Learning objective 

• By the end of the lesson, learners will be able to identify the key components of a healthy lifestyle and understand various influences on maintaining one.

Materials Needed:

• Whiteboard/flip chart and markers

• Handouts with scenarios depicting various influences on a healthy lifestyle

• Pen and paper for each learner

• End of lesson assessment/quiz questions

Connector: (5 minutes):

• Learners to complete thought shower arund healthy lifetsyle (HSC8.1)

• Begin by asking learners to brainstorm what they believe constitutes a healthy lifestyle. Write their responses on the board.

• Discuss with the class why each component mentioned is important for overall health.

• Introduce the learning objectives and success criteria for the lesson.

Activate:

1. Components of a Healthy Lifestyle (15 minutes):

• Divide the class into small groups or pairs.

• Distribute handouts with scenarios depicting different aspects of a healthy lifestyle, such as nutrition, exercise, sleep, etc.

• In their groups or pairs, learners analyse the scenarios and identify which component of a healthy lifestyle is being addressed.

• Each group presents their findings to the class, explaining their reasoning.

• Facilitate a class discussion to ensure understanding of each component.

2. Diamond 9(15 minutes):

• Learners to work in small groups and complete diamond 9 activity around components of a healthy lifestyle.

• Learners arrange aspects of a healthy lifestyle in order of importance.

• Individual learners write and explain their choices and why they have identified the components in their particular order.

• Learners to compare diamond 9s with the group and debate

3. SMSC Development (5 minutes):

• Discuss the influence of social factors (such as peer pressure or cultural norms) on lifestyle choices.

• Encourage learners to reflect on their own experiences and how societal influences may impact their health behaviours.

• Emphasise the importance of respecting diverse perspectives and making informed decisions.

Learning check (5 minutes):

• Administer a short quiz or assessment to check learners' understanding of the key components of a healthy lifestyle and their awareness of various influences.

• The quiz can include multiple-choice questions, short-answer questions, or scenario-based questions.

• Review the quiz together as a class, providing feedback and clarification on any misconceptions.

Consolidate (5 minutes):

• Review the key components of a healthy lifestyle discussed during the lesson.

• Summarise the various influences on maintaining a healthy lifestyle.

• Remind learners of the success criteria and encourage them to self-assess their understanding.

Extension activity

• Assign learners to write a short reflection on their own lifestyle habits, identifying areas where they can make improvements to better align with the components of a healthy lifestyle. Additionally, learners can research one influence on a healthy lifestyle and write a short paragraph discussing its impact.

Learning objectives:

• By the end of the lesson, learners will be able to define the principles of a balanced diet, identify specific nutritional guidelines, and recognize the impact of dietary habits on health outcomes.

Materials Needed:

• Whiteboard/flip chart and markers

• Handouts with nutritional guidelines

• Pen and paper for each learner

• End of lesson assessment/quiz questions

Connector (5 minutes):

• Recap the previous lesson on the key components of a healthy lifestyle.

• Explain that in this lesson, we will focus specifically on nutrition and dietary habits.

• Introduce the learning objectives and success criteria for the lesson.

Activate/ Demonstrate: 

1. Principles of a Balanced Diet (20 minutes):

• Divide the class into small groups or pairs.

• Distribute handouts with information on the principles of a balanced diet, including information on carbohydrates, proteins, fats, vitamins, and minerals.

• In their groups or pairs, learners read and discuss the handouts, identifying the components of a balanced diet.

• Each group presents their findings to the class, discussing the importance of each component.

• Facilitate a class discussion to ensure understanding and address any questions.

2. Maths and English Integration (10 minutes):

• Provide learners with a table showing the recommended daily intake of different nutrients for their age group.

• Ask learners to calculate the total daily intake of each nutrient based on their own diet.

• Encourage learners to write a short paragraph explaining the importance of each nutrient in maintaining overall health.

3. SMSC Development (5 minutes):

• Discuss the cultural and social factors that influence dietary habits, such as family traditions, cultural norms, and advertising.

• Encourage learners to reflect on their own dietary habits and consider how they may be influenced by external factors.

• Emphasise the importance of making informed choices and developing healthy eating habits.

Learning Check (5 minutes):

• Administer a short quiz or assessment to check learners' understanding of the principles of a balanced diet and the importance of nutritional guidelines.

• The quiz can include multiple-choice questions, true/false statements, or short-answer questions.

• Review the quiz together as a class, providing feedback and clarification on any misconceptions.

