat i ons (c) All girls menstruate when theyp turnu 13. .............................................................. •begin f otor r evi ew r posesonl y• (a) Girls cannot go swimming when they have their period. ................................................

(b) Females can get pregnant during puberty. .........................................................................

(d) A period usually lasts from three to seven days. ............................................................... (e) During each menstrual cycle an ovary releases an egg. .................................................

w ww

m . u

(f) Breasts start to develop during puberty. ............................................................................ (g) Girls should not exercise at all during their period. .......................................................... (h) Girls deal with changes better than boys. ..........................................................................

. te

(i) The start of puberty may be influenced by hereditary factors. ......................................

o c . che e r o t r s super

(j) Girls can become very moody during puberty................................................................... What physical changes do you think might be the most difficult for girls to deal with?

What emotional changes do you think might be the most challenging for girls to deal with?

What strategies can girls adopt to deal with changes during puberty?

R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Social and emotional development

Indicator

Background information

• Recognises factors that influence social and emotional growth and development. The lesson Discussion points: • What emotional changes might you experience during puberty? • How and why can relationships change? • Will everyone experience the same changes, at the same times? • What are the best ways to deal with emotional changes? • Why are friendships so important during puberty? What to do:

ew i ev Pr

r o e t s Bo r e p ok u S

• Discuss how the rapid release of hormones during puberty can have a marked impact on emotions. Ask the students how they deal with things socially. Ask students to consider why they may be closer to friends, rather than adults (especially parents) throughout puberty. Most adolescents appreciate their friendships because peers are going through the same changes. Students can write their reasons to complete Question 1. • Allow students time to read and decide which of the statements presented in Question 2 they relate to. • Students may work in pairs, or small groups to discuss the statement presented in Question 3. After discussion, ask for volunteers who wish to share their ideas and feelings about the statement. • Discuss how there will always be factors that we cannot control, no matter how old we are. Ask students to look at those presented and decide which factors they can change and which they can do nothing about. Answers

Teac he r

During puberty, students will start to change the way they think. They start to choose their own standards and form their own ideas and values. Instead of relying on being part of a family, an individual identity develops. Students are looking for more independence. The first point of conflict is often with family, as students try to assert their independence, while still wanting to retain some support. Peer pressure also becomes a major influence as students feel strongly that they want to be more like their friends.

1. – 4. Answers will vary

m . u

Additional activities

w ww

• Design a ‘Self help’ pamphlet to give advice for those going through puberty. • Use the Internet to find appropriate sites for advice and correct information about puberty.

. te

o c . che e r o t r s super

Health curriculum links National 4.1 WA NSW

Primary health and values

CHL4 V1, GDS3.9, DMS3.2

Vic.

HPSR0401

Qld

EPD D4.5

3.4, 4.3, 4.4

R.I.C. Publications – www.ricgroup.com.au

Social and emotional development Puberty not only changes your body physically, it also changes the way you think about things. Puberty can signal the time when you start to make your own mind up about things, take responsibility for your actions and make more decisions for yourself. Suggest reasons why you may be closer to your friends, rather than adults, during puberty.

r o e t s Bo r e p ok u S

Indicate which of these statements you relate to.

(a) I’m starting to form my own values and opinions. ..........................................................................................

Teac he r

(b) I feel like I’m often questioning what others say. ...........................................................................................

ew i ev Pr

(c) I’m learning how to listen more carefully to what others say. ..................................................................... (d) I’m able to allow others to have their own opinions. ..................................................................................... (e) I’m able to stay with what I believe is right. ..................................................................................................... (f) I’m taking time to get to know myself better. .................................................................................................. (g) I can deal with the changes of mood I’m experiencing. ............................................................................... (h) It’s very important for me to be part of a group.............................................................................................. (i) I feel the need to have more of my own space...............................................................................................

© R. I . C.Publ i cat i ons (l) I am starting to rely less on my parents for information................................................................................ •f orr evi ew pur posesonl y• During puberty, emotional changes are harder to deal with than physical changes. Explain how you feel (j) My friends seem to have more freedom than I do. ........................................................................................ (k) I seem to be in conflict with my parents more often. ....................................................................................

w ww

. te

m . u

about this statement.

Some factors we have no control over, and others we can change, to help us get through different periods in our lives. Decide which factors you can change and which you may have little control over.

o c . che e r o t r s super

parents school work attitude amount of sleep friends setting goals inherited characteristics

R.I.C. Publications – www.ricgroup.com.au

Primary health and values

siblings taking responsibility dealing with conflict

exercise diet

Teachers notes

Personal development

Indicator

Background information

• Demonstrates an understanding of issues associated with puberty and a balanced lifestyle.

Refer to the information on pages 4, 6, 8 and 10.

The lesson What to do: • The student page can be used as an assessment tool and included in a portfolio. Use this page also as a pre-assessment. • This questionnaire can be completed again at a later date. Make comparisons between the two sets of responses. Answers 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

a a b c a b b c a b

Teac he r

b a b c a b a c b c

ew i ev Pr

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

r o e t s Bo r e p ok u S

Additional activities

w ww

. te

m . u

• Students can use the format of the survey and work in small groups to complete one for students in younger Years; for example, students who are just starting school or students in Years 4 and 5. They will need to discuss and possibly research the kinds of issues that students of these ages are faced with. For example, students in Year 4 may be dealing with bullying issues and conflict with friends etc.

o c . che e r o t r s super

Health curriculum links National 4.1 WA

Primary health and values

CHL4

NSW

V1, GDS3.9

Vic.

V1, GDS3.9

Qld

HPSR0401

3.4, 3.6, 4.4, 4.6

R.I.C. Publications – www.ricgroup.com.au

Personal development During puberty: (a) girls may develop more quickly than boys .. ❑ (b) boys may develop more quickly than girls .. ❑ (c) girls and boys develop at the same time ...... ❑

During puberty, boys: (a) develop physically toward adulthood ................. ❑ (b) begin to grow a long beard ................................................. ❑ (c) start wearing long trousers .................................................. ❑

Puberty is the time when: (a) your hair grows longer .................................................................. ❑ (b) your body and feelings change ..................................... ❑ (c) hormones stop being produced .................................. ❑

Menstruation is: (a) making babies ............................................................................................ ❑ (b) the lining of the uterus leaving the body ........ ❑ (c) when you stop exercising ....................................................... ❑

During puberty: (a) only boys may become moody ....................................... ❑ (b) only girls may become moody ......................................... ❑ (c) both boys and girls may become moody ..... ❑

r o e t s Bo r e p ok u S

Ovulation is when: (a) a woman has a period .................................................................. ❑ (b) a woman is pregnant ...................................................................... ❑ (c) an ovary has released an egg .......................................... ❑ Pregnancy can occur: (a) the first time you have sex ...................................................... ❑ (b) one day every month ....................................................................... ❑ (c) whenever you want it to ............................................................. ❑

Physical and emotional changes are harder for: (a) both boys and girls to cope with ................................ ❑ (b) boys to cope with ................................................................................. ❑ (c) girls to cope with ................................................................................... ❑

ew i ev Pr

Teac he r

During puberty, girls: (a) have a baby ..................................................................................................... ❑ (b) change body shape ........................................................................... ❑ (c) stop playing sport ................................................................................. ❑

16 The average length of a pregnancy is: (a) six months .......................................................................................................... ❑ (b) forty weeks ....................................................................................................... ❑ (c) twelve months ............................................................................................. ❑

An example of an inherited characteristic is: (a) the friends you make ....................................................................... ❑ (b) your body shape ..................................................................................... ❑ (c) the books you read ............................................................................ ❑

........................................................................................................................

.........................................................................................................................

(c) bladder ....................................................................................................................

A leisure activity is: (a) finishing homework ............................................................................ ❑ (b) washing the dishes ............................................................................ ❑ (c) reading a book ........................................................................................... ❑

. te

During puberty, boys may have an erection: (a) once a month ............................................................................................... ❑ (b) once a year ...................................................................................................... ❑ (c) more than once a day .................................................................... ❑

m . u

w ww

Your lifestyle is well-balanced if: (a) you eat well, rest and exercise ....................................... ❑ (b) you watch a lot of television ............................................... ❑ (c) you do well in school ...................................................................... ❑

❑ ❑ ❑

Relaxation is important for: (a) resting your body and mind ................................................. ❑ (b) avoiding homework ............................................................................ ❑ (c) staying slim ...................................................................................................... ❑

o c . che e r o t r s super

Most adolescents need about: (a) 4 – 6 hours sleep ................................................................................. ❑ (b) 8 – 10 hours sleep ............................................................................. ❑ (c) 12 – 14 hours sleep ........................................................................ ❑

Exercise will: (a) make you feel sad ................................................................................ ❑ (b) help maintain a healthy body weight .................... ❑ (c) make you eat more junk food ............................................ ❑

Junk food can be consumed: (a) every day .............................................................................................................. ❑ (b) never ........................................................................................................................... ❑ (c) occasionally .................................................................................................... ❑ During puberty: (a) everyone goes through the same stages ..... ❑ (b) tall people develop more quickly ................................ ❑ (c) short people develop more quickly ......................... ❑ R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Cultural factors

Indicator

Background information

• Appreciates ways that different cultural groups recognise and celebrate transitions through puberty. The lesson Discussion points: • Is there any recognition of the transition through puberty in white Australian culture? • Do other cultures recognise this transition? What to do:

r o e t s Bo r e p ok u S

Celebrations can be religious, cultural, community or family occasions, or even a mixture of these. Some celebrations involve whole countries, while others may include towns or even be special to just one family. Many celebrations mean a holiday.

ew i ev Pr

• Organise students into pairs. Discuss the task and brainstorm any knowledge that the students have about celebrations or initiations of different cultures. Some students may wish to volunteer and discuss the celebrations of their own cultures. • Students need to find information books and fiction novels related to the celebrations and initiations of different cultures. • Students use the Internet to find out about different cultures and their celebrations. Bookmark the websites for use by other students. • If possible, find and invite a guest speaker from another culture to address the class. • Students collate their information on the topic using the worksheet. They use the worksheet to create an information poster about the culture they have researched. Answers

Teac he r

A celebration is a special way of remembering or honouring a notable event in our lives. It can last just for a day, or for many days. It may occur at the same time every year, or be on a different day each time.

People around the world celebrate in different ways.

Some examples of celebrations to recognise transitional rituals for teenagers include: • Quincenera – celebration of a girl’s fifteenth birthday in Spanish-speaking cultures

• Bar Mitzvah – for a boy becoming an adult in the Jewish religion

1. – 2. Teacher check

Additional activities

• Students present their report to the class as a short oral presentation. • Display the students’ work in an area common to all students and staff.

• Iria – coming-of-age ceremony for pubescent girls from the Okrija tribe in Nigeria, Africa

m . u

w ww

. te

• Confirmation – in Christian religion

• Na’ii’ees – the sunrise dance – traditional Western Apache coming-of-age ceremony

o c . che e r o t r s super

Health curriculum links National 4.1 WA NSW

Primary health and values

CHL4 IRS3.11, COS3.1

Vic.

HPSR0401

Qld

D4.5

4.3, 3.4, 4.4

R.I.C. Publications – www.ricgroup.com.au

Cultural factors Cultures around the world recognise the transition from childhood to adulthood in different ways. Western culture does not necessarily mark the transition through puberty with any rituals or celebrations. Other cultures have elab orate celebrations and initiations into adulthood. Your task is to choose one culture and research the way that culture recognises this transition. You may choose a transition ceremony that you or your relatives have participated in or it may be one that you are interested in. Use the library, the Internet and different people as your resources to write a report that explains the cultural transition, providing examples and illustrations.

r o e t s Bo Note taking r e p ok u S

As you read the text, underline or highlight the keywords, phrases and facts.

ew i ev Pr

Teac he r

Begin by finding information and taking notes.

Remember:

• notes do not have to be full sentences, • notes can be written in point form, • to make sure you spell names and places correctly,

•s to check that you know the © R. I . C.Publ i cat i on meaning of all words and the facts. •f orr evi ew pur posesounderstand nl y•

m . u

w ww

. te

r Although you ot n s writing doe rfect have to be pe king, when note ta e able you need to b ly to read it easi when you have finished!

o c . che e r o t r s super

Use the outline to plan your report. Introduce the topic

R.I.C. Publications – www.ricgroup.com.au

First main point

Second main point

Primary health and values

Conclusion

Teachers notes

Drugs

Indicator

Background information

• Clarifies opinions and attitudes towards the use of drugs. The lesson Discussion points:

r o e t s Bo r e p ok u S

Prescribed medications have obvious benefits, if taken correctly. Caffeine is also often used as a short-term stimulant.

ew i ev Pr

Teac he r

• What are drugs? • What drugs are available in our community? • Why do people use drugs? • Why are some drugs illegal? • How do some drugs affect your behaviour? • What are the negative effects of drugs? • Are there any positive effects of drugs? • What types of legal drugs have you used? • Why do you think alcohol and cigarettes are legally available? What to do:

Drugs, both legal and illegal, can affect a person in many different ways. These effects include injury/accidents, risk of infectious diseases, damage to body organs, depression, psychosis, stress, relationship problems, violence, legal issues, financial problems, and antisocial behaviour. There are few positive effects.

• Have students work in pairs to discuss the statements presented in Question 1. Allow students time to write their personal opinion of each statement. • Discuss the situations presented in Question 2. Ask students to write four words to describe how they feel about each situation. • Have students work in small groups and ask them to read the letter by Kylie. After a small group discussion, it may be relevant to bring the class together and discuss any issues that have arisen. Students can complete the activities presented. The reply letter could be drafted and completed as a homework activity. Answers

1. – 3. Answers will vary

m . u

Additional activities

w ww

• Have students write their own letter, outlining an experience they have been involved in or seen affect someone they know. • Ask students to write a list of the effects of using different drugs and suggest responses for saying no.

. te

o c . che e r o t r s super

Health curriculum links National 4.12 WA NSW

Primary health and values

CHL4, SMS4 V4, DMS3.2, PHS3.12

Vic.

HPSR0402

Qld

PHIC4.1, PHIC D4.6

3.4, 3.6, 4.4, 4.6, 4.7

R.I.C. Publications – www.ricgroup.com.au

Drugs Discuss with a partner and explain your personal opinion on each issue. (a) Smoking in clubs and pubs should not be banned in Australia.

Read the letter written by Kylie.

My name is Kylie and I am 28 years old. I started smoking cigarettes and drinking alcohol in school. I was trying to impress the popular group. I remember not feeling very good about myself. I thought I wasn’t pretty enough, or skinny enough. Halfway through high school, I got in with the wrong group and started using harder drugs. I left

r o e t s Bo r e p ok u S

school at 15 and tried to get a job. Of course, no-one was really interested in employing me for very long. I wasn’t a very reliable worker.

By the time I was 19, I knew I was in trouble. My family was fed up with my behaviour. I had no real friends, no money, no job and no hope. An older relative I had always respected took me aside one day and told me how

ew i ev Pr

Teac he r

(b) Marijuana should be legalised.

desperately worried she was. I cried and cried for hours. With her help, I was admitted to a hospital and spent many months going to a counsellor.

When I was ready, I went back to school and was

accepted into university. I am now working as a school counsellor. I am also in a secure relationship and have wonderful support from my family and friends. Any type of

drug just messes with your confidence and self-worth. I

wish I had the self-respect to say no when I was younger. There is a way out of the drug trap, but it’s a very hard road. I was lucky to have one person who really believed in me. Now, I believe in myself and know what a wonderful person I am.

w ww

Write four words to describe how these situations would make you feel. (a) A relative is very drunk at a family gathering.

