Year 10 – HealthPersonal, Social and Community HealthThe Year 10 Health curriculum will be broken up into three modules. Each module consists of 3-4 different learning objectives. Each objective will consist of four weeks of face to face lessons (45 minutes duration), totalling in 40 weeks.

Module 1- Being healthy, safe and active A- Weeks 1-4:

Evaluate factors that shape identities, and analyse how individuals impact the identities of others (ACPPS089)

B- Weeks- 5-8:

Examine the impact of changes and transitions on relationships (ACPPS090)

C- Weeks- 9-12: Plan, rehearse and evaluate options (including CPR and first aid) for managing situations where their own or others’ health, safety and wellbeing may be at risk (ACPPS091)D- Weeks- 13-16: Propose, practise and evaluate responses in situations where external influences may impact on their ability to make healthy and safe choices (ACPPS092)

Module 2- Communicating and interacting for health and wellbeingA- Weeks 17-20: Investigate how empathy and ethical decision making contribute to respectful relationships (ACPPS093)B- Weeks:21- 24: Evaluate situations and propose appropriate emotional responses and then reflect on possible outcomes of different responses (ACPPS094) C- Weeks: 25-28: Evaluate and apply health information from a range of sources to health decisions and situations (ACPPS095)

Module 3- Contributing to healthy and active communitiesA- Weeks 29-32:

Plan, implement and critique strategies to enhance the health, safety and wellbeing of their communities (ACPPS096)

B- Weeks 33-36 Plan and evaluate new and creative interventions that promote their own and others’ connection to community and natural and built environments (ACPPS097) C- Weeks 37-40 Critique behaviours and contextual factors that influence the health and wellbeing of their communities (ACPPS098)

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Module 1- Being healthy, safe and active - Evaluate factors that shape identities, and analyse how individuals

impact the identities of others1A- Week 1: IdentityThis lesson will focus on personal identity.

- Students will work individually to complete the ‘Who Am I?’ worksheet.- Students may go around the class and share some of their answers. - When a student shares an answer, ask the class if anyone had the same response. (draw attention to

similarities).

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1A- Week 2: Similarities and DifferencesDuring this lesson, students will look at the similarities and differences between them.

- They will complete the worksheet provided. - More questions can be added - The students may then reflect on this task individually. They must reflect on why/why not people had

the same answers as them. Or were their answers similar to their best friends? Why/why not?

Your Answer: Someone with the same answer:

Favourite Food:

Where I was born:

Star Sign:

Country I want to visit most:

Favourite Sport:

AFL team:

Hobby:

If I had a son I would call him:

Favourite colour:

1A- Week 3-4: Partner Presentation:

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Students will be placed into pairs to create a PowerPoint Presentation each.- The topic of the presentation is their partners (place them with people they may not have worked

with before)- The presentation will be 10-15 slides (including cover page).- The presentation is to be an in depth look into their partner’s interests and personality. - It is important to remind students that any questions they don’t want to answer they are allowed to

say no comment and their partners are to drop that question immediately.- The idea of the task is understand what shapes the members of their class. What makes them, them.

- The first lesson will be spent conducting interviews and beginning the presentation. - The PowerPoints are to be completed for homework if they do not finish them in class.

- The second lesson will be the presentation of the PowerPoints to the class.

Module 1- Being healthy, safe and active

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- Examine the impact of changes and transitions on relationships1B- Week 5: Physical ChangesIn this lesson students will work in groups of four to make a mind map on butchers’ paper.

- The mind map will consist of the physical changes of puberty.- Students must try and list as many as they can- Once they have made the mind map. They will then go through each physical change and record why

each of them happens.

1B- Week 6: Emotional ChangesIn this lesson students will work in groups of four to make a mind map on butchers’ paper.

- The mid map will consist of the physical changes of puberty.- Students must try and list as many as they can without help from the teacher or research.- Once they have made the mind map they will then go through each emotional change and record why

each of them happens. They may have help from the internet for this part.

1B- Week 7: FriendshipsIn this lesson, students will reflect on how their personal relationships have changed as they have gotten older.The students will work individually to answer the following questions:

- Who were my friends when I was in Grade 4, Grade 7, and now?- Why or why not have these friendships changed?- Am I close with my family? Why/why not?- Am I a good friend to my friends? Why/Why not?- How can I be a better friend?

This activity is a personal refection. Students do not have to share their answers with the class.

1B- Week 8: FamilyThis lesson will use the popular TV comedy Modern Family.

- Students will work in pairs and pick two of the families from the TV show. Either ‘Jay or Gloria’ or ‘Mitch and Cam’.

- Students will research the family they have chosen. - The students will need to identify what difficulties they may face in society for their ‘differences’- The students will then document the reasons why these couples should be accepted as normal. - This task aims to find the maturity within students to help them learn to not judge people.

Module 1- Being healthy, safe and active

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- Plan, rehearse and evaluate options (including CPR and first aid) for managing situations where their own or others’ health, safety and wellbeing may be at risk

1C- Week 9: First AidIn this lesson students will work in pairs.

- Each pair will be given an injury. - The students must research how to treat their injury using first aid.- It is important for the students to note if any further medical professional help is required.