Consolidate  (5 minutes):

• Review the key principles of a balanced diet discussed during the lesson.

• Summarise the importance of nutritional guidelines for maintaining overall health.

• Remind learners of the success criteria and encourage them to self-assess their understanding.

Extension Activity: 

• Encourage them to reflect on their dietary habits and identify areas where they can make improvements to ensure a balanced diet. Additionally, learners can research a specific nutrient and its role in the body, presenting their findings in the next lesson.

Learning objective 

• By the end of the lesson, learners will be able to explore lifestyle modifications for promoting better health, understand the significance of sleep hygiene, and recognise the importance of sexual health check-ups.

Materials Needed:

• Whiteboard/flip chart and markers

• Handouts with information on lifestyle modifications, sleep hygiene, and sexual health

• Pen and paper for each learner

• End of lesson assessment/quiz questions

Connector (5 minutes):

• Recap the previous lessons on the key components of a healthy lifestyle and principles of a balanced diet.

• Explain that in this lesson, we will focus on specific lifestyle changes for improved health.

• Introduce the learning objectives and success criteria for the lesson.

Activate / Demonstrate:

1. Lifestyle Modifications (20 minutes):

• Divide the class into small groups or pairs.

• Provide each group with a scenario related to lifestyle modifications, such as quitting smoking, increasing physical activity, or managing stress.

• In their groups or pairs, learners discuss the scenario and brainstorm potential strategies for making positive changes.

• Each group presents their strategies to the class, explaining the importance of each modification.

• Facilitate a class discussion to share additional ideas and insights.

2. Maths and English Integration (10 minutes):

• Provide learners with a graph showing the correlation between sleep duration and overall health outcomes.

• Ask learners to interpret the graph and write a short paragraph explaining the importance of adequate sleep for maintaining overall well-being.

• Encourage learners to calculate their own recommended sleep duration based on their age group.

3. SMSC Development (5 minutes):

• Discuss the importance of sexual health check-ups and using protection for maintaining overall health.

• Address common misconceptions or taboos surrounding sexual health and encourage open discussion.

• Emphasise the importance of respectful and informed decision-making in sexual health matters.

Learning Check (5 minutes):

• Administer a short quiz or assessment to check learners' understanding of lifestyle modifications, sleep hygiene, and sexual health.

• The quiz can include multiple-choice questions, true/false statements, or scenario-based questions.

• Review the quiz together as a class, providing feedback and clarification on any misconceptions.

Consolidate: 

• Review the key lifestyle modifications discussed during the lesson.

• Summarise the importance of sleep hygiene and sexual health check-ups for maintaining overall well-being.

• Remind learners of the success criteria and encourage them to self-assess their understanding.

Extension Activity:

• Assign learners to choose one lifestyle modification discussed in class learners to describe and explain the positive benefits of the lifestyle modification and the implications of not following the lifestyle modification.

Learning objective

• By the end of the lesson, learners will be able to utilise various sources to gather information on health and lifestyle, evaluate the reliability of sources, and navigate healthcare websites effectively.

Materials Needed:

• Whiteboard/flip chart and markers

• Computers/laptops with internet access

• Handouts with guidelines for evaluating online sources

• Pen and paper for each learner

• End of lesson assessment/quiz questions

Connector (5 minutes):

• Recap the previous lesson on lifestyle modifications for improved health.

• Explain that in this lesson, we will focus on seeking information on health and lifestyle.

• Introduce the learning objectives and success criteria for the lesson.

Activate / Demonstrate:

1. Utilising Various Sources (20 minutes):

• Divide the class into small groups or pairs.

• Assign each group a different health topic, such as nutrition, exercise, mental health, etc.

• In their groups or pairs, learners use computers/laptops to research their assigned topic.

• Encourage learners to utilise various sources, including websites, articles, and reputable health organisations.

• Each group presents their findings to the class, explaining how they located and evaluated the information.

• Facilitate a class discussion on the reliability and credibility of different sources.

2. Maths and English Integration (10 minutes):

• Provide learners with a list of health-related statistics or data.

• Ask learners to analyse the data and write a short paragraph interpreting its implications for public health.

• Encourage learners to use mathematical concepts such as percentages or averages in their analysis.

3. SMSC Development (5 minutes):

• Discuss the importance of critical thinking and discernment when evaluating online sources.

• Encourage learners to consider how cultural or societal beliefs may influence the information available on certain health topics.