. te

m . u

(a) Discuss your thoughts about the letter with the people in your group. (b) Summarise your thoughts and feelings about Kylie’s letter below.

o c . che e r o t r s super

(b) Your best friend has taken up smoking.

(c) On the back of this sheet, write a letter responding to Kylie. Include: How the letter made you feel. Positive actions you can take to make sure you are not affected by the same problems Kylie faced.

R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Alcohol

Indicator

Background information

• Identifies the effects of alcohol on self and community. The lesson Discussion points: • Why do you think alcohol is sometimes seen as a more socially acceptable drug in our society? • What can happen when you drink too much alcohol? • Why do people drink alcohol? • What problems can be caused by misusing alcohol? What to do:

Teac he r

ew i ev Pr

r o e t s Bo r e p ok u S

• Question 1 can be used as an introduction to discussions on the effects of alcohol. Before discussing the issue, have students decide whether they think each statement is true or false. After completion, discuss each statement and answers as a class. • Although students need to be aware of the dangers of misusing alcohol, they also need to have realistic ideas about its consumption and use in society. Highlight the points made for responsible behaviour related to the use of alcohol. Allow students time to illustrate each recommendation. • Students can work in pairs to discuss the situation presented in Question 3 and decide what they would do. • Discuss the problems of the misuse of alcohol on the individual and the community. Students can work in pairs or small groups to discuss the effects of alcohol and complete the table in Question 4. Answers

. te

Additional activities

m . u

w ww

1.(a) false (b) true (c) false (d) false (e) true (f) true (g) true (h) false

Alcohol is a toxic drug that can poison the body. It is a depressant, which slows down the brain and nervous system. It can damage all the major organs of the body. Although a legal drug, alcohol misuse can cause health-, social- and community-related problems. Alcohol affects all people differently. It can take about one hour for an average healthy adult to absorb and metabolise one standard drink of alcohol.

o c . che e r o t r s super

• Ask students to write about or illustrate situations where they have had experience with the misuse of alcohol. This may include situations that involve others. • Ask students to design posters or brochures that show the effects of misusing alcohol. They could work with a partner, with one showing the effects on the individual and the other showing the effects on the community.

Health curriculum links National 4.12 WA NSW

Primary health and values

CHL4, SMS4 V4, DMS3.2, PHS3.12

Vic.

HPSR0402

Qld

PHIC4.1, PHIC D4.6

3.4, 3.6, 4.4, 4.6, 4.7

R.I.C. Publications – www.ricgroup.com.au

Alcohol Answer true or false. (a) Alcohol affects all people in the same way. ....................................................................... (b) You need to be 18 years of age to purchase alcohol. ..................................................... (c) People can think more clearly after drinking alcohol. ...................................................... (d) Drinking coffee will help sober someone up. ..................................................................... (e) Alcohol is a depressant. .........................................................................................................

r o e t s Bo r e p ok u S

(f) Alcohol should not be used with prescription drugs. ...................................................... (g) Alcohol can affect your decision-making ability. ............................................................... (h) Alcohol only affects the brain and liver. ...............................................................................

Teac he r

For people who do choose to drink alcohol, there are recommendations for responsible behaviour. Some are listed below. Choose one to create an information poster.

ew i ev Pr

(a) Eat before drinking.

(b) Alternate alcoholic drinks with water or soft drink. (c) Never drink and drive. (d) Watch out for your friends. (e) Always keep your drink in sight. (f) Drink in a safe place.

w ww

. te

What would you do?

m . u

o c . che e r o t r s super

You are out with friends and the person who is supposed to drive you home has been drinking alcohol.

What problems are associated with the misuse of alcohol? Make a list under the two categories. Alcohol problems that affect the individual.

R.I.C. Publications – www.ricgroup.com.au

Alcohol problems that affect the community.

Primary health and values

Teachers notes

Tobacco

Indicator

Background information

• Identifies the effects of decisions made regarding tobacco use. The lesson Discussion points: • Why do you think people may take up smoking? • Why do you think some people still smoke even when they know it’s dangerous to their health? • How can you say no if you don’t want to try smoking cigarettes? • How does it make you feel when someone is smoking near you? • If you try smoking when you are young, will you become an adult smoker? What to do:

ew i ev Pr

r o e t s Bo r e p ok u S

• Discuss the consequences of becoming a regular smoker. Students may work in pairs or small groups to consider the situation presented and explain how a decision to smoke can affect a number of things. Conduct a class discussion to summarise the issues raised. • Ask students to recall some of the health risks related to smoking cigarettes. With a focus on how smoking affects the lungs, ask students to consider how that issue will affect participation in physical activity. • Students can work in small groups to devise strategies to say no to cigarettes. Students may role-play situations where they are offered a cigarette. Ask students to suggest three strategies that could successfully be used to resist smoking. • Discuss different places in the community that are smoke-free zones. These may include sporting arenas, restaurants, schools etc. Ask students to make a list of as many as possible. Where is smoking allowed? Students should see that there are more places where smoking is banned than allowed. • On the back of the page, or a separate sheet of paper, ask students to design a logo to relate to their age groups, promoting a ‘no smoking’ policy. Answers

Teac he r

Research shows that smoking is the single greatest preventable cause of disease in the developed world. There are approximately 19 000 smokingrelated deaths in Australia every year. Smoking is a major cause of heart disease and many cancers, including lung, mouth, throat, stomach, kidneys, pancreas, bladder and colon cancers. Emphysema, ulcers, asthma and bronchitis are also linked to smoking. There are approximately 4000 chemicals found in cigarette smoke, with about 40 identified as cancercausing agents. Passive smoking is the inhalation of other people’s cigarette smoke.

w ww

m . u

1. – 5. Answers will vary Additional activities

. te

• Draw a cartoon strip to show a smoking-related issue. • Devise a word search with smoking-related vocabulary.

o c . che e r o t r s super

Health curriculum links National 4.12 WA NSW

Primary health and values

CHL4, SMS4 V4, DMS3.2, PHS3.12

Vic.

HPSR0402

Qld

PHIC4.1, PHIC D4.6

3.4, 3.6, 4.4, 4.6, 4.7

R.I.C. Publications – www.ricgroup.com.au

Tobacco Imagine this: although you know the health-related risks of smoking, you decide to try it out one day with a group of friends. Some of your friends hate it. Even though it makes you feel a little ill, you continue to meet up with the group and smoke. By the end of the month, you are buying your own cigarettes and smoking more than five a day. How does your decision to smoke affect the following? (a) yourself

r o e t s Bo r e p ok u S

(b) your non-smoking friends

(d) your money

ew i ev Pr

Teac he r

(e) the environment

One of the health-related risks of smoking is a decrease in lung function. Describe how smoking affects participation in physical activity.

w ww

. te

m . u

Research shows that nearly half the smokers under 30 started smoking by the age of 15. Many young people who start smoking regularly, continue to smoke as adults. What kinds of things can you and your friends do to resist becoming smokers? Write about or illustrate them below.

o c . che e r o t r s super

Make a list of all the places in your local community that promote a smoke-free zone.

R.I.C. Publications – www.ricgroup.com.au

Design a logo that could be used by those in your age group to promote ‘no smoking’.

Primary health and values

Teachers notes

Mental health

Indicator

Background information

• Recognises how to maintain good mental health. The lesson Discussion points: • What is mental health? • It is important for students to understand that everyone needs to look after his/her mental health. Some students may think that mental health is about having something wrong with you – being ‘mental’. Mental illness is when your feelings, emotions and thinking become unwell. A mental illness can be treated. What to do:

• Social life – including friends, family and the things you do

r o e t s Bo r e p ok u S

• Environment – the place where you live and work • Genetics – what characteristics you have inherited • How your mind works – some problems are caused by a chemical imbalance in the brain

ew i ev Pr

• Discuss how everyone needs to look after his/her mental health. Reinforce that a mental illness is treatable and may happen to anybody. Often it is the result of a chemical imbalance in the brain. Ask students to consider what factors contribute to feelings of sadness, depression and anxiety. Make a list of the factors that can affect someone’s mental health. Some of these might be conflict, pressure, boredom, stress, drugs, loneliness, grief, low self- esteem, lack of confidence, abuse, relationships. • Discuss the different suggestions for maintaining positive mental health. Ask students to think about activities they could pursue under each heading. • Discuss with students the importance of sharing feelings of sadness and depression and being able to talk over problems to find solutions. Students need to appreciate that such feelings can develop into serious problems if left unresolved. Youth suicide is an important issue in our society and it may be appropriate at this stage to discuss any thoughts and concerns students have. Ask students to write down four people they could talk with if they had unhappy feelings and/or problems they were unable to deal with. • Ask students to write a description of a time they felt unable to cope, unhappy or had a problem they couldn’t solve alone. If possible, the teacher could relate a personal experience and discuss how the issue was dealt with. Answers

Teac he r

Mental health is affected by everyone and everything you have contact with. The following all have an impact on mental health:

• How you look after yourself

w ww

Teacher check

. te

Additional activities

m . u

o c . che e r o t r s super

• Use the phone book and/or Internet to find resources available in the local community that assist people with mental health issues. • Use magazine pictures or hand-drawn illustrations to create a collage showing all the things that can ensure a balanced mental health outlook.

Health curriculum links National 4.10 WA NSW

Primary health and values

CHL4 PHS3.12

Vic.

HPIP0401, HPIP0402

Qld

PHIC4.1

3.6, 4.6

R.I.C. Publications – www.ricgroup.com.au

Mental health Looking after your mental health is just as important as looking after your physical health. It’s important to have a positive outlook and balance your lifestyle. If you feel sad, depressed or unable to cope with things, you need to find someone to help with those feelings. Some people can develop a chemical imbalance which affects their mental health. Unless treated, this can cause serious problems. Make a list of factors that can affect your mental wellbeing.

r o e t s Bo r e p ok u S

(a) Do things you are good at and enjoy.

(b) Learn new ways to cope with problems.

ew i ev Pr

Teac he r

Listed below are some suggestions for maintaining positive mental health. Underneath each, suggest things you can personally do to ensure your mental health is looked after.

w ww

(f) Do something you might not usually do.

. te

(g) Learn how to relax.

m . u

(e) Get involved with activities.

o c . che e r o t r s super

Write the names of four people who you can talk with and share your feelings.

Describe a situation when you felt sad or depressed. How did you deal with it? Were you able to talk with someone?

R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers page

Physical activity

Indicator

Background information

• Understands the importance of fitness and devises strategies to encourage greater participation in physical activity.

The lesson Discussion points:

ew i ev Pr

r o e t s Bo r e p ok u S

• Why is keeping fit good for your health? • What do you do to keep fit? • How does physical activity help your body? • How do you feel when you exercise? • What are the dangers of not exercising enough? • What benefits are there to your physical and mental health? • What strategies can be employed to increase participation? • How can the school and community facilities be improved? What to do:

Teac he r

To maintain a healthy lifestyle it is vital to include some form of physical activity in your day. Some exper ts recommend finding thirty minutes a day to devote to some sort of physical activity. Participating in physical activity has physical, social and emotional benefits. Physical activity can help with weight control, a healthier heart, improved lung capacity, clearer skin, good muscle tone, better sleep patterns and more energy. It can also provide teamwork skills, discipline, commitment, improved self-esteem and confidence.

• Survey the class to see how many are involved in organised physical activity and how many regularly exercise. Discuss the benefits of regular exercise and keeping fit. Ask students to consider the statements presented and decide if each is true or false. • Allow students to work in small groups to discuss and devise strategies that will encourage greater participation in physical activity, especially among teens. Ask students to consider strategies suitable for the school and the community. • Have students sketch a plan of the school playground. Students may work with a partner or in a small group to describe different activities that could make better use of the playground. Students may wish to devise their own games. Suggest that safety and supervision will play an important role. • Students can work with a partner or in small groups to make a list of four community facilities. (If your community is a large one, facilities may be selected by different groups so that many are covered). Ask students to suggest improvements that can be made to the facilities that may promote greater participation and better use. • Ask students to create a slogan to encourage greater participation in physical activity among teens. Answers

w ww

. te

m . u

o c . che e r o t r s super

1. All statements in Question 1 are true. 2.–5. Teacher check Additional activities

• Use the slogan created on the student page to design a poster that encourages greater participation in physical activity. • Draw an ‘ideal’ school playground and suggest activities that can be promoted to make full use of the new facility.

Health curriculum links National 4.5 WA NSW

Primary health and values

CHL4, SMS4 V4, V5, ALS3.6, PHS3.12, DMS3.2

Vic.

HPIP0401

Qld

PHIC4.1, DCSPA4.3

3.2, 4.2

R.I.C. Publications – www.ricgroup.com.au

Physical activity Decide if you think the following statements are true or false. (a) Participation in physical activity declines with increasing age during teenage years. ...... (b) More boys than girls participate in organised sport as teenagers. ....................................... (c) Physically active young people have higher self-esteem. ........................................................ (d) Physically active young people are more confident and cope better under pressure. ..... (e) Physically active young people have better social skills and are more optimistic. ............

r o e t s Bo r e p ok u S

Devise strategies that will encourage greater participation in physical activity …

(b) in the community.

Draw a plan of the school playground. Describe activities that can be promoted to make better use of the facility.

ew i ev Pr

Teac he r

(a) at school.

w ww

m . u

List two community facilities and suggest how they could be improved to better promote greater participation in physical activity.

. te

o c . che e r o t r s super

Create a slogan that could be used to encourage greater participation in physical activity.

R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Accidents

Indicator

Background information

• Describes the consequences of accidents to the individual and the community. The lesson Discussion points: What type of accidents have you been involved in? Who was affected? What causes accidents? What are the consequences of accidents on individuals, families and the community? • What laws and policies affect people your age? • What impact do they have on your health and safety? What to do:

For information on the accepted response in emergency situations visit:

r o e t s Bo r e p ok u S

www.stJohn.org.au/guide.htm www.redcross.org.au

ew i ev Pr

Teac he r

• • • •

Everyone needs to be able to identify when a situation is an emergency and what do in the circumstances. Basic first aid courses are available through St John’s Ambulance Australia.

• As a class, discuss some of the different accidents that students may have been involved in. Highlight the impact on the individual and how the community may have been affected. Discuss different factors that can cause accidents. Can most accidents be prevented? • Students can work in small groups or pairs to consider the accidents shown on the worksheet. They will need to decide on what consequences may affect the individual and the community. There is room for each student to retell an accident that he/she has been involved in and describe the consequences. • Students will need to have access to newspapers to find one article relating to an accident. Ask students to briefly describe the accident and then state the consequences to the individual and community. Answers

Teacher check

m . u

Additional activities

w ww

• Use the Internet, or library resources, to identify laws and policies that apply to their behaviour. Discuss the impact of these on their safety and health. • Make a list of (or draw) the different factors that may cause accidents.

. te

o c . che e r o t r s super

Health curriculum links National 4.12 WA NSW

Primary health and values

CHL4 V4, DMS3.2, PSS3.5, SLS3.13, INS3.3

Vic.

HPIP0402

Qld

PHIC4.5

3.6, 4.6, 4.7

R.I.C. Publications – www.ricgroup.com.au

Accidents (a) Describe the consequences of the following accidents to the individual and the community. (b) Retell an accident that you have had, or someone you know has had and describe the consequences to the individual and community. (c) Find a newspaper article that relates some type of accident and describe the consequences to the individual and community.

Type of accident

Consequences to individual

Consequences to community

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

A young driver who has been drinking alcohol crashes into another car, injuring himself and killing the other driver.

A young girl, under the influence of drugs, walks into an oncoming car and is seriously injured.