- The pairs will then present the treatment of their injury to the class. One student will be the patient, the other will treat them.

- They will have full access to a first aid kit. - The pair must talk through each step that they take when being treated.

1C- Week 10: CPR

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This lesson will teach students the basic theory behind CPR.- Cardiopulmonary resuscitation (CPR) is a combination of techniques, including chest compressions,

designed to pump the heart to get blood circulating and deliver oxygen to the brain until definitive treatment can stimulate the heart to start working again.

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1C- Week 11: CPRStudents will the CPR dummies (adult, child and baby) to practise what they learnt about CPR.

- When the dummies are in use, the students can practise on each other.- It is important for the students to practise every step of CPR and not just the compression, so ensure

they check for danger and remember to call the ambulance. - Ask for some volunteers to demonstrate to the class.

1C- Week 12: Safe Partying In this lesson, students will organise a safe party.

- Individually students will plan their 18th birthday party. They have a budget of $600.

- They will create an invite to their birthday will all of the needed information.

- To do well in this task they will need to consider:

Security

Drinking/ underage drinking

How to prevent drugs

Registering the party with police

Preventing gate crashers

List at the door

- The students will use their budget to hire a venue (can use their house), hire security, food,

music/lights (if required) etc.

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- With their invitation they should present a word document with all of their planning details including

the steps they have taken to make it a safe party.

- This task can be used as an assessment task.

Module 1- Being healthy, safe and active - Propose, practise and evaluate responses in situations where external

influences may impact on their ability to make healthy and safe choices.

1D- Week 13: Peer Pressure This lesson will focus on peer pressure.

- Students will complete the KidsHealth Influential Words activity.

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1D-

Week 14: Peer Pressure During this lesson, students will work in small groups to present a role play of a scenario.

- Students will need to act out the scenario and do two things;1- Act out the ‘wrong’ response2- Come up with the safe/correct response.

Scenario 1- A group of friends go to the mall and all of the friends but 1 wants to shoplift. The 1 friend needs to resist the peer pressure.

Scenario 2- A group of friends are at a party and someone offers you all alcohol. All but 2 of you instantly say yes but the others aren’t so sure but eventually they are convinced to drink as well.

Scenario 3- Your group of friends want to skip school and go to a movie but 2 of you don’t think you should go and decided to stay while your friends skip class.

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Scenario 4- Your friends are making fun of a student in a wheelchair and are trying to get you to join in. (In this scenario you can choose to either join in or not, you decide)

Scenario 5- A group of friends are hanging out and 1 of them pulls out a cigarette and says that he/she wants to try smoking. He/she decided to try and get other people to join in. (In this scenario you can choose to either join in or not, you decide

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1D- Week 15: Drug and Alcohol SafetyDuring this lesson, students will work individually to complete the true or false activity.After all students have completed the task, work through the correct answers as a class, explaining the truth behind each one.

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1D- Week 16: Safe Sex During this lesson, students will work in pairs to research one method of contraception. They will present their findings on an A3 poster to present to the rest of the class. They will need to cover:

- Picture of the device (in and out of packaging)- How it is used (who male of female or both)- Cost - Where to buy (is a doctor needed)- Effectiveness

Contraception methods:

Abstinence Emergency ContraceptiveBirth Control Pills Female CondomCervical Cap Fertility Awareness MethodCondoms Injectable ContraceptionContraceptive Film Intrauterine ContraceptionContraceptive Foam The PatchContraceptive Implant The RingContraceptive Sponge The ShieldContraceptive Suppositories WithdrawalDiaphragm

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Module 2- Communicating and interacting for health and wellbeing

- Investigate how empathy and ethical decision making contribute to respectful relationships.

2A- Week 17: RelationshipsIn this lesson, students will be given an information sheet with the characteristics of a healthy relationship.The students’ task is to individually come up with characteristics of an unhealthy relationship. The students may share their answers as a whole once everyone has finished.

2A- Week 18: Relationships

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Using the relationship characteristics the students came up with last lesson, individually, they must choose three of their own relationships that they believe they need to improve on. This task is individual, and students do not need to share their responses with the class.

Examples for an unhealthy relationship:

2A- Week 19: Ethical Behaviour

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In this lesson, students will explore the concept of ethical decision making. - Begin the lesson with a general discussion about the topic of ethical decision making.- Ask students if they have ever had to make an ethical decision. - The following questions are designed to stimulate critical discussion between students.- Have students discuss how they would answer the questions in small groups.- After each question enter into a whole class discussion to see what they have come up with.

2A- Week 20: Family Decision Making – The family budget

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This lesson is designed to give students an insight into the many budget decisions their parents make on behalf of the house hold. Students are to complete this task individually.

- Students will be asked to choose a number between 500 and 1000 and write it down. The number they choose is their monthly family income.

- Although this task is very mathematics based, it will give the students an insight into the many expenses their parents have. It will also help them to realise the decisions parents have to make that will best benefit their families.