• Emphasise the responsibility of individuals to seek out accurate and reliable information for informed decision-making.

Learning check (5 minutes):

• Administer a short quiz or assessment to check learners' understanding of locating and evaluating health information.

• The quiz can include questions about reliable sources, evaluating credibility, and navigating healthcare websites.

• Review the quiz together as a class, providing feedback and clarification on any misconceptions.

Consolidate (5 minutes):

• Review the key concepts discussed during the lesson, including the importance of reliable sources and effective navigation of healthcare websites.

• Summarise the skills developed in seeking information on health and lifestyle.

• Remind learners of the success criteria and encourage them to continue practising these skills outside of the classroom.

Extension Activity: 

• Assign learners to research a health topic of their choice using reliable sources and write a short summary of their findings. Additionally, learners can explore a healthcare website and write a brief report on its features and usefulness for finding health information.

learning objective:

• By the end of the lesson, learners will be able to identify appropriate healthcare professionals and resources for seeking advice and support in making lifestyle changes, understand the role of primary care providers in promoting healthy behaviours, and recognize the value of seeking support from friends and peers.

Materials Needed:

• Whiteboard/flip chart and markers

• Handouts with information on healthcare professionals and support resources

• Pen and paper for each learner

• End of lesson assessment/quiz questions

Connector (5 minutes):

• Recap the previous lesson on seeking information on health and lifestyle.

• Explain that in this lesson, we will focus on where to seek advice and support for making lifestyle changes.

• Introduce the learning objectives and success criteria for the lesson.

Activate / Demonstrate

1. Identifying Sources of Support (20 minutes):

• Divide the class into small groups or pairs.

• Provide each group with a list of scenarios depicting different lifestyle changes, such as quitting smoking, managing stress, or improving diet.

• In their groups or pairs, learners discuss the scenarios and brainstorm appropriate healthcare professionals or resources that can provide support.

• Each group presents their findings to the class, explaining why they chose the specific professionals or resources for each scenario.

• Facilitate a class discussion to share additional ideas and insights.

2. Maths and English Integration (10 minutes):

• Provide learners with a table showing different healthcare professionals and their roles.

• Ask learners to analyse the table and write a short paragraph describing the role of primary care providers in promoting healthy behaviours.

• Encourage learners to use mathematical concepts such as percentages or ratios in their analysis.

3. SMSC Development (5 minutes):

• Discuss the importance of social support in maintaining motivation for health improvement.

• Encourage learners to share personal experiences or stories of how support from friends and peers has helped them adopt or maintain healthy behaviours.

• Emphasise the value of building a supportive network for achieving health goals.

Learning Check (5 minutes):

• Administer a short quiz or assessment to check learners' understanding of where to seek advice and support for lifestyle changes.

• The quiz can include questions about identifying appropriate healthcare professionals and resources, as well as the role of social support in maintaining motivation.

• Review the quiz together as a class, providing feedback and clarification on any misconceptions.

Consolidate (5 minutes):

• Review the key concepts discussed during the lesson, including the importance of seeking support from healthcare professionals and peers.

• Summarise the various sources of support for making lifestyle changes.

• Remind learners of the success criteria and encourage them to apply their knowledge in seeking support for their own health goals.

Extension Activity:

• Assign learners to conduct research on one specific lifestyle change they are interested in making (e.g., quitting smoking, improving diet) and identify at least two healthcare professionals or resources they can seek support from. Additionally, learners can reach out to a friend or family member to discuss their health goals and seek their support.

Learning objective:

• By the end of the lesson, learners will be able to explore various activities promoting a healthy lifestyle, understand the benefits of participating in physical activities, and develop strategies for incorporating healthy food choices into daily routines.

Materials Needed:

• Whiteboard/flip chart and markers

• Handouts with information on different activities promoting a healthy lifestyle

• Pen and paper for each learner

• End of lesson assessment/quiz questions

Connector (5 minutes):

• Recap the previous lesson on where to seek advice and support for making lifestyle changes.

• Explain that in this lesson, we will focus on various activities promoting a healthy lifestyle.

• Introduce the learning objectives and success criteria for the lesson.

Activate / Demonstrate

1. Main Activity: Exploring Healthy Activities (20 minutes):

• Divide the class into small groups.

• Provide each group with a list of activities and initiatives promoting a healthy lifestyle, such as sponsored events like Slimtober and Stoptober, exercise classes, community gardening, etc.

• In their groups, learners discuss the benefits of each activity and choose one to explore further.