A tourist is bushwalking when he breaks his ankle. He has not left exact details of where he is heading.

m . u

w ww

A driver is on the freeway during peak hour, talking on a mobile phone. He doesn’t notice the traffic slow and runs into the car in front of him. No-one is seriously injured but both cars are damaged. Two friends are smoking cigarettes in bushland near some shops. One of the cigarettes is not completely out when they leave. Later that day, they hear about a fire that has caused damage to some shops in the same area.

. te

o c . che e r o t r s super

R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Safety

Indicator

Background information

• Identifies ways to promote safety and devises strategies to respond to unsafe situations. The lesson Discussion points: What safety precautions do you take in different situations? How do you deal with unsafe situations? Why is it important to look at the consequences of your decisions? What rules are supplied for your safety by the school and your parents? Would you feel confident enough to take responsibility for someone else’s safety? What to do:

r o e t s Bo r e p ok u S

• Ask students to help compile a list of school rules that deal with safer participation in physical activities. Why are these rules in place? Who sets them? What can be the consequences if they are not followed? Have students complete Question 1. • Students may work in pairs to discuss the situations presented in Question 2 and decide what safety precautions can be taken. • Ask students to think about the rules they personally follow to ensure their safety. Ask them to describe four to complete Question 3. • Discuss how parents usually set many different rules to ensure the safety of their children. Students may wish to relate experiences of when a rule has saved them from an accident or when they broke a rule set by their parents. Ask students to list the safety rules their parents enforce for them. • Students can answer yes or no to the statements presented in Question 5. Answers

The vast majority of peope who are hurt by others are usually hurt by those they know. Even though not many people are hurt by strangers, it is important to take sensible precautions and be prepared. Some ideas to reduce the chances of unsafe situations are:

ew i ev Pr

Teac he r

• • • • •

Students need to appreciate that there may be situations they are presented with which make them feel unsafe. How they deal with these situations could be important for their wellbeing and safety. It is important for students to be able to develop an action plan and to feel confident to put it in place.

• try to use transport rather than walking alone,

• plan ahead and let an adult know where you are,

• carry coins for a public phone, or carry a mobile,

• walk in groups and choose well-lit and busy streets.

1. – 5. Answers will vary

m . u

Additional activities

w ww

• Create an acrostic poem to promote safety issues. • Draw a serious comic strip that shows the consequences of not following a safety procedure.

. te

o c . che e r o t r s super

Health curriculum links National 4.12 WA NSW

Primary health and values

CHL4 V4, DMS3.2, PSS3.5, SLS3.13, INS3.3

Vic.

HPIP0402

Qld

PHIC4.5

3.6, 4.5, 4.7

R.I.C. Publications – www.ricgroup.com.au

Safety What school rules are in place to provide safer participation in physical activities?

Describe safety procedures you can follow in the following situations.

You have missed the bus from your parttime evening job.

(c)

People are using drugs at a party.

(d)

You are helping to coach a junior tee-ball team at school.

ew i ev Pr

(b)

r o e t s Bo r e p ok u S

You and your friends are at the beach for the day.

Teac he r

(a)

w ww

. te

m . u

What personal rules or strategies do you have in regard to taking responsibility for your own safety?

o c . che e r o t r s super

What rules do your parents set for your safety?

(a) I always take my personal safety seriously. .............................................................................................. (b) I have strict rules to follow, set by my parents. ........................................................................................ (c) I am able to recognise unsafe situations and do something about them. ........................................ (d) I sometimes take risks with my safety. ....................................................................................................... (e) I use proper safety equipment whenever I need to. ............................................................................... (f) I can take responsibility for the safety of others if required. ................................................................ R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Media influences

Indicator

Background information

• Identifies images targeted at adolescents and questions the reality of what is presented. The lesson Discussion points: • What types of advertisements specifically target adolescents? • How much notice do you take of advertisements? • Do advertisements affect the way you see yourself, or the decisions you make? • Can the media have an influence on your physical and mental health? What to do:

The media often create images of what someone thinks is beautiful or perfect. Many advertisements which target adolescents use models who may not represent a realistic body image. With some students experiencing low selfesteem and a poor body image, it is important they understand that some advertising campaigns can be unrealistic.

r o e t s Bo r e p ok u S

Teac he r

ew i ev Pr

• Provide students with a collection of magazines and newspapers. Discuss with students how different advertising campaigns are targeted at different groups of people. Ask students to consider those advertisements targeted at adolescents. Create a class list of products. Allow students time to peruse magazines and look for advertisements that specifically target them. Students choose three and complete the table. It would be beneficial to model the answers with the class, using one previously-found advertisement. • Discuss the way the media can affect a person’s health in a variety of ways. Some of these may include being worried about body shape, feelings of not living up to an image, being influenced to buy certain products that may not be right for you, seeing alcohol consumption as a prerequisite to ‘having fun’, and wanting to try junk foods. • Have some examples of advertisements for alcohol products. As a class, discuss the images presented. Usually they are glossy, use beautiful models, depict a fun time, may be in an exotic place and project a ‘cool’ image. • Many major movies depict popular actors smoking cigarettes or have cigarettes placed in plain view. Discuss the image portrayed by role models smoking cigarettes in movies. Ask students to write their opinions to complete Question 4. • Ask students to consider how their behaviour, decisions and feelings are influenced by the media when considering body image, fashion, sporting goods and junk food. Students can list in point form how their behaviour can be influenced. For example, do they feel positive about their own image when they see magazine models? Are they influenced to buy more junk food because of advertisements? Will they only use certain popular sporting products? Are they desperate to buy fashionable clothing? Answers

w ww

. te

1. – 5. Answers will vary Additional activities

m . u

o c . che e r o t r s super

• Use the Internet to research how models are ‘made up’ for shoots and covers of magazines. Discover what special effects are used. • Compile a biography on a favourite media personality. Use the Internet to find facts and pictures.

Health curriculum links National 4.9 WA NSW

Primary health and values

CHL4 DMS3.2, PHS3.12

Vic.

HPIP0401

Qld

EPD4.1

3.4, 3.6, 4.4, 4.6

R.I.C. Publications – www.ricgroup.com.au

Media influences

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Use magazines and newspapers to collect advertisements which specifically target adolescents. Choose three different advertisements and complete the following.

How can the images that are targeted at adolescents affect your physical and mental health?

Describe the images presented in advertisements for alcohol products.

w ww

. te

m . u

Cigarette smoking in movies should be banned. Explain your opinion.

The media can have a big influence on the things we buy and do. How might the media influence your decisions and behaviour regarding the following:

o c . che e r o t r s super

Body image?

Fashion?

Sporting products?

Junk food?

R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Advertising

Indicator

Background information

• Identifies how males and females are targeted through advertisements and how expectations can influence decisions. The lesson Discussion points: • • • •

How are men and women portrayed in the media? What different expectations do we have for men and women? How do advertisers target men and women? Is there more pressure on men or women to live up to society’s expectations? What to do:

The pressure for many to be thin, beautiful, fashionable and healthy is enormous. The media reinforce expectations and target males and females in different ways. Expectations of men and women can influence their decisions and options.

r o e t s Bo r e p ok u S

Teac he r

ew i ev Pr

• As a class, or in small groups, ask students to consider what expectations society can place on men and women. Students complete Question 1 of the activity. • Students will need access to a variety of magazines. Ask them to find two advertisements – one that specifically targets males and one that specifically targets females. Allow students time to explore answers in relation to the advertisements they have chosen. • Discuss how many advertisements that show women who are not so glamorous often target an older audience. In small groups, ask students to consider those advertisements that depict women who are not so ‘perfect’ and decide what age group the advertisements target. • Students can work in small groups or pairs to discuss the statement presented in Question 4 and then write their personal opinions. Answers

w ww

m . u

1.Some responses could include: Males: strong, manly, muscular, tall, good looking, trendy, macho, independent, financially independent etc. Females: fashionable, beautiful, thin, long hair, lovable, sexy, helpless etc. 2. – 4. Teacher check Additional activities

• Create a wordsearch, using words relevant to the media. • Survey the different advertisements on television during a given period. Tally those targeted at different groups; for example, adolescents, males, females.

. te

o c . che e r o t r s super

Health curriculum links National 4.9 WA NSW

Primary health and values

CHL4 DMS3.2, PHS3.12

Vic.

HPIP0401

Qld

EDP4.1

3.4, 3.6, 4.4, 4.6

R.I.C. Publications – www.ricgroup.com.au

Advertising Our society often has expectations of how girls and boys, and men and women, should behave. The media can reinforce those expectations through advertising, by using different advertisements to target males or females. Make a list of some of the different expectations we have for males and females.

Males

Females

r o e t s Bo r e p ok u S

Product:

Target:

Image:

ew i ev Pr

Teac he r

Find two magazine advertisements. Choose one that targets males and one that targets females.

How is this gender targeted?

. te

m . u

w ww

(a) Find product advertisements in the media showing women who are not so glamorous, thin or beautiful. What products or services are they advertising?

o c . che e r o t r s super

(b) What audience do these advertisements generally target?

Women are expected to be more beautiful, thin and fashionable than men. Discuss with a partner and summarise your opinion.

R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Community services

Indicator

Background information

• Identifies community services that support adolescents.

Discussion points:

The availability of different community services can have an effect on the health of people.

• What services are available in your local community? • How can we help to promote some of these services in our community? • How are adolescents catered for? • Are there enough services for adolescents? • What issues are important to the local community? • What services does your local community require? What to do:

While most communities have a range of different services, many are isolated and do not always have adequate facilities. Adolescents require a variety of facilities to develop self-esteem, to enhance group skills and to provide recreational and educational support.

The lesson

r o e t s Bo r e p ok u S

Teac he r

ew i ev Pr

• Have students work in small groups and ask them to list all the facilities they would like to see provided for adolescents. Ask students to highlight those facilities already available in the local community. • Ask students to individually complete the survey questions. Survey the class to see which facility was the most requested. Discuss. Were there differences in the facilities requested by boys and girls? If so, what were they? • Ask students to write a formal letter to the local council, explaining the need for a new facility. Answers

1. – 5. Teacher check

Additional activities

. te

m . u

w ww

• In small groups, students plan, design and build a model of a new facility that caters specifically for them. They will need to determine and find the materials required to build the model. • Students enquire into the facilities provided in the local community (these could be divided among small groups) and write a report on what is available to adolescents.

o c . che e r o t r s super

Health curriculum links National 4.9, 4.10 WA NSW

Primary health and values

CHL4 SLS3.13

Vic.

HPIP0402

Qld

PHIC4.4

3.6, 4.6

R.I.C. Publications – www.ricgroup.com.au

Community services

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

List the community facilities you think should be provided for adolescents.

Highlight those facilities available in your community.

The local council is considering an idea to support one new facility that caters specifically for adolescents. They have created a survey to find which would be the most beneficial and the most used. Provide your opinion. established?

w ww

m . u

this facility?

(b) How will you make use of it?

. te

(e) What benefits will you get?

o c . che e r o t r s super

(f) How will the community benefit?

(a) What facility was the most requested in your class?

(b) Was one facility more popular with the girls or the boys?

On the back of this sheet, write a letter to the council explaining how you and your peers would like to see a new facility established in the community. Explain that a survey was conducted and describe the benefits of the facility to your peers and the community. R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Health issues

Indicator

Background information

• Describes actions required to address a specific health issue. The lesson Discussion points: • What health issue concerns you the most? • What makes up an action plan? • What do you need to achieve set goals? • Why is achieving goals important? What to do:

r o e t s Bo r e p ok u S

Answers will vary

Here are some suggestions for personal health goals: • • • • • • •

Additional activities

• In small groups, develop a plan to solve a school or community health issue. Decide how that plan can be put into action. • Students write an article that describes how they solved a personal, family, school or community health issue.

Be more active Sleep more Eat less junk food Eat more fruit and vegetables Make time to relax Be less stressed Spend less time worrying about what I look like and more time thinking about how I feel Improve my personal hygiene

ew i ev Pr

• Ask students to consider health issues that are important to them. Have them choose one issue they can develop an action plan for. Provide an example to use, and work through the plan with the whole class. • Allow students time to reflect on a goal and complete the action plan. Decide on an achievable time frame to reach goals. This activity can be an assignment to complete at home. Answers

Teac he r

A healthy body and mind make it easier to cope with any challenges or difficult times that face us. It is important to make exercise, eating properly and getting enough sleep a priority at any age. By creating an action plan, goals can be reached and success achieved.

m . u

w ww

. te

•

o c . che e r o t r s super

Health curriculum links National 4.15, 4.13 WA NSW

Primary health and values

CHL4, SMS4 V4, ALS3.6, PHS3.12

Vic.

HPIP0401

Qld

PHIC4.1

3.2, 4.2

R.I.C. Publications – www.ricgroup.com.au

Health issues

MY ACTION PLAN My health issue is:

r o e t s Bo r e p ok u S

My goal is to:

ew i ev Pr

Teac he r

These are the concerns I have:

These are the steps I plan to take:

This is what I need to achieve this goal:

w ww

. te

m . u

This is where I can find out more information to support my plan:

o c . che e r o t r s super

This is how long it will take to reach my goal:

Now I've achieved my goal, here is my reflection on the plan:

R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Influences on physical activity

Indicators

Background information

• Compares activities people do to stay fit and investigates the reasons behind the choices. • Identifies barriers to participation in physical activity and suggests ways to overcome these. The lesson Discussion points:

• Organise the students into groups of four and ask them to discuss the first four points above. Give each group a sheet of butcher’s paper to record responses. Each student can take a turn at leading the discussion and recording any notes. Share responses as a whole class after a suitable time has been allowed for the discussion. • Direct students to complete Question 1 on their worksheet. This information needs to be kept brief. • To complete Question 2, students will need to survey people they know out of school. The data will need to be collated, so it is best that each student attempts to interview someone different from the other students. Students may need to complete this information prior to the lesson. • Collate the information gathered by the students by recording the type of physical activity and tally the number of people who participate in each age group. • Students can then graph the results on a separate sheet of paper. Compare and discuss any similarities or differences among the age groups. Discuss points five and six from the discussion points and encourage students to explain why they think differences occur. • Talk over the final discussion point as a whole class, recording the students’ responses on the board. Direct students to read through Question 3 and to record their own solutions to the problems. Share answers in small groups to compare responses and discuss alternatives. Answers

ew i ev Pr

r o e t s Bo r e p ok u S

• Why is it important to become or stay physically fit? • Do you have to play a sport to keep physically fit? How else can you stay fit? • How do you stay physically fit? • How do members of your family stay fit? • Why do you think people choose different ways to stay fit? • Do adults and children choose the same ways to stay fit? • What are some of the things that prevent people from participating in physical activity? What to do:

Teac he r

There are numerous physical activities people can participate in to stay fit. Physical activity must be undertaken regularly to maintain or improve fitness. Team sports are popular with a variety of age groups. Individual sports, such as swimming, judo, tennis or golf can be engaged in by joining a club or class or at leisure. Other activities such as walking, jogging, rollerblading, skateboarding, bike riding or kicking a football around can be done with a friend, a group of friends or individually. Several factors influence people’s choice of sport or physical activity. Many students around the age of 10 to 12 will be involved in team sports through physical education classes at school, playing for their school or being a member of a club outside school. Sports may include netball, football, cricket, soccer or hockey. Students will also participate in pursuits such as bike riding, walking to and from school (or the bus stop!) and skateboarding.

