HEALTH AND HUMAN DEVELOPMENT

UNIT 2 REVISION

TEACHER’S RESOURCE

Developed by RMIT Graduate Diploma Students:

Bronwyn Hemiak, Clare Hayes, Jessica Welsh and Victoria Carroll

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Contents Let’s get started: Wiki Navigation ................................................................................................................. 2

Suggested Revision Timeline .................................................................................................................... 2

In Class Activities ...................................................................................................................................... 3

Gallery Walk (~85 min): ....................................................................................................................... 3

A closer look at childhood development - 7 Up Series ......................................................................... 4

Adulthood health - News article ............................................................................................................ 5

Issues affecting the health and development of Australian children and adults .................................... 6

Combined chapter 7 and 9 Revision – Mini Mind maps ....................................................................... 8

THE ‘TAKE AWAY’ PACK (Homework tasks): ...................................................................................... 14

Let’s get started: Wiki Navigation ‘Wiki’, is a website that allows the easy creation and editing of any number of interlinked web pages via a web browser, using a simplified markup language or a WYSIWYG text editor. We have decided to use wikispaces.com.au as an interactive resource, where both the teacher and students can collaboratively interact with and use as a resource for revision. The wiki we have developed contains all the resources in the teacher resource package and gives the opportunity for yourself and your students to effectively communicate with one another. You will find within your wiki there is a discussion page for students to communicate and the opportunity for them and yourself to develop new pages and add any resources (word documents, images, videos etc) that will help aid revision for health & human development. To kick-start this ‘wiki’, follow these numbers of steps:

1. Go to www.wikispaces.com.au 2. Log in to the wiki with the username: HHD11 and password: health 3. Go to ‘my account’ and customise login details by changing ‘e-mail’ and ‘password’ (NB. You also

have the option of changing the wiki name if you wish!) 4. Invite students to join the wiki by going to ‘ manage wiki’ ( featured on the left column ), scroll

down to the heading ‘people’ and click on ‘ invite people’ 5. Add in students e-mails in the box below and they will receive the invitation immediately

Suggested Revision Timeline This timeline has been developed based on a two week revision time frame. It is purely a guide as each class will have different dynamics and may require more or less revision in certain topic areas. The activities are flexible for this reason and can be used briefly or extended at the teacher’s discretion.

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Sample Timeline:

Week 100 minute class 60 minute class 60 minute class

1 - Gallery Walk Childhood and Adulthood

stages of the lifespan

- 7 Up series A closer look at childhood

development

- Newspaper article Health Care

2 - Issues affecting the health and development of children and adults

- Smorgasbord Quiz *

- Exam revision skills and question time from homework tasks

- Overflow of other activities if required

- Smorgasbord Quiz

- Smorgasbord Quiz - Private Study - Student question time –

from homework pack or general exam

*Smorgasbord Quiz – can be filtered into class time as much or as little as required. A suggestion is to incorporate it for 10-15 minutes at the end or start of each lesson and keep a running tally of the scores. See description for more details

In Class Activities Many of the activities to be completed in class require the students to be in groups. At the

beginning of the two week revision period you may wish to arrange the students in a seating plan to save time during the lessons. 6 groups of 4 would be appropriate for the majority of the activities. This may vary depending on student attendance.

Gallery Walk (~85 min):

- In groups of 3-4 students begin at one of the 6 lifespan stages covered in Unit 2 (the large sheets of butchers paper with the photos in the centre):

o Infancy – ‘Ethan Minouge’ o Early childhood – ‘Suri Cruise’ o Late childhood – ‘Bindi Irwin’ o Early adulthood – ‘Sam Stosur’ o Middle adulthood – ‘Oprah’ o Late adulthood – ‘Bert Newton’

- Complete the aspects of development specific to that stage in the spaces provided - Allow 20 minutes for rotation - Ask student to leave their butchers paper sheets on their table and move in a clockwise direction to

the a different stage of the lifespan - 3 minutes to add anything further and discuss this stage with their group - Rotate another four times so each group is exposed to each stage of the lifespan (~12 min) - Students return to their original station where they have 3 minutes to discuss the items that have

been added by others and prepare to explain their lifespan stage to the class.

Note: The student ‘take away’ pack contains key skills that will assist students throughout their revision. Remind students that this resource is available. If there is a common area of weakness among students, you may prefer to work through the example as a class.

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- 6 lifespan groups 2-3 min per presentation, an additional 2-3 min is allocated after each presentation for student or teacher input, questions and highlighting of key points (~40 min)

A closer look at childhood development - 7 Up Series

- Students watch ‘Part A’ of Age 7 in America (approximately 20 minute duration). Access to this documentary can be found on the ‘wiki- HHD11’, by clicking on ‘Outcome One’ page

- Whilst watching this documentary, students are encouraged to write down key points about each child such as housing, socio-economic status, demographic location, education, race etc.