• Each group presents their chosen activity to the class, discussing its benefits and how it promotes a healthy lifestyle.

• Facilitate a class discussion to share insights and experiences related to different activities.

2. Maths and English Integration (10 minutes):

• Provide learners with a chart showing the calories burned during different physical activities.

• Ask learners to analyse the chart and calculate the total calories burned during a specific activity.

• Encourage learners to write a short paragraph discussing the relationship between physical activity and energy expenditure.

3. SMSC Development (5 minutes):

• Discuss the social aspect of participating in group activities and how it contributes to overall well-being.

• Encourage learners to reflect on their own experiences participating in group activities and share any positive outcomes or benefits.

• Emphasise the importance of community engagement and social connections in promoting a healthy lifestyle.

Learning check

End of Lesson Assessment/Quiz (5 minutes):

• Administer a short quiz or assessment to check learners' understanding of the benefits of participating in physical activities and exploring healthy lifestyle initiatives.

• The quiz can include questions about the benefits of physical activity, as well as the potential impacts of participating in healthy initiatives on overall well-being.

• Review the quiz together as a class, providing feedback and clarification on any misconceptions.

Consolidate (5 minutes):

• Review the key concepts discussed during the lesson, including the benefits of participating in activities promoting a healthy lifestyle.

• Summarise the importance of incorporating physical activity and healthy choices into daily routines.

• Remind learners of the success criteria and encourage them to apply what they've learned by participating in a healthy activity outside of the classroom.

Extension Activity:

• Assign learners to participate in a healthy activity of their choice and write a reflection on their experience, including the benefits they observed and any challenges they encountered. Additionally, learners can research and plan a healthy meal for themselves or their family, incorporating nutrient-rich ingredients and balanced portions.

learning objective:

• By the end of the lesson, learners will be able to identify barriers to implementing and sustaining healthy lifestyle changes, develop strategies for overcoming obstacles, and understand the importance of setting realistic goals for long-term health improvement.

Material Needed:

• Whiteboard/flip chart and markers

• Handouts with information on common barriers to healthy lifestyle changes

• Pen and paper for each learner

• End of lesson assessment/quiz questions

Connector (5 minutes):

• Recap the previous lesson on activities promoting a healthy lifestyle.

• Explain that in this lesson, we will focus on implementing sustainable changes for long-term health improvement.

• Introduce the learning objectives and success criteria for the lesson.

Activate / Demonstrate

1. Identifying Barriers and Developing Strategies (20 minutes):

• Divide the class into small groups.

• Provide each group with a list of common barriers to implementing and sustaining healthy lifestyle changes, such as lack of time, social pressures, or unhealthy habits.

• In their groups, learners discuss the barriers and brainstorm strategies for overcoming them.

• Each group presents their identified barriers and strategies to the class, explaining their reasoning.

• Facilitate a class discussion to share additional ideas and insights.

2. Maths and English Integration (10 minutes):

• Provide learners with a scenario depicting a common barrier to healthy lifestyle changes, such as lack of time to exercise.

• Ask learners to calculate the total time available in their daily schedule and identify opportunities for incorporating physical activity.

• Encourage learners to write a short paragraph outlining their plan for overcoming the identified barrier.

3. SMSC Development (5 minutes):

• Discuss the importance of resilience and perseverance in overcoming obstacles to health improvement.

• Encourage learners to share personal experiences or stories of overcoming challenges in adopting healthy habits.

• Emphasise the value of seeking support from friends, family, or healthcare professionals when facing barriers to change.

Learning Check (5 minutes):

• Administer a short quiz or assessment to check learners' understanding of barriers to implementing and sustaining healthy lifestyle changes and strategies for overcoming them.

• The quiz can include questions about common barriers, as well as the effectiveness of different strategies for overcoming obstacles.

• Review the quiz together as a class, providing feedback and clarification on any misconceptions.

Consolidate (5 minutes):

• Review the key concepts discussed during the lesson, including identifying barriers to change and developing strategies for overcoming obstacles.

• Summarise the importance of setting realistic goals and adopting gradual changes for sustainable health improvement.

• Remind learners of the success criteria and encourage them to apply what they've learned by implementing their plan for overcoming barriers to healthy behaviour.

Extention Activity:

• Assign learners to implement their plan for overcoming a specific barrier to healthy behavior and journal their progress over the next week. Additionally, learners can reflect on their experiences and consider any adjustments or additional strategies needed to sustain their efforts for long-term health improvement.

