This unit provides you with the opportunity to investigate influences on your decision making in relation to health, relationships and your identity. You will develop knowledge of your rights to access healthcare and maintain healthy relationships.
All work and downloaded content for this term MUST be saved into this folder.
Follow the instructions below.
You are going to save your work into folders on the Google Drive and share them with your the class teacher. Follow the steps in this procedure to create and share your work folder.
Log into your Google Drive
Click into your PDHPE Folder
Within this folder - Surname_firstname_9PDHPE, create a new folder named - Keeping Healthy and Active
Practise and learn these words as you use them throughout the unit:
Healthy Safety Thoroughly Eat Vulnerable Responsible Because Behaviours Agencies Able
Learning Intention: We will be able to analyse factors that impact on the identity of individuals and groups
Success Criteria:
Identify factors that influence how identity is constructed
Examine individuals and the factors that influence their identity
Examine groups and the factors that influence their identity
Your teacher will set up the lesson for your class on Education Perfect and/or Google Classroom
As a class, work through the EP lesson - Introduction: What is Identity? This should help you to develop understanding and skills related to:
The relationship and connections between individual identity, health and wellbeing
Defining health and wellbeing
The elements of identity
Building our identity as part of our self-determination
As a class, discuss and provide feedback on the responses
Download, save a copy and complete the worksheet Individual and Group Identity to:
As a class, brainstorm factors that influence the forming of an individual’s identity.
Complete the table within the worksheet by identifying factors that influence the identity of the individuals and groups listed.
Find Australian media articles e.g online newspapers, TV reports, magazine articles etc. that depict the stereotypes listed.
Create a hyperlink in the box to the example you have found online. Race your partner to see who can find three in a row the fastest!
In pairs or as a class, smash the nine stereotypes by finding examples of individuals who have broken the model of stereotypes and become positive role models.
Learning Intention: We will be able to analyse how circumstances influence an individual’s ability to make healthy choices
Success Criteria:
Identify factors that influence decision making
Download, save a copy and complete the worksheet External Influences on Decision Making to:
In the table, identify the top 8 people or things that influence YOU!
For each of the settings, consider how the above factors influence your behaviour and decision making.
As a class, and continuing in the worksheet, discuss the following questions:
Are you making informed decisions when it comes to what you eat?
Where is this information coming from?
Are your choices based on health or other factors such as cost, taste or habits?
Think about…
Who does the grocery shopping for your household?
What does your family regularly have for dinner?
How does your cultural background influence your food choices
How much control do you personally have over what you eat and how has this control changed as you've grown?
Continuing in the worksheet, External Influences on Decision Making, download and save the following document "Healthy Eating Pamphlet" into your Keeping Healthy and Active folder.
As a class, explore the document to help you make informed, healthy choices when it comes to what you eat.
Research Task: Use the link "Staying at a Healthy Weight" to investigate good ways for teens to find good health!
Design a poster or advertisements using the application of your choosing to promote the 10 tips to healthy eating.
Using the buttons to the left, you may like to use Piktochart or Canva to produce your infographic, poster or other advertisement format.
OR
Use LucidPress in your Google Apps and log in with your school email.
Learning Intention: We will be able to devise ground rules for forming new relationships
Success Criteria:
Reflect on their own understanding of the term positive relationships
Identify ground rules for positive relationships
Define relationship responsibilities
Outline positive and negative examples of relationship skills
Your teacher will set up the lesson for your class on Education Perfect and/or Google Classroom
As a class, work through the EP lesson - Positive, Respectful Relationships. This should develop understanding and skills related to:
What is a respectful relationship?
Types of relationships
Rights and responsibilities
Boundaries, expectations and consent
Support, trust, empathy, equality, inclusiveness, communication
As a class, discuss and provide feedback on the responses
Download, save a copy and complete the Positive Relationships Worksheet to:
One Minute Paper! In the box, write down all that you know about positive relationships and any examples you can think of. You have sixty seconds!
Your teacher will ask you to “say something” to the person next to you in relation to what they wrote during the one minute paper activity. So be prepared to chat!
Be ready to share what your partner has told you
Discuss the key themes or examples of relationships mentioned by the class
Continuing in your Positive Relationships Worksheet, brainstorm any possible ground rules for positive relationships
As you discuss the class' responses, add to your list, any responses you do not have
Continuing in your Positive Relationships Worksheet and utilising the notes below, fill in blank spaces in the cloze passage.
Each of us belongs to a variety of different groups. Within each group you have different roles, responsibilities and relationships.
Relationships are the interactions we have with other people. They are a good normal part of our life; however, not all relationships are necessarily good. Some relationships can cause conflict and unhappiness, which can lower your self-esteem.
When power is unequal in relationships there can be negative consequences. Power can be described as being able to do something or make something happen; having strength; being able to exert force over others. It is important we understand how to have positive relationships with others and how to ensure we don’t abuse power.
Continuing in your Positive Relationships Worksheet and using the internet to assist you, complete the positive relationships table to:
Define the given relationship characteristics or skills
Work in pairs to identify examples of relationship characteristics in both positive and negative situations
As a class, discuss the relevant themes, rights and responsibilities in maintaining positive relationships
Learning Intention: We will be able to devise ground rules for forming new relationships
Success Criteria:
Reflect on your own understanding of the term positive relationships
Identify ground rules for positive relationships
Define relationship responsibilities
Outline positive and negative examples of relationship skills
Working in pairs, download, make a copy, share with your partner and complete the attached Power in Relationships Worksheet to:
Think: List different types of relationships. Who has the power in the relationship and is it balanced? How is power used in relationship?
Pair up with another student student in class to share responses.