1. – 3. Answers will vary.

o c . che e r o t r s super

Health curriculum links National PAC4.5

Additional activities • Consider the barriers that a disabled person must overcome in order to participate in physical activities. Discuss and develop a list of suggestions that could be incorporated within the community to make it easier for disabled people to be active participants in physical activities. • Refine the survey undertaken by the students to also include a differentiation between males and females. How does this affect the data collected? • Research and define how cultural backgrounds influence the type of physical activity undertaken by individuals. 38

m . u

w ww

. te

Many adults participate in vigorous sports or activities until their fifties or older. Golf, tai chi, walking, yoga and lawn bowls are options that some might then be taken up or continued. Besides age, other factors influencing choice of physical activity include family, peers, school and coaches, culture, media and advertising, geographic location and what the individual enjoys.

Primary health and values

WA NSW

SMS4 V4, V5, DMS3.2, ALS3.6, PHS3.12

Vic.

HPIP0401

Qld

PHIC4.1, DCSPA4.4, DCSPAD4.5

3.2, 4.2

R.I.C. Publications – www.ricgroup.com.au

Influences on physical activity Complete this fitness fact file about yourself. Type of physical activity: Where: Time spent:

When:

Survey three people in each of the age groups below to find out … 7 – 12 years old

r o e t s Bo r e p ok u S

Type of physical activity

ew i ev Pr

Teac he r

Why chosen

13 – 19 years old Type of physical activity

1 2 3

Why chosen

20 – 40 years old Why chosen

w ww

m . u

Type of physical activity 1 2 3

. te

o c . che e r o t r s super

Explain how you would overcome the following barriers to participate in physical activities. (a) weather

(b) transport

(d) parental consent

R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Being a part of a group

Indicator Background information

• Identifies the skills needed to contribute to successful group participation.

Participating in groups (school, clubs, community etc.) can be beneficial for all of us.

The lesson Discussion points:

Skills that can be developed through collaborative learning/ play include:

r o e t s Bo r e p ok u S • • • • • • • • • • •

communicating, risk taking, negotiating, creative thinking, cooperating, speaking and listening, working towards a goal, taking responsibility, problem solving, being assertive, allocating tasks.

ew i ev Pr

Teac he r

• Why do we join groups? • What type of groups are there (sporting, helping people, musical, church, art and craft etc.)? • What do you think the benefits of being part of a group could be? • Do you think there are ‘rules’ for being part of a group? Discuss. What to do: • Find out what groups are available for students (11+) at the school and in the community. This can be done by looking on the Internet, in the Yellow Pages®, phoning the local council and studying the noticeboards at the local shops. • Begin by having a discussion about the types of groups available for the students at school (if applicable). Follow this by asking the students about the types of groups they belong to. Where do they go to participate in these groups? • Students complete Questions 1 and 2 independently. Ask them to share their responses with the class. Discuss why it isn’t always possible to join the groups we would like to (because of cost, other commitments, parent commitment and availability etc.). • Ask the students why they think it is important that we become involved in groups outside the school. One reason may be to make friends with children who live in the area but go to different schools. Why is this beneficial to us? Discuss. • In small groups, the students will role-play a discussion among students about where the next school camp should be. A brainstorm is required first so the students know what they are trying to get across in their role-play. With groups that may find this difficult, stress the importance of good communication, active listening, negotiating and compromise. • The students will need time to write and practise their role-play, which they can then perform for the class. • As each group performs, ask the audience for feedback about what they learnt from the play. Create a list on the board and keep adding to it with every performance. Answers:

w ww

. te

Answers will vary 1.– 2. Teacher check 3.(a) Teacher check (b) Possible answers: • good communication, listening, negotiating, compromise. • every group member participates in the discussion • only one person speaks at a time • group members use their manners with each other • members state why they have chosen their destination • members listen to each other’s suggestions • the group negotiates a holiday destination everyone is happy with (c) – (e) Teacher check

o c . che e r o t r s super

Health curriculum links National 4.13, 4.15 WA NSW

Additional activities • Students can survey students in other classes to discover what groups they belong to. An information poster can be created and displayed around the school grounds to promote extracurricular activities. • Students can complete another role-play, this time between family members who are discussing where their next holiday should be, or what type of car to buy, or where to spend Christmas etc. 40

m . u

Primary health and values

IS4 EPD4.4

Vic.

V3, V4, COS3.1, INS3.3, GDS3.9, IRS3.11

Qld

EPD3.4, EPD4.4

3.5, 4.5

R.I.C. Publications – www.ricgroup.com.au

Being a part of a group Participating in groups can be beneficial for all of us. We can learn and develop important skills and make new friends. (a) What groups do you belong to now or have you belonged to in the past?

r o e t s Bo r e p ok u S

(b) Which is the favourite group you have belonged to (or belong to now)? What is it about the

What groups would you like to join when you go to secondary school?

ew i ev Pr

Teac he r

group that makes it your favourite?

Imagine you have joined the school council and it is your responsibility (along with the other members) to decide where your class should go to on this year’s school camp.

w ww

m . u

In your group, follow the steps to role-play a discussion between yourself and the other members of the council.

(b) Your role-play is going to help teach the audience how to be successful group members. In your group, brainstorm ways to show this.

. te

o c . che e r o t r s super on sp only one pers

eaking at a ti

(d) On the back of this sheet, write a short script for your role-play and practise it. (e) Perform your role-play for the class. R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

How do you feel?

Indicator

Background information

• Recognises personal feelings related to given statements. The lesson Discussion points: • How well do you know yourself? • Do you think you have good self-esteem? • How do you think you would react in an emergency? • Do you like talking about yourself? • Do you ever make personal goals for yourself? What to do:

The way we feel about ourselves is called self-esteem. When we generally feel good about ourselves, we say we have high self-esteem; when we generally feel poorly about ourselves, we say we have low self-esteem. People with high self-esteem feel: • • • •

Answers will vary

Additional activities

• Imagine you have suddenly become famous. A magazine has asked for a ‘personal profile’ all about you. They would like to know what you are like, what you enjoy doing and what you value. Write your own personal profile. Write it in the third person (he, she etc.) and add a picture.

• • •

ew i ev Pr

r o e t s Bo r e p ok u S

• Use the worksheet as a one-to-one conference, a portfolio activity or as a teacher record. Answers

Teac he r

The way we feel about ourselves has a major effect on our lives and our relationships with others, in terms of decisions we make, and how we treat ourselves and others.

happy, okay as a person, a strong belief in themselves, they have a good future to look forward to, enjoyment toward the world energetic and hopeful, confident in the ability to be able to change things, comfortable enough to join in with others, happy with every success— even if it is small, capable of looking for different ways to succeed, positive enough to encourage others, they can respect differences they see in others.

• • • •

w ww

. te

•

m . u

When we have high self-esteem we don’t have to boast or try to prove how good we are to other people. We just need to believe in ourselves and what we think we can do.

o c . che e r o t r s super

Health curriculum links National HR4.15 WA NSW

Primary health and values

SMS4 V1, COS3.3, PSS3.5, IRS3.11

Vic.

HPSR0402

Qld

EPD4.1

4.3, 4.7

R.I.C. Publications – www.ricgroup.com.au

How do you feel? Answer yes or no. I am enjoying school this year................................................................................................................ I am pleased with the results I get. ...................................................................................................... I get on well with my classmates. ......................................................................................................... I feel confident with the work we do. ................................................................................................... I am a responsible class member. ........................................................................................................ I always finish assigned homework. .....................................................................................................

r o e t s Bo r e p ok u S

I feel as though I am a valuable class member. ................................................................................. I set myself high standards. ................................................................................................................... I am able to concentrate well on my work. .........................................................................................

Teac he r

I find it quite easy to learn something new. ........................................................................................

ew i ev Pr

I feel as though I can handle most problems I face at school. ...................................................... I am involved in many after-school activities. .....................................................................................

I have good ideas. .................................................................................................................................... It is hard for me to make new friends. .................................................................................................

I am a happy person. ...............................................................................................................................

16 I can get bored quite easily. ...................................................................................................................

© R. I . C.Publ i cat i ons I often want things my own way. ........................................................................................................... •f orr evi ew pur posesonl y• Sometimes I wish I were a different person. ...................................................................................... My parents have high expectations of me. ......................................................................................... I love being faced with new challenges. .............................................................................................

My peers respect me. ..............................................................................................................................

m . u

I lead a well-balanced lifestyle. ..............................................................................................................

w ww

My friends are interested in my opinions. ........................................................................................... I can be easily influenced by my peers. ..............................................................................................

. te

25 I often run out of time and don’t get things finished. .......................................................................

o c . che e r o t r s super

I am able to set goals and work towards achieving them. .............................................................

I am a good communicator. ................................................................................................................... I have a positive attitude. ........................................................................................................................ I have some trouble handling conflict situations. .............................................................................. I am able to work well with others. ....................................................................................................... I have healthy eating habits. ................................................................................................................... I always get enough sleep. ..................................................................................................................... Sometimes I worry about the way I look. ............................................................................................ I have a good relationship with my parents. ....................................................................................... I make an effort to always try my best. ................................................................................................ I exercise on a regular basis. ................................................................................................................. I feel confident and informed about the changes during puberty. ................................................ R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Feeling good about yourself

Indicators

Background information

• Identifies strategies to improve his/her own self-esteem. • Uses ‘I’ statements to demonstrate positive self-worth. • Demonstrates possible situations in which he/she could take a risk. The lesson Discussion points:

r o e t s Bo r e p ok u S

• Use the discussion points above as a warm-up to the lesson. One possible approach to the discussion is to write each discussion point on a piece of card. Organise the class into groups of five or six and ensure each group has a set of discussion cards. • Give the groups five minutes to discuss each point. After each discussion point, select one student to report the main points of his/her group’s discussion to the whole class. • Ensure a safe and supportive environment is available to students when sharing their personal views. This means each student is allowed to speak uninterrupted and other students are to use active listening skills without the use of ‘put-downs’. • Sit students in a large circle. Start with yourself and use an ‘I’ statement to state something you are good at or enjoy or a positive trait; e.g. ‘I am a really helpful person, I enjoy helping others wherever I can’. Take turns around the circle so each student can make an ‘I’ statement. If a student has difficulty, other students may offer suggestions, but the student must complete the ‘I’ statement. • Students can then complete Questions 1 and 2 on the worksheet. • Read through the text provided on the worksheet relating to risk taking. Share and discuss some examples with students in regard to issues that may be holding him/her back from taking risks and discuss in depth risks that are too dangerous to contemplate. • Students can then complete the remaining activities on the worksheet. Answers

• • • • • • •

happy, okay as a person, a strong belief in themselves, they have a good future to look forward to, enjoyment toward the world, energetic and hopeful, confident in the ability to be able to change things, comfortable enough to join in with others, happy with every success— even if it is small, capable of looking for different ways to succeed, positive enough to encourage others, they can respect differences they see in others.

ew i ev Pr

• What is self-esteem? • Why is high self-esteem so important? • Is there a difference between high self-esteem and being smug or conceited? Explain. • Where does high self-esteem come from? • What causes low self-esteem? • Can we sometimes be too critical of ourselves? What to do:

Teac he r

The way we feel about ourselves has a major effect on our lives and our relationships with others, in terms of decisions we make, and how we treat ourselves and others.

w ww

. te

• • • • •

m . u

When we have high self-esteem we don’t have to boast or try to prove how good we are to other people. We just need to believe in ourselves and what we think we can do.

o c . che e r o t r s super

positive, self-belief, energetic, capable, happy, successful, hopeful, confident, tolerant, dignity, self-worth, assertive, secure, achieve, loved 2. – 4. Answers will vary

Health curriculum links National HR4.15

Additional activities • Encourage students to set a risk-taking goal. Plan the approach and consider both positive and negative consequences. Set a date by which he/she hopes to have achieved the goal. • Each student needs to think about the person he/she wishes to be and how he/she would like things to be in his/her life. How can he/she make it happen?

Primary health and values

WA NSW

SMS4 V1, COS3.3, PSS3.5, IRS3.11

Vic.

HPSR0402

Qld

EPD4.1

4.3, 4.7

R.I.C. Publications – www.ricgroup.com.au

Feeling good about yourself Find 15 words in the sleuth that are related to good self-esteem. p s f a s s e r t i v e

o t e q y p p a h l z c

s n s c e r s e o y i a

i e e g u f h v p t e p

r o e t s Bo r e p ok u S

t d l t a r e i e i v a

i i f f a d e g f n e b

v f w l b k r j u g i l

e n o h u e c d l i h e

a o r b n i l o x d c y

m c t e g w b i p c a d

k v h n t n a r e l o t

a j s u c c e s s f u l

(a)

ew i ev Pr

Teac he r

List five ways you could improve your self-esteem.

(b) (c)

(d) (e)

Those people with a healthy self-esteem often find it easier to take risks and move out of their ‘comfort zone’. This means they are able to experience new things without worrying about what may happen if they are not successful. Many people are reluctant to try new things or push themselves a little further to see what they are capable of achieving. Give four reasons why you may be reluctant to take risks.

m . u

(a)

w ww

(b) (c)

(d)

. te

o c . che e r o t r s super

Some risks are dangerous and some are just plain stupid! Contemplating any such risks requires you to think long and hard about the consequences. Can you harm yourself or cause someone else grief? Will your actions break the law? Complete the table below.

Risks I would love to take … one day!

Risks I would never bother with!

R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Being assertive!

Indicators

Background information

• Identifies how he/she responds to different situations. • Discusses and practises possible responses to different situations. • Uses ‘I’ statements with confidence to demonstrate assertive behaviour. The lesson Discussion points:

• passive—acting as though the rights of others are more important than his/hers, • aggressive—acting as though his/her rights are more important than others,

r o e t s Bo r e p ok u S

• Discuss the first three discussion points and encourage students to provide real-life examples of each type of behaviour. Discuss how the person who is ‘dealing out’ the behaviour and the person ‘receiving’ the behaviour might feel in each situation. • Discuss the fourth discussion point. • Practise making ‘I’ statements. You can either provide various situations for the students to give an ‘I’ statement for or they can think of a situation in which an ‘I’ statement could be used. Sit students in a large circle. Start with yourself and use an ‘I’ statement to state how you feel about a situation; e.g. ‘I feel annoyed when my housemate doesn’t do the dishes because it seems as though she takes advantage of me. I would like her to take turns washing the dishes’. Take turns around the circle so each student can make an ‘I’ statement. If a student has difficulty, other students may offer suggestions, but the student must complete the ‘I’ statement. • Complete Questions 1 and 2 on the worksheet. Discuss student responses to the activities. • Discuss the final two discussion points above then direct students to consider and complete Questions 3 and 4 on the worksheet. Answers

• assertive—respecting others and himself/herself equally. Developing assertive behaviour is essential to developing positive self-esteem. To be assertive, one must have a level of confidence to be able to communicate one’s needs, wants and feelings without hurting others.

ew i ev Pr

• How might you act if you are acting in a passive manner? • How might you act if you are acting in an aggressive manner? • How might you act if you are acting in an assertive manner? • What are ‘I’ statements? • What are the steps you might take to learn how to be assertive? • What are the benefits of being assertive? What to do:

Teac he r

There are three ways to respond to different situations:

When communicating in an assertive manner, people are: • being honest without being rude or hurtful,

Additional activities

• respecting themselves and others too, • not intentionally hurting others. The use of ‘I’ statements rather than ‘you’ statements is an important part of being assertive; for example, ‘I don’t like what you are saying to me and I want you to stop it now!’ rather than ‘You always tease me’.

o c . che e r o t r s super

• Role-play various situations to allow students the opportunity to practise being assertive. Encourage students to look at body language, posture, voice control, eye contact and the use of ‘I’ statements. • Make a list of attributes a passive person, assertive person and an aggressive person may have. These could be written in a full-size outline of a person and displayed on the wall as a reference for students. Students can then use the posters to check themselves and how they are reacting to a situation. • Students could have a forum to discuss any situations that are occurring which bother them. Other students could offer suggestions to help solve the problem in an assertive manner. Remember, anything discussed at these forums remains confidential and students who are not able to honour this should not be involved.