Learning objective:

• By the end of the lesson, learners will be able to explore strategies for promoting mental well-being, understand the connection between mental health and overall well-being, and identify resources and support networks for addressing mental health concerns.

Materials Needed:

• Whiteboard/flip chart and markers

• Handouts with information on stress management techniques and mental health resources

• Pen and paper for each learner

• End of lesson assessment/quiz questions

Connector (5 minutes):

• Recap the previous lesson on implementing sustainable changes for health improvement.

• Explain that in this lesson, we will focus on cultivating mental well-being.

• Introduce the learning objectives and success criteria for the lesson.

Activate / Demonstrate

1. Main Activity: Exploring Mental Well-being Strategies (20 minutes):

• Divide the class into small groups.

• Provide each group with information on different strategies for promoting mental well-being, such as stress management techniques, mindfulness practices, and relaxation exercises.

• In their groups, learners discuss the strategies and share personal experiences or insights.

• Each group presents their findings to the class, demonstrating at least one stress management technique or mindfulness practice.

• Facilitate a class discussion to share additional ideas and experiences related to mental well-being strategies.

2. Maths and English Integration (10 minutes):

• Provide learners with a chart showing the correlation between stress levels and physical health outcomes.

• Ask learners to analyse the chart and write a short paragraph discussing the importance of managing stress for overall well-being.

• Encourage learners to use mathematical concepts such as percentages or comparisons in their analysis.

3. SMSC Development (5 minutes):

• Discuss the stigma surrounding mental health and the importance of breaking down barriers to seeking support.

• Encourage learners to share their thoughts on how to create a supportive and understanding environment for individuals struggling with mental health concerns.

• Emphasise the value of empathy and compassion in supporting others' mental well-being.

Learning Check (5 minutes):

• Administer a short quiz or assessment to check learners' understanding of mental well-being strategies and resources.

• The quiz can include questions about stress management techniques, mindfulness practices, and available support networks for mental health concerns.

• Review the quiz together as a class, providing feedback and clarification on any misconceptions.

Consolidate (5 minutes):

• Review the key concepts discussed during the lesson, including strategies for promoting mental well-being and the importance of seeking support for mental health concerns.

• Summarise the value of practising stress management techniques and mindfulness practices for overall health and well-being.

• Remind learners of the success criteria and encourage them to apply what they've learned by practising the mental well-being strategies discussed in the lesson.

Extension Activity:

• Assign learners to practise a stress management technique or mindfulness exercise at home and journal their experiences. Additionally, learners can research and identify at least two local resources or support networks for mental health concerns in their community.

Learning objective:

• By the end of the lesson, learners will recognize the importance of social connections and healthy relationships in supporting overall health and well-being, develop communication skills for fostering positive relationships and resolving conflicts effectively, and understand the impact of supportive social networks on mental and emotional health.

Materials Needed:

• Whiteboard/flip chart and markers

• Handouts with information on qualities of healthy relationships and communication skills

• Pen and paper for each learner

• Role-play scenarios for communication practice

• End of lesson assessment/quiz questions

Connector (5 minutes):

• Recap the previous lesson on cultivating mental well-being.

• Explain that in this lesson, we will focus on building healthy relationships.

• Introduce the learning objectives and success criteria for the lesson.

Activate / Demonstrate

1. Exploring Healthy Relationships (20 minutes):

• Divide the class into small groups or pairs.

• Provide each group with information on qualities of healthy relationships, such as trust, respect, communication, and support.

• In their groups or pairs, learners discuss the qualities and share examples of healthy relationships they have observed or experienced.

• Each group presents their findings to the class, highlighting at least two qualities of a healthy relationship.

• Facilitate a class discussion to share insights and experiences related to building and maintaining healthy relationships.

2. Maths and English Integration (10 minutes):

Provide learners with scenarios depicting conflicts in relationships.

• Ask learners to analyse the scenarios and write a short paragraph outlining a solution to resolve the conflict effectively.

• Encourage learners to use clear communication and problem-solving skills in their responses.

3. SMSC Development (5 minutes):

• Discuss the importance of empathy and understanding in building strong relationships.

• Encourage learners to reflect on how they can show empathy towards others' feelings and perspectives in their interactions.

• Emphasise the value of supportive social networks in providing emotional and practical support during challenging times.

Learning Check (5 minutes):

• Administer a short quiz or assessment to check learners' understanding of qualities of healthy relationships and effective communication skills.