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Module 2- Communicating and interacting for health and wellbeing

- Evaluate situations and propose appropriate emotional responses and then reflect on possible outcomes of different responses

2B- Week 21: Risk Taking In this lesson students will be presented with numerous risk taking scenarios.The students must work in pairs or small groups and note down the possible rewards of each scenario and all of the likely consequences.

- Getting drunk every weekend. - Sky diving.- Driving a car.- Having sex with your boyfriend/girlfriend- Attempting a new move on your skateboard.

2B- Week 22: Risk Taking 2In this lesson, students will work individually to give advice to young people who are under pressure. The scenarios are aimed at traffic safety as Year 10 students have either just gotten their learner licence or are on the verge of getting it.

Sara, aged 16I was arguing with my boyfriend and we were both really angry. He said: 'Get in the car, I'm taking you home.' He drove faster than usual and I was scared all the way homeTom, aged 15I was with a group of my friends heading off to the local shops. At a busy road, one of them put their hand up to stop the traffic and walked straight into the road. The others followed. I was near the back. What should I have done?Cheryl, aged 17I was walking home with my friend, who'd had a few drinks. He was being really loud and embarrassing. He grabbed my hand and ran across the road without looking, pulling me with him. We were lucky a car didn't hit either of us. What should I have done?Sammy, aged 17One of my friends has just passed his test and was going to take me for a drive. He turned up driving really fast and the car was really full. Everyone was already crammed into the back. I had to sit on someone's knee to get in too. What should I have done?Andy, aged 17I always really liked going out on my bike with my mates and we had loads of fun but lately they've started being really annoying. They race through red lights, leaving me behind, and ride really fast on the pavement. What should I have done?

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2B- Week 23: StressThis lesson activity focuses on stress and what causes the students to feel stressed. Students will be given a range of examples which they are to cut and arrange in a pyramid formation. The highest point of the pyramid will reflect what they find most stressful and the lower point they find the least stressful.

- This activity is designed to help students recognise what makes them feel stressed in order to learn how to cope with their feelings.

The pyramid can take this shape:

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2B- Week 24: DepressionStudents will complete the question sheet about depression.

Module 2- Communicating and interacting for health and wellbeing

- Evaluate and apply health information from a range of sources to health decisions and situations

2C- Week 25-28: The Healthy Food PyramidThis activity can be used as an assessment task. It can be modified to have less weighting.

- During this activity, students will use the healthy food pyramid to formulate a restaurant menu. The menu must consist of 4 entrées, 5 mains and 4 deserts.

- Students must present their menus as if it was for an actual restaurant.

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- Students must ensure all of their meals represent the healthy food pyramid.

Module 3- Contributing to healthy and active communities

- Plan, implement and critique strategies to enhance the health, safety and wellbeing of their communities

3A- Week 29-30: Bike Safety Presentation- Students will work in groups of three.- Students will create a PowerPoint presentation. The presentation will include important safety

considerations to remember when riding a push bike.- The students will present their PowerPoints to students in younger grades. (grade 1- grade4)

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- Groups will be allocated which grade they are going to be presenting to so they must make sure their presentation is age appropriate.

3A- Week 31-32: Community Boot CampStudents will work in groups of 3-4 to plan a boot camp session.

- Groups will be assigned a participant level (beginner, intermediate and expert). They must cater their boot camp session to suit their needs.

- Once students have come up with their activities, they must design a poster that appeals to their target audience (they should think about participant level).

- The Students must work out a cost for their boot camp (if there is a cost).- They must decide upon the best place to hold their camp.- They must also come up with the best place to advertise their camp to reach their target audience. - Groups should submit their A4 poster with their boot camp activities attached.

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Module 3- Contributing to healthy and active communities

- Plan and evaluate new and creative interventions that promote their own and others’ connection to community and natural and built environments

3B- Week 33-34: Quit Smoking- Students will be shown a series of quit smoking add campaigns. - Students will then create a poster creating their own ‘slogan’ to quit smoking.

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3B- Week 35-36: Fast Food Chain- In this lesson students will work in groups of 2-3- Students will work together to come up with their own HEALTHY fast food chain. - They must choose a theme for the chain and come up with the sort of food that they will sell. - The groups should aim to make the chain as realistic as possible- focussing on healthy food that can

be made quickly. - Students will then pitch their fast-food chain idea to the rest of the class.

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Module 3- Contributing to healthy and active communities- Critique behaviours and contextual factors that influence the health and

wellbeing of their communities 3C- Week 37-38: Fast FoodDuring this lesson students will explore the many varying reason behind why people eat at fast food outlets.

- A good focus point on the discussion is the convenience of fast food. There are many outlets easily accessible to the public.

- After a class discussion, students will write a 1000 on how to prevent/stop people from eating at fast food outlets.

- Students will be given two lessons to work on this assignment, if not completed, they must finish their essays for homework.

3C- Week 39-39: Local Park- Students will work in groups of three to design a local park. - Students must decide on a location for the park in their community, it doesn’t matter if there is an

existing establishment there already.- The park must contain:

Children’s playgroundBBQ facilitiesToilet facilitiesOutdoor gym facilities Students must also incorporate space for an active activity of their choice. (The activity will be free as it is funded by the council however the activity must be realistic).

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