• allowing others to feel safe and get what they want too,

m . u

w ww

. te

1. – 4. Answers will vary.

• considering what they really want to achieve,

Primary health and values

Students also need to be encouraged to look confident when practising assertive behaviour. It can make all the difference.

Health curriculum links National HR4.13 WA NSW

IS4 V1, V2, COS3.1, COS3.3, INS3.3, IRS3.11

Vic.

HPSR0402

Qld

EPD4.1

4.5, 4.7

R.I.C. Publications – www.ricgroup.com.au

Being assertive! How do you normally respond to different situations? Circle the approach you use or colour the circles if you have a mix of two approaches.

passive

assertive

aggressive

Write an assertive, aggressive and passive response to each of the following. Remember, when being assertive, ‘I’ statements are very helpful. Situation

r o e t s Bo r e p ok u S Assertive response

Aggressive response

Passive response

ew i ev Pr

Teac he r

Your parents refuse to let you stay over at your friend’s house on a weekend night.

A friend shares a personal secret of yours with someone else.

w ww

m . u

Your mum wants to make your graduation outfit but you have your heart set on something in a shop.

A class member refuses to cooperate during a group project.

. te

o c . che e r o t r s super

List some of the advantages you can see assertiveness might have in your life.

Write a sentence explaining how you will endeavour to use assertive behaviour in the future.

R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Stereotyping

Indicators

Background information

• Understands the meaning of the word ‘stereotype’. • Considers stereotypes in his/her community. • Considers the meaning of the word ‘empathy’. The lesson Discussion points:

r o e t s Bo r e p ok u S

• Teachers will need to organise students into groups of four or five before they begin work. Each group will need access to a comprehensive dictionary. • Depending on the ability of the class, some discussion about stereotypes may be needed before the groups begin work. • Each group should nominate a spokesperson to give the answers to each of the questions. This should promote class discussion. Teachers should be prepared for words like ‘racism’ and ‘sexism’ to come up. Answers:

Stereotyping can affect a person’s self-concept by others making unfair assumptions about his/her skills, abilities and behaviour. Students need to learn to accept themselves, so they can develop an open-minded attitude to others.

ew i ev Pr

• What is a ‘stereotype’? • What can stereotyping lead to? • Are stereotypes ever fair or useful? Why/Why not? • Why is it important to be empathetic? • Is empathy the same as sympathy? Explain. • Discuss why it is important that we are all treated as individuals. • Have you ever been in a situation where you have been stereotyped? Explain. Materials needed/Preparation

Teac he r

A stereotype can be described as a very simple—and often incorrect—picture that people have of a particular type of person. Stereotypes depend on conventional ideas about groups of people which may include attitudes, interests, characteristics, traits, mannerisms or physical appearance. It is common to base initial judgments about people on stereotypes.

Many people compare themselves to others and try to fit into the stereotype. The media have a big influence on creating stereotypes. Television, in particular, uses symbols such as clothing, gestures, settings, physical appearance, behaviour and body language to create stereotypes that an audience can easily identify.

Additional activities

w ww

• Students could prepare and perform role-plays with stereotypical characters, then perform the same role-play using non-stereotypical characters. They should then consider how the role-play changed. • Ask the students to watch television programs, particularly soap operas and dramas or serials, and pick out the stereotypical characters. They could discuss whether they think it matters that stereotypical characters are used on television. Display ideas

. te

m . u

1. – 5. Answers will vary

o c . che e r o t r s super

• Students could draw humorous pictures of various stereotypical people and label their features; e.g. ‘white hair’, ‘walking stick’, ‘floral dress’ etc. for an elderly woman. These could be displayed on the wall.

Health curriculum links National 4.15 WA NSW

SMS4, IS4 V2, DMS3.2, INS3.3, GDS3.9, IRS3.11

Primary health and values

Vic.

HPSR0402

Qld

EPD4.1

3.3, 3.6, 4.3

R.I.C. Publications – www.ricgroup.com.au

Stereotyping A stereotype can be described as a very simple—and often incorrect–picture that people have of a particular type of person. In our communities, people are often stereotyped according to their jobs, gender, disabilities, age, religion, race, culture or where they live.

In a small group, consider the following. List words to describe a typical stereotype for a person who holds each of these jobs. (a) airline pilot (b) nurse (c) firefighter

r o e t s Bo r e p ok u S

(d) rubbish collector

Teac he r

(e) kindergarten teacher

person

stereotype

ew i ev Pr

Write some further examples of stereotypes you might encounter in your school or community. Try to include some different types; e.g. stereotypes involving older people or the area in which someone lives.

w ww

m . u

Stereotypes come about through a lack of understanding of those who are different from us. This can cause people to be teased or ignored. Showing empathy for people who are different from us is a skill we should all learn.

. te

o c . che e r o t r s super

Write what you think the word ‘empathy’ means. You can use a dictionary to help you but write your group’s definition in your own words.

How can we show empathy for others? Give three examples. (i)

(ii)

(iii)

R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Bullying

Indicators • • • •

Background information

Understands what the term ‘bullying’ means. Identifies examples of physical, verbal and social bullying. Considers the possible consequences of bullying. Uses role-play to demonstrate different strategies of dealing with bullying.

The lesson Discussion points:

r o e t s Bo r e p ok u S

• Teachers should discuss the term ‘bullying’ with the class before the students begin the worksheet. They could also discuss the school’s policy on bullying (if there is one). • When students have answered all the questions, they should prepare their role-plays with a partner. If appropriate, these role-plays could be performed for the class and the endings discussed. Students may also like to write their own role-plays based on bullying incidents they have experienced. Answers:

Bullying takes many forms, including physical abuse such as hitting, punching, and tripping; verbal abuse such as name-calling and teasing putdowns; and emotional abuse such as gossiping about someone, spreading rumours, making fun of someone, making threatening looks or gestures and excluding or ignoring someone.

ew i ev Pr

Is calling someone a name once bullying? Why/Why not? Is teasing one of your friends bullying? Explain. Whose responsibility is bullying in schools? Do you think some people are more likely to bully than others? Discuss where and when students feel bullying is most likely to happen at their school. • Do you think there are any good excuses for someone to bully? • How could you help someone who is being bullied? • Do you think all of the strategies described on the worksheet are useful? Why/Why not? Can you suggest any more? Materials needed/Preparation

Teac he r

• • • • •

Bullying is very common within our schools. Students bully for many reasons, including not fitting in; disliking themselves; peer pressure; wanting to show off; feeling upset or angry; or having a fear of being bullied themselves.

Students should be able to recognise bullying situations. They should be shown and encouraged to use strategies to cope with these situations.

1. – 5. Answers will vary

S ome strategies include problem-solving, role-play, tolerance, communication, conflict resolution, avoidance, learning when to ask for help and being assertive (not aggressive).

w ww

• Students could script their role-plays and ask another pair to perform them. • Discuss different conflicts students have witnessed and decide as a class whether they are bullying or not. • Brainstorm words and phrases that describe bullying. Collate the phrases to make a class definition. • Conduct an anonymous survey among the class or younger students at the school which asks them about bullying at the school. The results could be collated and presented to the principal or other appropriate school authority.

. te

m . u

Additional activities

o c . che e r o t r s super

Health curriculum links National 4.13, 4.14, 4.15 WA

NSW

Primary health and values

SMS4, IS4

V2, DMS3.2, INS3.3, PSS3.5, GDS3.9, IRS3.11

Vic.

HPSR0401, HPSR0402, HPSR0403

Qld

EFD4.1, EPD4.2, EPD4.4

4.4, 4.7

R.I.C. Publications – www.ricgroup.com.au

Bullying Bullying is usually deliberate, hurtful treatment that is repeated over time. Bullying can be physical (e.g. kicking someone), verbal (e.g. teasing) or social (e.g. leaving people out). Write an example of each type of bullying that you have experienced or seen happening. physical

What do you think the consequences should be for a person who bullies? Give your suggestions for these examples of bullying. • a student who sends threatening notes to others.

r o e t s Bo r e p ok u S

• a student who steals other students’ lunch money.

social

• a student who physically hurts a younger student on a regular basis.

People who bully others need to know their bullying behaviour is not allowed and it must stop. They also need to realise their actions affect people. List ways that people who are bullied regularly might be affected. Consider both feelings and physical reactions.

ew i ev Pr

Teac he r

verbal

If you are bullied, there are many different things you can do to show you will not accept the behaviour of the person who is bullying you. Some of these strategies are below.

w ww

. te

m . u

• Boost your confidence by using positive self-talk; e.g. ‘I know that rumour about me isn’t true’. • Ask for help (this is often appropriate after other strategies have been tried first).

• Look confident by using eye contact, good posture and clear speech.

o c . che e r o t r s super

Read each bullying scenario below with a partner. Consider what you think each bullied person should do. • On her first day at her new school, Tamara nervously approaches a girl sitting with a group of students and asks if she can have lunch with them. The girl pretends she can’t hear her. When Tamara leaves, she hears the group laughing about her. • For the past two months, Liam has made Shane do his maths homework for him. Liam has told Shane that if he tells anyone he will ‘get him’ after school one day. Liam is much taller and stronger than Shane. Shane is sick of doing Liam’s homework. • In every sports lesson, Tom manages to roughly push Amelia to the ground. His friends cheer him on. Tom always picks a time when the teacher is not looking. Prepare a role-play of each scenario with your partner, giving each a positive ending. You can change the characters to male or female if you need to. R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Peer pressure

Indicator

Background information

• Considers the negative effects peer pressure has on influencing behaviour and self-concept.

r o e t s Bo r e p ok u S

It is important for people to believe in their own self-worth and have confidence in their thoughts, feelings and actions. People with confidence and who believe in themselves are often less likely to be swayed by negative peer pressure.

ew i ev Pr

Teac he r

The lesson Discussion points: • What is meant by ‘peer pressure’ and ‘peer influences’? • Can peer influences be positive and negative? How? • List personal positive and negative peer influence experiences. • How can you say no to a situation you know is wrong? • How does peer influence increase self-esteem? What to do: • Ask for a volunteer to read the letter to the class. Students read along with the speaker. • Students answer the comprehension questions about the letter. Some are literal and some inferential. Students may work in pairs or small groups to discuss each question before responding. • With the class, ask students to volunteer to read out their responses to the questions. Discuss their ideas. • In Question 7, the students respond to the letter, imagining they are Tess. Some students may need guidance with this question. These students can be read the background information on this page. Discuss with them that people with a good self-image and a strong sense of self-worth are less likely to be influenced by others. Ask them what they would tell a friend if he/she was experiencing similar things to Nicola. • Some students may also wish to read their finished letters to the class. Discuss the similarities between the letters. What does Nicola need to help her break away from the group? Answers: 1. Her best friend moved towns and so she needed new people to spend her time with. 2. The girls in Beccy’s group don’t think Computer Club is very cool. 3. Nicola is lying about where she is after school on Friday afternoons. She is also intending to lie about quitting Computer Club. 4. Possible answers: Because she doesn’t have any friends after Tess moved. She wants Beccy and her group to like her. She wants to fit in. 5. Possible answers: leader, bossy, confident, dominant, reckless, bully, risk-taker, uncaring, troublesome, unafraid etc. 6. Answers will vary 7. Teacher check

Peer pressure is allowing others to influence our thoughts and actions. People who wish to ‘belong’ to a group are often swayed by peer pressure to follow the group’s ideas and actions. Some experts believe that people who feel they belong to a group often feel more confident and their idea of self-worth increases. When in a group, people do not need to make decisions as the group tells them what to do and think.

Peer pressure is not always a bad thing. People can influence others to improve their behaviour such as quitting a bad habit or improving their skill at sport. Some schools have used positive peer pressure to reduce the incidence of bullying.

w ww

. te

o c . che e r o t r s super

Additional activities • Students write about a time they experienced negative peer pressure. How did they react? Did they receive any good advice? Who from? • Students work in small groups and make a list of positive peer influences they have experienced. They can also make a goal to help a friend or someone in their family to achieve something through their positive influences. Display ideas • Enlarge Nicola’s letter, mount it onto coloured card and display it on a large pinboard. Students write polished versions of their reply letters (or publish them on a computer and print them out). Glue the reply letters onto coloured card and place them around Nicola’s letter. During times when students are experiencing negative peer influences, ask them to read their and other people’s letters to remind them of how to break away from negative peer influences. 52

m . u

Primary health and values

Health curricululm links National 4.15 WA NSW

CHL4, SMS4 V1, V2, DMS3.2, INS3.3, PSS3.5, IRS3.11

Vic.

HPSR0403

Qld

EPD4.1, EPD4.2, EPD4.4

4.3, 4.4

R.I.C. Publications – www.ricgroup.com.au

Peer pressure Dear Tess, How is your new school? Have you made some new friends? Do they have Computer Club there? When is your school camp? Ours is in three weeks. I can’t believe it has been two months since you left! Things are a bit different now. I sit with Beccy’s group at lunchtimes. I know you are probably surprised about that, especially as we used to say that she was a bad influence on her friends, but I don’t really have anyone else since you left. At lunchtimes, we generally talk about boys and our weekends. Beccy has amazing weekends! Her mum isn’t home a lot so she can do whatever she likes! She wants me to go over there this weekend but I think she will be smoking and probably drinking too! (Don’t have a heart attack just yet!)

r o e t s Bo r e p ok u S

I really want Beccy to like me and some of the girls in her group are nice. They don’t think it is very cool that I go to Computer Club though. They keep telling me to quit. If I do, I won’t be able to tell Mum and Dad. They hate it when we quit anything (and really, so do I!)

Teac he r

Please don’t show your mum this letter (or let snoopy Sasha find it!). I hope things are going better for you. Please write to me soon. I need some advice! Miss you

Nicola :)

p.s. Beccy is already planning a ‘break out’ one night during camp. Aaah!

ew i ev Pr

Since you left, Beccy has ‘gone out’ with Sam, Daniel and Taj! She keeps telling me that Sam has a crush on ME now but I don’t know. After school on Fridays, we go to the park near the community centre. (I tell Mum and Dad that I’m at Beccy’s watching TV.) When you come for a visit at Christmas, I will tell you all about our Friday afternoons (then you CAN have a heart attack!)

Nicola needs help. Since her best friend moved towns, she has lost the confidence to speak up for herself and to do what she knows is right.

w ww

Nicola is lying to her mum and dad. What is she lying about?

. te

m . u

Answer the questions about Nicola’s letter.

Why do you think Nicola is giving in to peer pressure?

o c . che e r o t r s super

Write five adjectives to describe Beccy.

How do you think Nicola is feeling about herself at the moment? How is her self-esteem?

On the back of this sheet, write Tess’s reply letter to Nicola. Think about what Nicola needs to be reminded of. What advice will help her to do the right thing? R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Friendships

Indicators

Background information

• Reviews current and past friendships. • Evaluates what characteristics are important to him/her. • Establishes strategies to make new friendships and maintain existing friendships.

Friendships can be extraordinary if carefully nurtured. Good, solid friendships are an important component of a feeling of self-worth and belonging.

The lesson

Choosing people to be friends with often demonstrates a person’s own understanding of himself/herself; e.g. people who have a positive selfimage tend to attract people who also have a positive self-image; people who have low self-esteem tend to attract people who also have low selfesteem. It is important that individuals take the time to get to know themselves before they can expect to know what to look for in a friend.