Share: Teacher facilitates students sharing of ideas.
Continuing with your partner in your shared Power in Relationships Worksheet, your teacher will give each pair a different setting for which you are to answer the questions below. Some examples of settings are school, friendship groups, home, workplace, sporting team, family etc.
In the worksheet:
List the impact of positive and negative uses of power for your setting
For your setting describe what conflict Looks like, Sounds like, Feels like.
For your setting describe what cooperation Looks like, Sounds like, Feels like.
Without thinking, our everyday language has the ability to put people down.
Continuing with your partner in your shared Power in Relationships Worksheet
View the Youtube video - Always #LikeAGirl
Write three examples of where this language is used in the home and in the workplace.
Standing up and speaking out when you hear a mate make a rude comment is a crucial first step towards preventing violence against women.
Continuing with your partner in your shared Power in Relationships Worksheet
View the Youtube video - How to call out offensive or sexist behaviour | White Ribbon Australia
What are the things we say that are put downs, rude or derogatory towards women?
Write your own/original comeback if a mate made a rude comment.
Your teacher will give you a scenario of an abusive situation. Continuing with your partner in your shared Power in Relationships Worksheet, answer the questions below:
Outline the situation, identify the type of abuse or neglect the victim has experienced
Propose some protective strategies or steps that the victim could take.
Learning Intention: Students will be able to explore a range of cues that a relationship may be disrespectful, unhealthy or abusive.
Success Criteria:
Identify influences on how opinions on gender and violence are formed
Develop a reasoned argument for why these attitudes perpetuate violence against women
Describe characteristics of situations where the interactions may be unhealthy, disrespectful or abusive
Locate and present the facts, in a logical way, in relation to a selected topic
View the YouTube video - Vic Health - Attitudes to gender equality and violence against women.
As a class, brainstorm the possible reasons for gender-based and family violence
Download, save a copy and complete the Recognising Safe and Unsafe Situations Worksheet to:
Identify the types of excuses given for violent episodes
Attitudes, opinions and actions of people toward violent situations
Correct and discuss the responses as a class
Access the online Power and Control Wheel, a tool that illustrates the different ways an abusive partner can use power and control to manipulate a relationship.
Working in a small group, your teacher will allocate your group one of the spokes from the wheel e.g. isolation/ exclusion, peer pressure, anger/emotional, using social status, intimidation, minimise/deny/blame, threats, sexual coercion.
Using the Power and Control Wheel, learn more about the form of abuse your group has been allocated and record:
examples of abuse
some of the warning signals and cues to look out for if a relationship is becoming abusive.
Your group is to report your findings to the class in a fact sheet. You might like to use Piktochart, Canva or other application to create your infographic or poster fact sheet.
Your teacher may ask you to submit using Google Classroom
You may receive feedback from your peers in the form of Star, Star, Wish.
Learning Intention: We will be able to examine the rights of young people to access healthcare
Success Criteria:
Identify the rights of young people
Discuss barriers to young people accessing health information and services
Your teacher will set up the lesson for your class on Education Perfect and/or Google Classroom
As a class, work through the EP lesson - Help and Support Services for Young People. This should develop understanding and skills related to:
Your rights
Local health and support services
What to look for
Crisis services
Trustworthy and appropriate information
Health services for marginalised individuals
As a class, discuss and provide feedback on the responses
Download, make a copy and complete the Young People and Healthcare Worksheet by completing the following activities:
As a class, brainstorm on the board what rights students believe young people should have relating to healthcare. Record the responses in your worksheet
View the poster Young People's Healthcare Rights - Children’s Hospital Australia.
As a class, discuss the similarities and differences between the brainstorm and the poster. Students copy down any additional or different points not recorded in the brainstorm.
It is important for young people to be aware of their rights so they can participate in decision making around their own health.
View the NSW Health YouTube video - Be In The Know that informs young people of their rights relating to accessing healthcare. Continuing in your Young People and Healthcare Worksheet:
Copy the keys words from the video into the table on your document.
Outline how active you currently are in decision making relating to your health.
List the areas of your health you would like greater control over and outline why.
View the YouTube videos to better understand how Medicare, bulk billing, PBS and private health insurance operate in Australia. Then, continuing in their document, complete the activities below
What does Medicare cover?
Medicare Australia and Seeing a Doctor nib Health Insurance Explained
Services Australia - Medicare
Continuing in your Young People and Healthcare Worksheet:
Conduct research to investigate the following;
What is Medicare?
Who can use Medicare?
What services does Medicare cover?
List at least three services NOT covered by Medicare.
What is the Pharmaceutical Benefits Scheme?
What is Private Health Insurance?
Continuing in your Young People and Healthcare Worksheet:
As a class, view the Medicare information sheet and discuss young people’s rights relating to Medicare.
As you explore young people’s rights relating to Medicare, complete the 3LRG below by answering the following:
Level 1: What are the two types of Medicare cards a person over 15 can attain?
Level 1: What is bulk billing?
Level 2: Why might a young person choose to have their own Medicare card?
Level 3: What additional health benefits can young people receive if they have access to private health insurance.
Numeracy: If a young person visits a doctor who charges $68 for the consultation and $59 was bulk billed, what is the gap that the young person would need to pay?
Continuing in your Young People and Healthcare Worksheet:
View the Google Slides presentation 100 Kids to gain an insight into the health of people just like you.
Answer the following:
What facts did you already know?
What fact from the presentation was most surprising to you?
What barriers exist for some young that may prevent them from accessing adequate health care?
What can you do to help other young people access better health or make healthy choices? Suggest strategies of how you can help to make the health of Australian young people better!
Click on the feedback icon to fill in the PDHPE Unit Evaluation.