- Once the video is finished students complete questions (on next page) related to the documentary, this aims to improve their ability to interpret a case study relate it back to the dimensions and determinants of health and development of children. You can choose to hand out, discuss or delegate these questions with students.

Overview of Age 7 in America Children

These are some of the key areas explored in Part A of Age 7 America. You may wish to draw out this information from students and discuss after watching the excerpt.

Louis Luis lives in New York City's Lower East Side. He lives in a homeless shelter.

Lucy, Alexis, and Kate The girls live in New York City's Upper East Side and attend a prestigious school.

LeRoy and Kennisha LeRoy lives in an apartment building (part of the Robert Taylor housing project) in the South Side of Chicago. He is African American. Kennisha is LeRoy's classmate and has lived in the housing project all her life. She is also African American.

Eric and Brandon Eric lives in a wealthy Chicago suburb. He is an only child. Brandon lives in a wealthy suburb and is a classmate and friend of Eric. They both go to a prep school on the University of Chicago's campus.

Salina Salina lives in Los Angeles and is the daughter of Chinese immigrants.

Julio Julio came to Los Angeles from San Salvador and lives in a Spanish-speaking household

‘7 Up’ Video Questions’

1. All the students in this documentary are 7 years old. What stage of childhood are the in?

2. Why do you think this documentary focuses on different children all the same age?

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Adulthood health - News article

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Students will use current issues to revise their understanding of Australia’s health care system. This activity prioritises the need for deep understanding and critical analysis whilst improving their case study skills for the exam.

In the article above highlight the following: 1. Evidence of the cost and incidence of mental health issues in Australia 2. Past decisions that have been made by the health system DISCUSSION QUESTIONS

1. What is the health issue identified in the article? 2. Where does the author feel future funding should be directed? 3. What does the article suggest about early intervention? 4. What strategies could be implemented to enable early intervention? 5. List 3 factors that would encourage better funding of programs for this national health issue. 6. What program do you think would be most effective?

Issues affecting the health and development of Australian children and adults

Mental health care needs a new approach

Patrick McGorry September 10, 2010

Mental health issues account for more than 60 per cent of the total burden of ill-health in young Australians today.

A recent report by Access Economics has estimated that in 2009, the cost of mental illness in Australians aged between 12 and 25 years was $10 billion, with 70 per cent of this due to the costs of lost productivity as a result of lower employment rates, absenteeism and premature death.

This figure increased by a further $25 billion when the costs of disability and premature death were included. As a society, we can no longer afford to ignore the human, social and economic consequences of this situation. We need to invest in our future, and clearly, investing in our nation's mental health makes good sense.

Since the closure of the traditional mental hospitals and the move to community-based care in the early 1990s, our fragile mental health system has been steadily eroded, to the point where it can now provide little more than a combination of acute risk management and palliative care.

The solution? Transformational change.

Australia desperately needs a modern, unified mental health system that is governed independently of, but with strong links to, the acute health and primary care streams. We need a system that clearly focuses on early intervention, particularly for children and young people under 25 years of age, rather than our current system of crisis management and damage control.

Adapted from McGorry, 2010 THE AGE

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Condition

Biomedical factors

Social environment

Behabvioural factors

Physical environemnt

This revision section develops student’s ability to recall various health conditions that can occur in child and adulthood and how they impact health and individual development. - The students are in groups of 3-4 (or pre determined revision groups) - Each group explores the same topic (i.e. Alzheimer’s, stroke, coronary heart disease, smoking,

alcohol and drug use, skin cancer, breast cancer, bowel cancer, osteoporosis) - Each table discusses how this condition relates to: Determinants AND Individual Development Biological factors Physical Physical environment Social Behavioural factors Emotional Social environment Intellectual Table 1 can be used as an example and as a template or students can create their own mind map (see example) The teacher leads a discussion on each group’s responses. The activity engages students with past learning and provides strategies to use in exams. Extensions for this activity include; - Name and explain the initiatives that exist to help prevent the conditions - Explore possible strategies that could be employed to address the conditions - This in class session relates to a home work task where the students will individually work through a

chosen topic (see table 1).