• The quiz can include questions about identifying healthy relationship qualities and providing solutions to conflict scenarios.

• Review the quiz together as a class, providing feedback and clarification on any misconceptions.

Consolidate (5 minutes):

• Review the key concepts discussed during the lesson, including the importance of healthy relationships and effective communication skills.

• Summarise the qualities of a healthy relationship and the importance of fostering positive social connections for overall well-being.

• Remind learners of the success criteria and encourage them to apply what they've learned by practising effective communication and nurturing healthy relationships in their lives.

Extension activity

• Assign learners to reflect on a recent interaction with a friend, family member, or peer and identify one aspect of effective communication they used or could improve upon. Additionally, learners can practise active listening skills by having a conversation with someone close to them and reflecting on their listening habits.

Learning objective

• By the end of the lesson, learners will reflect on personal health behaviours and lifestyle choices, identifying areas for improvement. They will set specific, measurable, achievable, relevant, and time-bound (SMART) goals for promoting a healthier lifestyle and develop an action plan for implementing and maintaining positive changes.

Materials Needed:

• Whiteboard/flip chart and markers

• Handouts with SMART goal-setting guidelines

• Pen and paper for each learner

• End of lesson assessment/quiz questions

Connector (5 minutes):

• Recap the previous lesson on building healthy relationships.

• Explain that in this final lesson, we will focus on reflecting on personal health behaviours and setting goals for a healthier lifestyle.

• Introduce the learning objectives and success criteria for the lesson.

Activate //Demonstrate

1. Reflection and Goal Setting (25 minutes):

• Provide each learner with a reflection worksheet containing questions about their current health behaviours, such as diet, exercise, sleep, stress management, and social connections.

• Allow learners time to complete the reflection worksheet individually, encouraging honest self-assessment.

• After completing the reflection, instruct learners to identify at least one area for improvement based on their reflections.

• Introduce the concept of SMART goals (Specific, Measurable, Achievable, Relevant, Time-bound) and provide examples.

• Guide learners in setting at least one SMART goal related to the area for improvement they identified.

• Circulate around the classroom to provide support and guidance as needed.

2. Maths and English Integration (10 minutes):

• Have learners write their SMART goals in complete sentences, ensuring clarity and specificity.

• Encourage learners to quantify their goals where applicable (e.g., "I will exercise for 30 minutes, five days a week").

• Review basic mathematical concepts related to goal-setting, such as calculating frequency or duration.

3. SMSC and CIAG Development (5 minutes):

• Discuss the importance of self-awareness and self-improvement in personal development.

• Emphasise the role of goal-setting in achieving success and fulfilment in various aspects of life.

• Highlight the connection between personal health and overall well-being, emphasising the importance of taking proactive steps to maintain good health.

Learning check (5 minutes):

• Administer a short quiz or assessment to check learners' understanding of reflection, goal-setting, and SMART criteria.

• The quiz can include questions about iLearningLearningLearningdentifying areas for improvement, developing SMART goals, and creating action plans.

• Review the quiz together as a class, providing feedback and clarification on any misconceptions.

• Learning

Consolidate (5 minutes):

• Review the key concepts discussed during the lesson, including reflection, goal-setting, and SMART criteria.

• Summarise the importance of setting specific, achievable goals for promoting a healthier lifestyle.

• Encourage learners to implement their SMART goals and action plans, reminding them to track their progress and adjust their goals as needed.

Extension Task:

• learners can research additional resources or support networks to help them achieve their health-related goals.

Learning objective 

Learners to complete assignment using information from brief.

Connect 

Tutor introduction to assignment and hand out of assignment brief. Learners to read assignment briefs. 

Activate 

Tutor to lead discussion around assignment and confirm hand out date and hand in date. Discussion around assignment brief and structure and how it should be constructed. 

Demonstrate

 Learners begin assignments and work through individually at their own pace ensuring they meet key deadlines. 

Consolidate 

review of lesson with Q and A to check understanding.

Learning objective 

Learners to complete assignment using information from brief.

Connect 

Tutor introduction to assignment and hand out of assignment brief. Learners to read assignment briefs. 

Activate 

Tutor to lead discussion around assignment and confirm hand out date and hand in date. Discussion around assignment brief and structure and how it should be constructed. 

Demonstrate

 Learners begin assignments and work through individually at their own pace ensuring they meet key deadlines. 

Consolidate 

review of lesson with Q and A to check understanding.

HSC 8 - Advising others about healthy lifestyles