Discussion points:

Teac he r

• Brainstorm, and each student records, as many words and phrases as possible to describe himself/herself; e.g. loving, giving, generous, caring, happy, quiet, outgoing, shy, considerate etc. Discuss the words he/she listed with his/her peers and see if the other students can add to the list. • Discuss the first point above. Offer students information about the skills involved in being a good friend from the background information. Encourage students to describe themselves as a friend. • Students then complete Question 1 on the worksheet. Use only keywords and phrases as space is limited. If students have difficulty, allow them to seek the advice of a friend in the class for a brief discussion. • Discuss the second point above and then ask students to complete Question 2 on the worksheet. Remind students that it is their own personal choice and there are no right or wrong answers. • Discuss points three and four above. Talk about how some people have difficulties making new friends. Think about why these people have trouble and how they must feel. • Students can then offer suggestions by completing Question 3. This activity also makes the students aware of strategies to use to make new friends and how they could possibly be more open to students who are not as skilled in this area as themselves. • Students then complete Question 4 independently. Organise the students into small groups to discuss the various strategies recorded. • Discuss the final point. Students may discover through this discussion that they have different friends for different purposes; e.g. one student may have a friend from weekend sport, so when they get together, they generally talk about sport etc. Another friend may be from school, so they generally talk about things going on at school, activities, projects etc.; while another friend might be the ideal person to share secrets with. On closer inspection, students may be surprised how they share different aspects of their lives with different people and how differently they act with particular people. Answers

ew i ev Pr

r o e t s Bo r e p ok u S

• What type of friend are you? (Consider the skills in the background information when discussing this question.) • What qualities do you look for in a friend? Explain why. • How can you make new friends? • Why would you want to make new friends? • Are all your friendships the same? Explain. What to do:

To be able to evaluate friendships, it is important to know the skills involved in maintaining positive friendships. These can be listed as: • Talk with friends about common interests, current issues etc. • Share conversations so each person gets the chance to talk and the chance to listen.

• Always use manners and be kind and considerate. • Be dependable, respectful, honest and trustworthy.

• Help each other solve problems.

o c . che e r o t r s super

• Understand feelings and moods. • Allow for differences in opinion; give the opportunity to express himself/herself without hurting the other person. • Give each other room to change and grow.

Health curriculum links National

1. – 4. Answers will vary

Additional activities

NSW

• Work in pairs to role-play how they would establish a new friendship. • Write a note to your friend telling him/her why you think he/she is such great friend.

• Give friends positive feedback when they do something well, avoid put-downs.

m . u

w ww

. te

• Listen, be interested in what he/ she has to say and ask questions.

Primary health and values

HD4.1 IS4 V3, INS3.3, GDS3.9

Vic.

HPSR0401

Qld

EPD4.2, EPDD4.5

4.4, 4.5

R.I.C. Publications – www.ricgroup.com.au

Friendships Review your current and past friendships. Consider the type of friend you are, the types of friends you spend time with and your ability to maintain steady friendships. Past friendships

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Current friendships

Rank the following to show what is important to you when you choose a friend. honesty

patience

dependability

sporting ability

loyalty

leadership

money

trust

popularity

good communication skills

common interests

appearance

w ww

. te

m . u

Some people have difficulty making new friends. They may be shy, lack confidence or have moved schools often.

o c . che e r o t r s super

Describe the best ways of keeping friends and making new friends.

R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Relationships

Indicators

Background information

• Explores different types of relationships; child – parent, child – teacher, child – child. • Identifies different standards of behaviour in different relationships. • Identifies the expectations placed on him/her in different relationships. The lesson Discussion points:

r o e t s Bo r e p ok u S

• Discuss the first point above and work together to develop a sentence to define the term ‘relationship’. Record this sentence on the board. • Direct students to complete the brainstorming activity in Question 1 on the worksheet. Then discuss the second discussion point. • Review the types of qualities the students looked for in a friend. Some of these may be used to complete Question 2. Ask students to rank the qualities they list in order of most importance to least importance. • Discuss points three, four and five above. Encourage open discussion and the provision of examples. Different expectations within a relationship affect the way we act in that relationship. Expectations go both ways in a relationship. For example, parents have certain expectations of their children and children have certain expectations of their parents. • Students can then complete the remainder of the worksheet. Some relationships are more pleasurable than others and students need to evaluate this and define why some relationships are preferred over others. • Conclude the lesson with a discussion about the final point. Students could work in small groups to develop a poster which displays keywords and key phrases about what they value in their relationships. This will provide a handy reference for students when trying to establish or maintain positive relationships with the people around them. Answers

Communication is the key to developing good, strong relationships with many different people. It is important to be able to discuss issues, raise conflicts, negotiate and make decisions. We need to know how to express our thoughts and feelings but not to force them on others.

ew i ev Pr

• What is a relationship? • Who do you have a relationship with? • Do you always act the same way in all of your relationships? • Do different people have different expectations of you? • What are your expectations of different people? • What do you value about your relationships? What to do:

Teac he r

Every day we spend time with many different people. Each person ‘expects’ us to behave in a different way. Our parents have expectations, and so do friends, teachers, coaches, acquaintances etc. We are able to adjust our behaviour slightly depending on the relationship we have with that person. The way we speak with our friends is quite different from how we speak to our teachers.

1. – 8. Answers will vary. Additional activities

o c . che e r o t r s super

• Role-play in small groups scenarios of behaviour in different situations involving different relationships. • Write a note to someone who you have a relationship with and tell him/her why you enjoy your relationship. • Write a poem about a relationship you have or have had in the past. • Develop a ‘steps to follow’ plan to building and maintaining a positive relationship with another person.

m . u

w ww

. te

Good relationships with anyone rely on a significant level of respect for each other, to be able to communicate clearly and to build a high level of trust over time.

Primary health and values

Health curriculum links National HR4.15 WA

IS4

NSW

V3, IRS3.11

Vic.

HPSR0403

Qld

EPD4.2

4.4, 4.5

R.I.C. Publications – www.ricgroup.com.au

Relationships On the diagram, write all the relationships you have with people; e.g. teacher, parent, friend etc. What do you think are the qualities people need to ensure they develop positive relationships?

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

teacher

Think about your relationships. Do you act the same way in each of them? .............................

List three relationships and explain how you behave and speak in each one. (Do not name the person, just the relationship; e.g. mother, father, friend, cousin, teacher etc.) Relationship

How I behave and speak

w ww

Describe your favourite relationship. (Do not name the person, just the relationship; e.g. mother, father, friend, cousin, teacher etc.)

. te

m . u

Describe your least favourite relationship. (Do not name the person, just the relationship; e.g. mother, father, friend, cousin, teacher etc.)

o c . che e r o t r s super

Make a list of why this relationship is your favourite.

Make a list of why this relationship is your least favourite.

How could you improve this relationship?

R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Conflict resolution

Indicator

Background information

• Understands and discusses steps to resolve conflicts in a mutually acceptable way. The lesson Discussion points:

r o e t s Bo r e p ok u S

• Teachers will need to organise the students into groups of four or five before they begin working on the questions. Answers: 1. – 2. Answers will vary

• defining the problem, • brainstorming possible solutions, • agreeing on the best solution, • putting the best solution into action.

ew i ev Pr

Teac he r

• Discuss how students usually resolve minor conflicts. • Is there more than one good way to resolve a conflict? • Explain how each of the steps might be important in helping to solve a conflict. • Discuss how compromise may be needed to resolve a conflict. • Why might it be difficult to remember conflict resolution steps when you are involved in a conflict? • Why is it important that a solution be agreed on by both parties? • What kind of skills do you think are needed to resolve a conflict successfully? Materials needed/Preparation

Conflict resolution is a process that directs responsibility for solving a conflict to the people involved. Clear steps are followed to achieve a solution that suits both parties. These are:

Students should be encouraged to use conflict resolution to resolve minor conflicts, such as name-calling, spreading rumours, taking property without asking, teasing and invading personal space. The conflict resolution process teaches students that conflict need not be a negative experience, but can motivate change and provide opportunities.

• Ask the students to perform role-plays of conflict resolution situations, using ‘You’ statements instead of ‘I’ statements. What difference does this make? • Students can write conflict scenarios based on real incidents they have seen at the school. The scenarios could be put into a box. Pairs of students could then take a scenario and work through the conflict resolution steps to find a solution. • Make a poster of the conflict resolution steps to display in the classroom. The students can refer to this whenever they need help to solve a conflict.

w ww

. te

m . u

Additional activities

o c . che e r o t r s super

Health curriculum links National 4.12 WA NSW

Primary health and values

SMS4, IS4 V1, DMS3.2, PSS3.5, INS3.11

Vic.

HPIP0402

Qld

EPD4.3

4.4, 4.7

R.I.C. Publications – www.ricgroup.com.au

Conflict resolution Conflict resolution is a process that directs the responsibility for solving a conflict to the people involved. Finding a fair solution is the goal. The steps used in conflict resolution are: 1. Stop and cool off. (Count to 10, move to another part of the room etc.) 2. Define the problem. (Use ‘I’ statements or sentences beginning with “I’ rather than ‘You’.) • Tell the other person what happened (e.g. ‘I read your diary’).

r o e t s Bo r e p ok u S

• Tell the other person how you feel (e.g. ‘I felt angry and disappointed when I caught you reading my diary’).

Teac he r

3. Brainstorm solutions. (Consider every idea that comes up. Keep going until you can’t think of any more ideas.) 4. Choose a solution that is fair to both of you. (Compromise is the key!)

6. Agree to the plan. (A handshake is a good idea.)

ew i ev Pr

5. Make a plan. Decide how you will put it into action.

In a small group, use the conflict resolution steps to solve each of the conflicts below by considering these questions. Write notes on a separate sheet of paper.

– What could the characters do to cool off? – What is the problem and how does each person feel? Write these as ‘I’ statements. – Brainstorm three possible solutions to the conflict. – What would be a suitable plan of action for the characters to agree to? – Which solution do you choose? Jacob’s youn ger sister Cai d n ie fr tlin has star te r following him at he th d re d ve e co ve is ry d w st h ju e in re t . as n He can’t seem get away from stude a Taylor h g n lli te r to fo le her at school onsib gs or at home. H parents say h Chelsea is resp barrassing thin m e is e e m should be nic so p u ro d g an ar y kl Ye e ic to h u as q h their e tr ad r. ie re Ja d , sp cob but Caitlin just mours have annoys him. H had several ar helsea only about her. Ru C . d e e as h as te e b g uments with ylor to she was her about he b e h a vi o u r b u se are causing Ta au ec b r o yl r Ta t n o th in g ch t about a n g e s . Ja c o b d some fr te ie n told the studen n a d w s d h n av a ’s e started to la bout her ugh at him. C knows she an c o n c e rn e d a rumours have e th ai at tli th n d e n o ifi ys horr Jacob but sh because her to happen. e is advice. She is is th r lo fo n e ed ly d n b est friend has ever inte left the schoo She just wants spread. She n l. someone to ta lk to.

w ww

. te

m . u

o c . che e r o t r s super

Justin has just started a new part-time job stacking shelve after school, s at a supermar ke with another t. He is having boy he works problems with, Scott. S older than Just cott is a year in and has wo rked at the su six months. Ju permarket for stin feels that Scott bosses and laughs at him around any mistakes he makes. Sco can’t tell Justin tt feels he anything beca use Justin gets time he tries. angry every Both boys wan t to keep their jobs. Write your group’s solution to each conflict. Report your answers to the class. R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Communication

Indicators

Background information

• Understands what is meant by ‘effective communication’. • Considers how well he/she communicates with others. The lesson Discussion points: What skills does a good communicator have? How important are listening skills? Who do you find it most easy to communicate with? Who do you find it most difficult to communicate with? Do you think people find it easier to communicate with others as they get older? Explain. • Which factors prevent successful communication? • Which factors promote successful communication? Materials needed/Preparation

r o e t s Bo r e p ok u S

• Students will need to work with a partner for Question 2. Before the activity begins, each pair will need to decide who will play ‘A’ and who will play ‘B’. The scenarios below can then be cut out and distributed. Instruct the students to look only at their own sheet of paper. • You are working on a school project where you have to design a public information poster on road safety with your partner. You feel the poster should be suitable for all ages to see. You want the poster to be colourful and appealing with a catchy rhyming slogan. You also want to include some humour. You feel that if people are entertained and made to feel happy, they will take more notice of the information. • You are working on a school project where you have to design a public information poster on road safety with your partner. You feel the poster should be suitable only for adults. You want the poster to be hard-hitting, with gloomy colours and frightening images. You also want to include some grim statistics. You feel that if people are shocked, they will take more notice of the information. Answers:

Listening is a skill vital in all areas of learning. It may be learnt and developed in a number of ways. Listening to audio tapes and stories, following directions, listening to instructions and repeating messages are some activities which help to develop communication skills.

ew i ev Pr

Teac he r

• • • • •

Appropriate communication skills when interacting with others are vital to developing interpersonal relationships. Verbal and nonverbal methods of communication include: facial expressions, body language, tone, volume and clarity of voice.

w ww

m . u

1. – 7. Answers will vary

. te

Additional activities

o c . che e r o t r s super

• Hold a lesson in which only non-verbal communication can be used. How easy is it to get messages across? • Play drama games in which students have to use good listening skills.

Health curriculum links National 4.12 WA NSW

Primary health and values

SMS4, IS4 V1, DMS3.2, PSS3.5, INS3.11

Vic.

HPIP0402

Qld

EFD4.3

4.4

R.I.C. Publications – www.ricgroup.com.au

Communication Communication is a two-way process. When we communicate with someone, we both send and receive messages. This can be done verbally or non-verbally (e.g. using gestures or body language). Look at the diagram.

r o e t s Bo r e p ok u S

List the qualities you think an effective communicator has. Consider both sending and receiving messages.

Teac he r

ew i ev Pr

To ‘actively listen’ to someone is not the same as just hearing what he/she says. Find a partner to work with. Read the scenario you are given. Don’t look at your partner’s! Imagine your two characters meet. • Take turns to tell each other your opinions and feelings about the poster design. • Restate your partner’s ideas to show you have listened, and suggest a compromise. Rate how well you feel your partner listened to you.

How highly do you value the skill of listening? Give a reason for your answer.

w ww

m . u

(a) Sometimes we can find it difficult to communicate with some people. Name three barriers to successful communication.

(b) Suggest ways these barriers could be overcome.

. te

o c . che e r o t r s super

Name three people you feel you can effectively communicate with and write some topics you usually communicate about; e.g. problems at school, your favourite music, family problems etc. Name of person

Topics

How well do you think you communicate? Give reasons.

R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Managing stress

Indicators

Background information

• Understands some ways in which stress can be managed. • Considers how he/she deals with stress. The lesson

Mental or emotional health is as important to maintain as physical health. Good mental health involves: • feeling good about yourself and your life,

Discussion points:

• being able to respond constructively to stress in your life,

r o e t s Bo r e p ok u S

• Teachers may prefer the students to work individually for Question 4. • After students have reported their answers to Question 4, a class or smallgroup discussion should follow. Answers: 1. – 4. Answers will vary Additional activities

• being able to cope with events that occur in your life, • self-esteem or confidence, • how you see yourself and the future.

ew i ev Pr

Teac he r

• Which situations cause you the most stress? Have these changed as you have grown older? • What are some common ways people show stress? • How could you help someone who is stressed? • Discuss the importance of relaxing and ‘chilling out’. • Discuss the effects of poorly managed stress; e.g. anxiety, drug abuse, withdrawal, aggression or illness. Materials needed/Preparation

When you feel stressed or worried, physical reactions occur including fast heartbeat, tense muscles, ‘tight’ stomach or feeling sick, fast breathing, sweating, difficulty sleeping or waking up still feeling tired. There are many ways to build positive mental health, including doing things that you are good at and enjoy, developing personal skills to help when dealing with people, investigating new ways to cope with everyday problems, getting involved with clubs, committees, causes, helping others, occasionally taking risks and trying new things, and having fun and enjoying yourself.