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(Table 1)

EXAMPLE

STROKE

Determinants (i.e. risk factors)

Impact of condition on adult development

Biological factors High blood pressure Diabetes Overweight High cholesterol levels

Physical Loss of balance, various levels of paralysis, impacts on past motor skills, speaking difficulties

Physical environment Lack of sport and recreational facilities, access to health care and nutritional foods

Social Stroke sufferers may have less social interaction depending on access to health services. Whole life change, may be difficult to maintain past relationships

Behavioural factors Tobacco smoking, diet high in saturated fats, sugars and salts, overconsumption of alcohol, lack of physical activity

Emotional Frustration, depression, feelings of helplessness due to loss of independence.

Social environment Limited income to purchase nutritional foods Low socioeconomic background Limited education about reducing the risk of stroke

Intellectual Memory is a major factor impacting intellectual development. Remembering past knowledge and cementing future knowledge. Individual may have trouble interpreting other people’s emotions.

Combined chapter 7 and 9 Revision – Mini Mind maps - Cut up and fold the items from the table: place in a container or hat. - Pair up students and instruct them to select one item from the hat. Each pair will be supplied with a

determinant and health factor. EXAMPLE: Social environment determinant: parental health and disability Students work together to create a mini mind map which clearly shows the influence of these factors on individual health and development of a child or adult and the interrelation of the determinant with dimensions of health. Text book should be an available resource to help build their answers but encourage students to draw on knowledge. Each pair will present their map and gain feedback/thoughts from the whole class.

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Do activity with child and adult tables to give students thorough revision of both stages of the lifespan. Examples: Childhood

1. Biological determinants: genetics

2. Biological determinants: body weight and

body height

Adulthood

1. Behavioural determinants: sexual

practices

2. Physical environment determinants:

housing and workplace safety

Mini Mindmap: What to include

1. Genetics: conditions (Type 1 diabetes, Spina Bifida, Down Syndrome- impact on emotional, physical, social and intellectual development.

2. Chromosomes impact/origin

Childhood Items:

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Biological determinants: genetics

Biological determinants: body weight and body height

Behavioural determinants: vaccination

Behavioural determinants: parental smoking, alcohol consumption and drug use

Behavioural determinants: maternal nutrition

Behavioural determinants: eating habits and physical activity

Behavioural determinants: sun protection

Physical environment determinants: access to recreational facilities

Physical environment determinants: housing and fluoridation of water

Social environment (family) determinants: parental education, employment status, occupation and income

Social environment (family) determinants: family stress and trauma

Social environment (family) determinants: parental health and disability

Social environment (family) determinants: family and work-life balance, parental practices

Social environment (family) determinants: access to health care, child-care, preschools and schools

Adulthood Items:

Biological determinants: genetics

Biological determinants: bodyweight

Biological determinants: blood pressure

Biological determinants: blood cholesterol

Behavioural determinants: smoking, physical activity and food intake

Behavioural determinants: alcohol and drug use

Behavioural determinants: sexual practices

Physical environment determinants: housing and workplace safety

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Physical environment determinants: neighbourhood safety and access to health care

Social environment determinants: the media, level of education, employment status and income

Social environment determinants: the workplace and community belonging

Social environment determinants: living arrangements and social support

Social environment determinants: family and work-life balance

Smorgasbord Quiz

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The Smorgasbord quiz is a revision activity covering key content within Unit 2. There are three different components to the quiz including multiple choice, fact or fiction and Pictionary. Multiple choice questions are represented by green slides and fact and fiction questions are red. Each question also has an extension question to encourage students to develop a deeper understanding of content and apply exam response strategies. This engaging quiz can be broken down into 15 minute sessions to commence or end lessons. Alternatively the activity can be extended to run throughout an entire lesson depending on the requirements of the class. Refer to power point slides or the Wiki page.

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THE ‘TAKE AWAY’ PACK (Homework tasks):

This pack has been designed to meet the various learning needs of the students in the class. There are a total of 6 different activities that span across the 3 areas of study. We have suggested for students to complete 3 of the 6 tasks, choosing the areas which they find most difficult. You can implement this as or part of a Learning Activity task for the unit or communicate to students that this is an opportunity to revise content and seek help with questions prior to the exam. Students are encouraged to write questions or concerns related to topic area/s that they are having trouble with. This table is a tool that guides revision discussions and assesses student understanding of the homework tasks. Questions can be addressed individually or as a class. Students should bring the take away pack with them to each class so their questions can be answered or so they can continue activities when they have completed class work. Essentially, the pack contains numerous activities and key skills to extend understandings and give conscientious students an opportunity to confidently prepare for VCE examinations across all subjects. Depending on student understanding and time availability within your revision weeks you may wish to complete one of the ‘key skill’ examples in class time. Encourage your students to use the guide to assist with preparation for other VCE examinations, including the use of the study timetable.