Display ideas • Display a list of ways students in the class relax.

w ww

. te

m . u

• Brainstorm other suggestions for ways students can avoid or deal with stress. • Brainstorm common causes of stress for teenagers and adults. • Collect newspaper or magazine articles which discuss aspects of stress. Students can write comments about the ideas in the articles.

o c . che e r o t r s super

Health curriculum links National 4.12 WA NSW

Primary health and values

SMS4, IS4 V1, DMS3.2, PSS3.5, INS3.11

Vic.

HIP0402

Qld

EPD4.3

4.4

R.I.C. Publications – www.ricgroup.com.au

Managing stress ‘Suffering from stress’ means to feel anxiety and tension. Situations that we perceive as difficult, dangerous or painful can all cause stress. A certain amount of stress does us no harm. However, if people let stress overwhelm them, it can cause physical illness. It is important to understand some ways to decrease stress. These include exercising, doing relaxing things, eating regularly and healthily, breaking difficult tasks into small steps, talking to someone or thinking positive things about yourself. What makes you feel stressed?

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

What ‘warning signs’ show that you are stressed?

How well do you feel you cope with stress?

Read the scenarios below with a small group. Discuss the following questions. • • •

What is causing the person to feel stressed? What are the ‘warning signs’ showing each person is stressed? Suggest what each person could do to manage the felt stress.

Report your answers to the class.

. te

m . u

w ww

Jody always runs out of time to do her homework. During the week, she is busy with netball, music and dance classes and is also expected to look after her baby brother after school two afternoons a week. Jody spends a lot of time talking on the phone to her friends but she doesn’t want to give that up. Jody’s teachers have started keeping her in at break times so she can finish her homework. She begins bursting into tears very easily and finds she is short-tempered.

o c . che e r o t r s super

Shani hates going to parties. She always feels like she wears the wrong clothes and is worried everyone will laugh at her. At the last party she went to, she felt clumsy and couldn’t think of anything to say. She ended up hiding in the bathroom for most of the night. She would love to enjoy parties, but doesn’t know what to do.

Mark has an important music exam coming up. The closer the date gets, the worse he feels. He gets stomach cramps every time he thinks about the exam and finds his practice sessions are not going well. He often feels short of breath during his lessons. He really wants to do the exam because he wants to work as a professional musician one day.

Jeremy finds doing exams very difficult. No matter how well he has prepared, he finds he can’t concentrate on what he is writing, his knees feel shaky and sometimes he has to read questions three or four times before they make any sense. Jeremy’s results are usually good but it doesn’t seem to make any difference to the way he copes with exams.

R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Decision making

Indicators

Background information

• Understands and uses a plan to make decisions. • Considers some important decisions he/she has made. The lesson Discussion points:

• define the problem,

r o e t s Bo r e p ok u S

• brainstorm possible solutions, • evaluate the ideas (consider all consequences), • decide on a solution and carry it out.

ew i ev Pr

Teac he r

• What are some of the most important decisions you have had to make? • What do you think will be the most important decisions you will have to make in the future? • What does it mean to be ‘indecisive’? Is it a problem? • What kinds of jobs require positive decision-making on a regular basis? • How do you feel when you make a decision that turns out to be the ‘right’ one? • How do you feel when you make a decision that turns out to be the ‘wrong’ one? Materials needed/Preparation

It is important that students learn to stop and think about whether something is right or wrong before making a choice. The steps for decision-making are:

• Before the students begin the worksheet, discuss some examples of difficult decisions the class have had to make and how they felt about them. • Students can compare their answers to Question 2 with a partner. • After students have completed Question 6, make a tally of the most common decisions described. These could be used as topics of discussion with the class. Answers:

1. – 6. Answers will vary Additional activities

. te

m . u

w ww

• Students can invent their own problem page letters asking for advice on decisions that have to be made. They can write replies to their own letters or ask a partner to reply. • The students can write an explanation or a procedure of the decision-making plan suitable for a younger student to understand. The piece of writing should include appropriate examples.

o c . che e r o t r s super

Health curriculum links National 4.1 WA NSW

Primary health and values

CHL4, SMS4 GDS3.9, V4, DMS3.2, PSS3.5, GDS3.9

Vic.

HPIP0401, HPSR0401

Qld

EPD4.3

4.4

R.I.C. Publications – www.ricgroup.com.au

Decision making Making decisions is not always easy. There are usually consequences that can affect not only your own life but the lives of others as well. These can be positive or negative. Using a plan when you are faced with an important decision can be helpful. A useful plan to follow is: define the problem ➞ explore the options ➞ consider the consequences ➞ make a decision What is a ‘consequence’? Give an example of a positive consequence and a negative consequence.

r o e t s Bo r e p ok u S

Teac he r

Imagine you see this page in a magazine. If you were each of these people, what decision would you make? Use the plan to help you make a final decision. Write notes to show your thoughts. Dear Problem Solver

I have been playing hockey for six years and I want to be an Olympic athlete one day. There is an important match coming up that my team is going to play in but I have a decision to make. My best friend has asked me to travel to Europe with her family for three weeks and my parents have said I can go! And you guessed it – the match is right in the middle of the trip. What do you think I should do? I don’t want to let the team down, but my parents couldn’t afford to take our whole family to Europe. I love travelling and am excited at the thought of the trip.

A few days ago, one of my friends told me he had a secret that I had to promise not to tell anyone. After I promised, he told me he had started shoplifting because the group he is now hanging around with forced him to. He is terrified of being caught by the police. I want to help him but I don’t want to break my promise by telling anyone. He is a good friend and I don’t want to lose him. Besides, the group might start bullying me if they found out I said something. What should I do?

Options and consequences

ew i ev Pr

Dear Problem Solver

w ww

. te

m . u

o c . che e r o t r s super

Final decision

Describe a difficult decision you wished you had made differently and why.

Describe a difficult decision you are pleased you made and why.

On a separate sheet of paper, use the plan to make a decision on an issue that may affect you in the next few years; e.g. what subjects you will take next year. R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Healthy lifestyle challenge!

Indicator

Background information

• Identifies factors that make up a healthy and unhealthy lifestyle. The lesson Discussion points: • What do you think it means to have an unhealthy lifestyle? • What do you think it means to have a healthy lifestyle? • What are the benefits/advantages of a healthy lifestyle? • Does a healthy lifestyle only include active activities? • How would you rate your own lifestyle? • How could you improve your lifestyle? What to do:

r o e t s Bo r e p ok u S

Recent studies show that approximately 20% of our children aged between 2 and 17 are overweight and almost half of these have higher than recommended cholesterol levels. It is believed this will lead to increased numbers of children developing Type II diabetes and an increased incidence of heart attacks and strokes in adulthood—scary stuff!

ew i ev Pr

• Use the first two points above to introduce students to the concept of a healthy lifestyle. Work together to develop a sentence to define a healthy lifestyle and one to define an unhealthy lifestyle. Record these on the board. • Students can then work in pairs to play the game on the worksheet. • Discuss the third and fourth points above once students have finished playing the game. It may be appropriate to read the Background information to the students at this point. Students can work in groups to record all the advantages and benefits of a healthy lifestyle on a large sheet of paper. • Follow up with the final two discussion points. Each student can rate his/ her own lifestyle and formulate a plan to improve it on a separate sheet of paper. Students need to ensure they include all aspects of a healthy lifestyle; rest, exercise, sleep, hygiene, dietary intake, spending time with friends etc. Answers:

Teac he r

A healthy lifestyle is active and well-balanced in terms of physical activity, healthy eating, relaxation, sleep and personal hygiene. The benefits of a healthy lifestyle include weight control, a healthier heart, improved lung capacity, clearer skin, good muscle tone, healthy teeth, better sleep patterns, a sense of well-being, improved self-esteem and more energy.

Additional activities

w ww

• For each of the negative squares on the game, ask students to offer suggestions of a more appropriate activity to do, or maybe just reduce the time or amount of the activity; e.g. instead of playing computer games for 3 hours, students may choose to play computer games for only 30 minutes. Students must realise that balance is required; it doesn’t mean you can’t do the fun stuff at all! • Students can design their own healthy lifestyle challenge, be it in the form of a game, a plan to follow, a puzzle etc. • Collate students’ ratings of their lifestyles (do this anonymously to save embarrassment) and discuss how healthy the class is on average. • Create posters to display around the school which outline how to have a healthy lifestyle, and the benefits. • Hold a healthy lunch day. Students each bring a plate of ‘healthy’ food and share in a healthy lunch buffet. • Incorporate 15 minutes of fitness into each school day. • Survey the class to find out how much exercise students participate in on a daily basis. Present the results in graph form. Can this be improved?

. te

m . u

Answers will vary.

It boils down to children eating more junk food, less fruit and vegetables and being less active—and adults are allowing and sometimes encouraging this behaviour through poor role modelling and easy alternatives.

Children need to eat more fruit, vegetables and high protein foods, and exercise more frequently. Children should participate in physical activity two or three times a week for 20 to 30 minutes at a time.

o c . che e r o t r s super

Primary health and values

Health curriculum links National PAC4.5, PAC4.6, HIP4.9 WA NSW

CHL4, SMS4 V4, V5, DMS3.2, ALS3.6, PHS3.12

Vic.

HPIP0401

Qld

PHIC4.1, PHIC4.2, PHIC4.5

3.2, 4.2, 4.4

R.I.C. Publications – www.ricgroup.com.au

Healthy lifestyle challenge! You will need: • 2 players • 1 die • a counter each

How to play: • Each player throws the die. The player with the higher number goes first. • Throw the die and move that number of spaces. • Read the box, if there is text, and follow the instructions. • The first player to the finish is the winner!

Exercise for 20 minutes

Start

Play computer games for 3 hours

Go back to start!

Go swimming with friends

Choose to watch TV rather than play outside

Go to yoga class once a week

Go forward 5 spaces

Go back 3 spaces

Go forward 3 spaces

ew i ev Pr

r o e t s Bo r e p ok u S Go forward 5 spaces

Teac he r

Eat a healthy breakfast

Stay up late 5 nights in a row!

Go back 5 spaces

in one day

walk

Go back 3 spaces

Go forward 3 spaces

Go back 3 spaces

Go forward 5 spaces

w ww Choose to eat a salad roll for lunch rather than a hamburger!

. te

m . u

day rather than water!

o c . che e r o t r s super Stay inside watching DVDs for a whole weekend

Eat fruit salad for dessert instead of ice-cream

Eat junk food for dinner 3 nights in a row!

Go back 5 spaces

Go forward 1 space

Go back 5 spaces

Lie on your bed reading magazines all day

Sit under a shady tree listening to relaxation music

Don't wash or brush your hair for one week!

Go back 1 space

Go to the finish!

Go back 7 spaces

Go forward 3 spaces

R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Finish 67

Teachers notes

What do you value?

Indicator

Background information

• Understands the meaning of values. Identifies some of his/her own values. The lesson Discussion points: • What do you think a value is? • What kinds of things do you value? • ‘Sometimes not knowing what our values are can lead us to do things we don’t really want to do.’ Discuss. • ‘Just be yourself!’ Discuss. • What do you think your parents value? What do your friends value? Materials needed/Preparation:

r o e t s Bo r e p ok u S

Teachers can discuss some values with students such as honesty, generosity, tolerance and kindness. They may also like to discuss other things people may value like pets, music, the environment etc.

ew i ev Pr

• Prior to this lesson, look at websites of famous people. Print or bookmark these to show the class before they begin Question 2. If possible, find a website about someone who has died to show the students how the text is written in the past tense and in the third person. For example, ‘He was an adventurer who loved ...’ etc. • Site search: Charles M Schulz, Walt Disney, Jim Henson etc. What to do:

Teac he r

Our values create the basis for how we lead our lives. When we have confidence in ourselves and strong values, it is easier to do things that are right for us. Those who have weaker values can often be led easily and may end up doing things they don’t really want to do.

• Discuss with the class that our values are what we think is important and this can be shown by our behaviour. Students will write a web page about themselves, commenting on their lives and what they have achieved. A student may write that he/she became a famous soccer star, showing that he/she values hard work, practice, perseverance and achieving success. Another student may write that he wrote a bestselling book, showing that he values knowledge, hard work etc. • Show the students examples of other web pages, either on the computer or with print outs. Explain that the text should sound as if it is written by someone else. The students will write in the third person (‘He/She’, not ‘I’). The web text should also be written in the past tense. • Students can share their work with the class. With each one, try to bring out what the achievements show. What does each student value? Answers

w ww

Teacher check

. te

Additional activities

m . u

o c . che e r o t r s super

• Students choose a ‘hero’ of theirs and search the Internet to see if he/she has a website. They review the website and make comments on what they believe the person values. Are the values expressed similar to their own? • Students write a role-play between two people who have very different values. The people are in conflict but resolve the situation in the end through compromise and negotiation. Display ideas • Students create final copies of their websites and display them on coloured card.

Health curriculum links National 3.15, 4.15 WA NSW

Primary health and values

SMS 4 V1, V2, V6

Vic.

HPSR0402

Qld

EPD4.4

3.3, 4.3

R.I.C. Publications – www.ricgroup.com.au

What do you value? Your great grand-daughter is surfing the net and finds a website all about you! Create your website below. Think about … • How you are described. • What you looked like as an adult.

• Your teenage years. • What you achieved in your life.

Remember to write in the third person (he/she) and in the past tense (lived, achieved) etc.

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Super Searcher

w ww

. te

m . u

o c . che e r o t r s super

R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Tolerance

Indicator • Identifies and describes tolerant and intolerant behaviour. The lesson

We live in a multicultural society. We look different. We live differently. Differences can enhance our relationships and enrich our society. Students need to be taught to recognise, appreciate and tolerate differences.

r o e t s Bo r e p ok u S

Tolerance is a skill which can reduce conflict. It is an ongoing process. Teaching tolerance is also teaching students not to hate. Teachers can teach tolerance most effectively by modelling tolerant behaviour in the classroom and the playground. Students should be exposed to people, literature and images that are multicultural and which teach them about other faiths, ethnicities and lifestyles.

ew i ev Pr

Teac he r

Discussion points: • What does the word ‘tolerance’ mean? • Describe tolerant behaviour. • Describe intolerant behaviour. • Why do you think people show intolerant behaviour towards others? (ignorance, jealousy, impatience) • Being prejudiced and discriminating against people who are different promotes hate. Discuss. • Tolerance is a skill which can be learnt. Discuss. • Difference can enhance our relationships with others. Give examples. • Where is South Africa? What do we know about it? Who is Nelson Mandela? • What does ‘apartheid’ mean. Does apartheid still exist in South Africa today? What to do: • Ask for a volunteer to read the passage at the top of the page. Enlarge the table on the worksheet onto an overhead projector transparency. Read each of the figures with the class. • Students complete Question 1. Discuss their responses. What is shocking about the statistics in the table? How do you think the black people in South Africa lived? What was their day-to-day life like during apartheid? • Students complete Question 2 by completing a personal response about how they feel about apartheid. Ask for volunteers to read their responses. • Talk to the class about tolerance and peace. Explain that some people need to be educated about tolerance and need to appreciate that it is our differences that enrich our society. • Students can work in small groups or pairs to complete Question 3. They will need to consider ways they can promote tolerance at school. Once completed, ask for ideas from the class. Make a list somewhere permanent in the classroom. Students can be reminded of this list when the class or members of the school are experiencing conflict. Answers 1. (a) 14.5 million (b) white (74% more land than the blacks) (c) very small chance considering there was one doctor for every 44 000 black people 2. Answers will vary as personal responses. 3. Teacher check

Background information

Educating students to be tolerant will:

Additional activities

• help students to understand and appreciate the differences between people, • highlight the need to combat prejudice and discrimination.

o c . che e r o t r s super

• Students create posters to promote tolerance in the school. Each group can create one which can be displayed in a public area such as in the hall, library, office or outside (if laminated). • Some students may be interested to know about the state of South Africa today. Find a website that is suitable for students and bookmark it. Allow interested students to view the website and compile a report on how things have changed in South Africa since apartheid was abolished. Students can write a short oral report to present to the class about South Africa. • Students can use the Internet to find statistics regarding land ownership, earnings etc. between white Australians and Aboriginal Australians. Students can make comparisons between these statistics and those from the 1978 apartheid table shown on the worksheet. Students can write a report on their findings. 70

• minimise generalisations and stereotyping,

m . u

w ww

. te

• promote the understanding and acceptance of people with individual differences,

Primary health and values

Health curriculum links National 3.15, 4.15 WA NSW

SMS 4 V1, V2, V6

Vic.

HPSR0402

Qld

EPD4.4

3.3, 4.3

R.I.C. Publications – www.ricgroup.com.au

Tolerance Apartheid n. racial segregation In 1948, apartheid laws were installed in South Africa and discrimination against a person because of his/her skin colour became legal. Laws were created and enforced to stop marriage between ‘whites’ and ‘non-whites’ and many jobs were advertised as ‘white-only’. One of the main aims of apartheid was to give preferential treatment to whites. Did it succeed?

ATLANTIC

r o e t s Bo r e p ok u S OCEAN

Apartheid and the People of South Africa – 1978 Blacks Whites

Teac he r

19 million 13 percent 360 rand 1 per 44 000 40% $45 1 per 60

4.5 million 87 percent 750 rand 1 per 400 2.7% $696 1 per 22

INDIAN OCEAN

Cape Town

ew i ev Pr

Population Land allocation Maximum income Doctors per head of population Infant mortality rate Yearly expenditure on education per student Teacher–student ratio

Johannesburg

Mbabane

SOUTH AFRICA

Study the table above and answer these questions.

Nelson Mandela

. te

m . u

w ww

o c . che e r o t r s super

Discrimination against people because of their skin colour was legal and acceptable during apartheid. How does that make you feel?

Tolerance is being taught today in schools and workplaces in many countries. People need to understand and appreciate that it is our differences that make us special and enrich our society. Tolerance is a skill which can reduce conflict and promote peace. Think of ways you can help to promote tolerance and peace in your school.

R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Respect

Indicators

Background information

• Recognises actions that are disrespectful. • Considers ways to act respectfully towards others. • Identifies ways of showing respect to other people. The lesson

Treating others with respect makes the world a nicer place. We show respect to others when we treat them the way we would like to be treated. A respectful person:

Discussion points:

ew i ev Pr

• Divide the class into small groups. They read the poem together. • Students discuss each of the questions for Questions 1 to 3 but write responses independently. • Students can work in pairs or small groups to create their piece for Question 4. Discuss each option with the class. Explain that their responses will be displayed around the school (or if a role-play or debate, presented in front of the class). • Students will need time to work on their piece and time to polish and perform it. • After each piece has been displayed or performed, discuss it with the class. Ask the students what they have learnt from each piece of work. Answers

Teac he r

• is courteous and polite, • listens to what others have to say, • doesn’t insult or judge, or make fun of people, or call them names or bully them, • doesn’t judge people before getting to know them, • is sensitive to the feelings of others, • doesn’t put pressure on people to do something they don’t want to do.

r o e t s Bo r e p ok u S

• What does ‘respect’ mean? • Who do you respect the most? Why? • Who shows you respect? • ‘It is important that we respect ourselves.’ Discuss. What to do:

1. – 4. Answers will vary Additional activities

. te

Display ideas

m . u

w ww

• Students write a poem about respect. They can focus on: – respecting others; or – respecting themselves. Poems can be acrostic, rhyming, narrative, haiku etc. • Discuss with the class what can be done if you feel you are not being respected. How can a person change to receive more respect from others? – show respect to others (being considerate, caring, tolerant etc.) – try being more assertive (use ‘I’ statements etc.)

o c . che e r o t r s super

• Groups who have completed work for Question 4 that can be displayed, should ask if their work can be put on show in a public area such as the library or office entrance. • Groups who have performance pieces could repeat their performance to a wider audience such as a class in the upper levels or, if appropriate, the whole school.

Health curriculum links National 3.15, 4.15 WA NSW

Primary health and values

SMS 4 V1, V2, V6

Vic.

HPSR0402

Qld

EPD4.4

3.3, 4.3

R.I.C. Publications – www.ricgroup.com.au

Respect Read the poem. Who do you think the writer is speaking about? What makes you think that?

RESPECT When you ignore me When you call me names When you judge me because of the clothes I wear or the way I wear my hair

r o e t s Bo r e p ok u S

When you don’t care when I’m hurt … on the inside

When you make me do things I don’t want to do, then laugh about it … you make me feel small.

Teac he r

I deserve to be treated better than this.

ew i ev Pr

I speak to you politely and listen when you talk I never judge or bully you I care when you are sad

Treat me the way I treat you!

Give me the respect I deserve.

w ww

m . u

What type of person do you think the writer is? Write adjectives to describe him/her.

We show respect to others when we treat them the way we would like to be treated.

. te

Treating others with respect makes the world a nicer place.

o c . che e r o t r s super

(a) Read the phrase above. In your groups, choose a way to present this message to an audience. There are some ideas on the right.

(b) Plan your piece. Speak to your teacher about the resources you might need (such as the Internet, craft materials, video camera or costumes). (c) Prepare your piece. (d) Polish your piece ready for display or performance.

(e) Evaluate your work. How happy are you with the finished product?

R.I.C. Publications – www.ricgroup.com.au

Primary health and values

• • • • • • • • • •

poem short play poster news report/article creative story children’s book web page debate historical piece documentary

Teachers notes

Managing your time Background information

Indicators • Evaluates current time management practices. • Establishes time management strategies which incorporate aspects of a healthy lifestyle.

Effective time-management strategies are learned—they are not innate. It takes practice to get the formula right.

The lesson

The first step to effective time management is to set goals and to prioritise these according to your set of values. Goals may be longterm, short-term or immediate.

Discussion points:

r o e t s Bo r e p ok u S

Teac he r

• Prior to completing this activity, it would be helpful if students could keep an activity log for 3 – 7 days. From the time they wake up to the time they go to sleep, record all activity; the time it was started and finished and the total time it took. At the end of each day, ask students to highlight the activities that were a priority and circle the activities that could have been done at any time. • Discuss the first two points above. • Organise the class into small groups to discuss their activity logs. Ask students to make note of the types of activities they have recorded in their log and if any of the activities could be considered time wasters. • Direct students to complete Question 1 on the worksheet, ordering their most common time-wasting activities from most to least. • Discuss the remainder of the points above. Be sure to record student responses on the board as a ready reference for ideas to help them complete the worksheet. • Students may need to refer to their activity logs to evaluate and complete the worksheet. • Students complete the worksheet. • Students should be encouraged to put their plans into practice over the following week. Each student should evaluate how well he/she managed his/her time. Compare the level of achievement of tasks to weeks where a timetable was not used to manage time. Answers

There is no right way to manage your time; it is learning about yourself, making decisions and following through to achieve your goals. A process which could be put in place to manage time effectively could be:

ew i ev Pr

• How would you rate how busy your life is on a scale of 1–10, if 10 is ‘super-busy’? • How would you rate your ability to manage your time? • What types of tasks do you do every day? Every week? Every month? • Do particular people have expectations of you to get certain things done? Explain. • What is important to you to include in your regular weekly program? • What types of things do you never seem to get time to do? What to do:

• Make a list of tasks to be completed in the coming week. • Estimate how long each task will take. • Identify the day you will attend to and complete each task. • Write a daily to-do list at the beginning of each day. • Assess your priorities as you write your daily to-do list. • Evaluate your to-do list each morning and night.

1. – 3. Answers will vary. Additional activities

o c . che e r o t r s super

• Students can set themselves daily to-do lists, weekly plans, term plans and year plans to achieve specified tasks, goals and activities. • Each student can work with a mentor to achieve his/her goals, receive support and encouragement and make himself/herself accountable to someone else to ensure goals are met. • Encourage students to develop time-management skills by incorporating one afternoon each week for using open learning strategies. Set the students some tasks which can be completed in the set time. It is up to them to prioritise the tasks and allocate adequate time to complete them. 74

• Time spent eating and sleeping. • Time spent travelling to and from school and out-of-school activities. • Time spent at school and on out-of-school activities. • Amount of time required to complete household chores. • Time spent exercising, being with friends and family, watching TV and completing homework.

m . u

w ww

. te

Things to consider when planning goals:

Primary health and values

Health curriculum links National HD4.1, PAC4.6 WA NSW

CHL4, SMS4 V4, DMS3.2, ALS3.6

Vic.

HPSR0402

Qld

EPD4.1

4.2, 4.4

R.I.C. Publications – www.ricgroup.com.au

Managing your time Did you know there are 168 hours in every week? How well do you use your time? Make a list of the top five ways you waste your time. (a) (b) (c) (d) (e)

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Write a list of tasks which must done in the coming week; e.g. homework, chores, school, sport etc. Write them in order of importance. Be sure to include the amount of time you expect the task to take.

w ww

. te

m . u

o c . che e r o t r s super

R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Goals

Indicators

Background information

• Generates personal goals which are based on being fit and active. • Devises strategies to attain his/her personal goals. • Evaluates his/her decisions in the process of setting personal goals. The lesson Discussion points:

r o e t s Bo r e p ok u S

• Discuss the first point above. Include in the discussion the difference between short-term and long-term goals. Read the background information to the students. • Discuss the second point above. Incorporate the concept of prioritising goals and setting target dates to achieve them. • Discuss the third point above. Encourage students to evaluate the reasons they might not achieve a set goal. Discuss how obstacles can be overcome and develop a list of strategies which may assist in achieving goals. Lead into the fourth point from the discussion points above. • Brainstorm the fifth point as a whole class; develop a sentence which sums up the class’s idea of success. Display in a prominent location. • Discuss the final point. Talk about the advantages and disadvantages of stepping outside the ‘comfort zone’ or staying inside the ‘comfort zone’. • Students can then complete the worksheet. Encourage students to take time and give thought and consideration to the goals recorded on the worksheet. ‘What is most important to you in the area of … (school, health and fitness, family and home life)?’. • Students follow through with their goals. Periodically, follow-up with students to evaluate progress toward achieving stated goals. Answers

• Have a clear vision of what they want and where they wish to be in life. • Develop a clear strategy that states how, when and what they need to do.

ew i ev Pr

What is a goal? Do you ever set goals for yourself? Do you always achieve your goals? How do you feel when you achieve your goals? How do you feel when you don’t achieve your goals? • What is your definition of success? • ‘It is okay to set lower goals than to risk failure by setting higher ones.’ Agree or disagree? What to do:

Teac he r

• • • •

People who experience success set goals. They formulate their goals and set into motion a strategy to help them meet their goals within a set time. Those who are successful often have a mentor they report to on a regular basis who helps to keep them on track. Successful people:

• Experience passion about their goal. Be excited about it!

• Are honest with themselves about what they need to do, and about their strengths and weaknesses.

1. – 3. Answers will vary. Additional activities

• Surround themselves with people who want them to be successful. • Put it into action and get it done. • Prioritise goals and actions that need to be done.

o c . che e r o t r s super

• Set some class goals to encourage students to work together for a common purpose. • Students can also set themselves goals in other areas, such as personal development, an out-of-school interest, an environmental project, volunteer work, a hobby etc. • Develop a school goal, break it down into small, achievable stages and work towards achieving the goal.

• Take a risk, move outside the area where they feel most comfortable.

m . u

w ww

. te

• Are flexible.

Primary health and values

• Manage their own mental, physical, emotional and spiritual wellbeing.

Health curriculum links National HPIP4.9 WA NSW

SMS4 V4, DMS3.2, ALS3.6, GDS3.9

Vic.

HPIP0401

Qld

PHIC4.1

4.2, 4.4

R.I.C. Publications – www.ricgroup.com.au

Goals Set a goal related to school. Think about what is important to you! Goal: Why it is important to me:

Target date:

Achieved:

Steps to take to achieve my goal:

r o e t s Bo r e p ok u S Short-term

Long-term

(daily or weekly)

(weekly or monthly)

(monthly or longer)

ew i ev Pr

Teac he r

Immediate action

Set a goal related to health and fitness. Think about what is important to you! Goal:

Why it is important to me:

Achieved: © R . I . C . P u b l i cat i ons Steps to take to achieve my goal: • f or r evi ew pShort-term ur posesonl y • Immediate action Long-term Target date:

w ww

. te

(weekly or monthly)

(monthly or longer)

m . u

(daily or weekly)

Set a goal related to family and home life. Think about what is important to you! Goal:

o c . che e r o t r s super

Why it is important to me:

Target date:

Achieved:

Steps to take to achieve my goal: Immediate action

Short-term

Long-term

(daily or weekly)

(weekly or monthly)

(monthly or longer)

R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Environmental issues

Indicator

Background information

• Describes actions to address an issue affecting the environment. The lesson Discussion points: • What local environmental issues affect our health? • What global environmental issues affect us? • What strategies have already been used? • How can you make a difference? What to do:

r o e t s Bo r e p ok u S

For young people, getting involved with tree planting, cleaning up rubbish and fundraising for threatened species are just a few easy ways to learn how to care responsibly for the natural world.

ew i ev Pr

• Have students work in small groups to discuss environmental issues that affect our health in some way. Issues may include: pollution, community drug problems (including alcohol, illegal drugs, glue or petrol sniffing), unsafe areas, traffic, lack of recreational facilities. Ask students to devise strategies to solve a specific issue. Reports can be presented to the class or displayed. • With students working in pairs, or small groups, ask them to discuss global environmental issues. These could include hunger, poverty, destruction of the rainforests, global warming, AIDS, or pollution. Provide opportunities for students to use the Internet and library facilities to research the specific issue. Findings could be presented in a report to the class. Answers

Teac he r

Many people have come to realise that one of our basic needs in life is to have a healthy environment. We can choose to become involved in making changes to our lifestyle so the things we do decrease the detrimental impact on the environment. We can also undertake activities to improve the environment.

1. – 2. Teacher check

Additional activities

w ww

. te

m . u

• Using the issues raised, create a debating situation where groups are involved in presenting for and against arguments. • Students can write letters to the editor of a newspaper outlining the issue they are researching, and suggest strategies.

o c . che e r o t r s super

Health curriculum links National 4.11 WA NSW

Primary health and values

CHL4 V4, DMS3.2, PSS3.5, SLS3.13, INS3.3

Vic.

HPIP0402

Qld

PHIC4.5

3.6, 4.6

R.I.C. Publications – www.ricgroup.com.au

Environmental issues

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

In your group discuss environmental issues that may have an effect on health. Choose one issue and describe how it could be resolved.

w ww

. te

m . u

o c . che e r o t r s super

Use the Internet to research a current global issue that affects the environment. Use the same headings as above to record your findings. R.I.C. Publications – www.ricgroup.com.au

Primary health and values