Year 10 Tutor Time Autumn 1

1. Year 10 Tutor TimeAutumn 1 Unit 1 Healthy Lifestyles

2. Resource ListThese resources are also itemised on the Teacher Guidance Notes front page for each lesson in the powerpoint. A resource pack will be provided to you before the start of the unit. • Projector • Speakers • Internet • ICT – laptops or iPads • Cameras or phones • Post-it notes • Paper (different kinds) • Greenwich Child Health Profile Sheet x10 • Health Factsheets x12 • Campaign materials pack • Comparing campaign materials worksheet x30

4. L1 – Teacher Guidance The aim of this lesson is for students to consider what the biggest health issues are for young people. They will be making their own contribution to this debate as well as looking at statistics from the local area. As a year group we will find out through an online poll what they think the biggest health issues are for young people and make their own comments and observations. Resources needed: internet, projector, Greenwich Child Health Profile sheet, computers or iPads for students Starter (5mins) – what’s the question – Show students the answer that is on the first slide and ask them to think of what the question might be. After a few ideas reveal the actual question. Does the question surprise them? Part 2 (10mins) – In small groups students discuss what they think the main health issues for young people are. You could explain that there is little to show what young people’s attitudes are to this question and so they will be making a significant contribution to the debate. After discussion, groups should decide on the top 1-3 issues. A speaker for each group tells the teacher their words and the teacher writes them into wordle (www.wordle.com – there is an online training video to help you conduct this section of the lesson if you haven’t done anything like this before). The wordle that is created at the end will give a visual representation of the biggest issues according to the class. Discuss what came up and why. Part 3 (15mins) – Analysis of local child health issues. Students are given a break down of child health issues in Greenwich. In groups, they analyse the data, looking for key points and asking questions. The main point of this part of the lesson is for students to identify what local health issues there are for young people and to see how close they are to what they discussed earlier. Part 4 (15mins) – Impact of health issues on self and community. Students create a table to consider the impact of these health issues on the individual and the community. You may not have time to do many of these but students should do at least one so that they get the idea that health impacts in a range of areas. Plenary (15mins) – Show students the year 10 blog for this unit and direct them to the poll on health issues for young people. They can also write a post for the blog or comment on the articles etc that are there. The online tutorial also covers this part of the lesson.

5. L1 Health Issues for Young People Learning Objectives • Identify main health issues for young people • Evaluate the impact of health issues on self and community • Make personal observations about health issues for young people by taking part in a poll and contributing to the year 10 blog

6. What’s the Question • Answer: 55% • Question: The percentage of people aged 16-25 interview by the Prince’s Trust for the 2012 Youth Index who said that they were “always” or “often” stressed

7. What are the main Health Issues for Young People? • In groups, talk about what health issues you think are most important • Write a list of these issues • Each group will feedback the issues they talked about • Wordle • Which issues seem to be the most prominent? • Any ideas why?

8. Local Health – Greenwich Child Health Profile 2012 Read the information that you have been given about child health in Greenwich Write in your books; What are the main concerns? What does that suggest about young people in Greenwich? What questions could you ask about this data? (eg. How is participation in sport good but obesity levels still poor?)

9. Impact • Choose 2 or 3 of the health issues that you have identified this lesson • Create a table and for each one write the impact of that issue on the individual and community • For example;

10. Plenary – Get Blogging • Ms Springer has created for the year 10 unit Healthy Lifestyles • On this blog you can comment on health news for young people, post your own thoughts and ideas about health, post your class work and project work, see some of the work done by the class, and more • Go to the blog now and write a post. It can be about what you think of the health issues you’ve discussed today, something you’ve learnt or something you’ve seen on the news • If you don’t want to contribute a post, just complete the poll about the most important health issues for young people • Go to year10healthylifestyles.wordpress.com/

11. L2 – Teacher Guidance The aim of this lesson is for students to look in more depth at particular health issues that might affect young people. These have been chosen to give students an insight into some of the issues that may affect them that they hadn’t considered (sleep, for example). This will also form some of the research for their final project. Resources needed: ICT and/or iPads, health issue fact sheets Starter (5mins) – List-o-mania. Tell students that they have to make a list of as many jobs working in health as possible in one minute. At the end of the minute have a quick discussion about how many jobs they cam up with and what kinds of areas. This should reveal a whole range of areas in which health issues can occur (eg. Mental health, physical health, different parts of the body, etc) Home Learning (5mins) – explain the Home Learning task. Students will have to write questions that will be sent to the founder of a movement for positive body image. Questions can be about the movement itself or the issue of body image and young people Part 2 (10mins) – Introduce the key issues that students will be investigating. Divide class into 6 groups and allocate one of the issues to each group. In their groups, students discuss and write what the issue is in more detail (what it means, why it is a problem) and what they already know about it. Part 3 (15mins) – Students have 15 minutes to conduct a brief enquiry into their issue. They will have to present the issue to the class and should address the areas on the slide. Each member of the group has to contribute to both the preparation and the presentation. Part 4 (20mins) – Groups present their understanding of the health issue they have been investigating. The should be able to answer the questions on the slide. Students listening need to take notes under the same headings. Plenary (5mins) – Conduct a hands-up survey – which of the issues discussed today is the most important for young people to know about? Choose different students to say what they think and why.

12. L2 Health Issues Uncovered Learning Objectives • Understand a range of prominent health issues • Identify where to access help and advice • Present ideas to an audience

13. List-o-mania! • List as many jobs working in health as you can in 1 minute • How many did you come up with? • What kinds of areas/fields?

14. Home Learning • Prepare questions for the Australian campaign ‘Body Image Movement’ (BIM) • You can ask about the creation of the movement, the ideas behind it, the issue of body image, how to start a campaign, ANYTHING! • We will be email your questions and then Skyping in assembly with the founder of the Movement TarynBrumfitt and clinical psychologist for the Movement Dr Emma Johnston

15. Some Key Issues • Body Image • Mental Health • Self-harm • Sleep deprivation • Substance Abuse • Obesity • You will be put into a group and given one of these health issues. • What is this issue? • What do you already know about this issue?

16. Investigation • Your group will be given some paper, a computer and a factsheet about your allocated health issue • You have 15mins to prepare a 3-minute presentation on the following areas; • What it your issue? • Why is it important for young people? • What are some of the main statistics? • What are the impacts of this issue on a young person’s life? • Are there any legal issues surrounding this issue? • What are some possible ways for individuals to address this issue? • Where can people go to get help about this issue?

17. Presentations • Each group has 3 minutes to present their information to the class • Everyone will need to write notes under the following headings; • Issue • Importance to Young People • Impacts • Legal Issues • Getting Help

18. Plenary Hands-up survey Sleep Deprivation Substance Abuse Obesity • Body Image • Mental Health • Self-Harm Which of the issues discussed today is the most important for young people to know about?

19. L3 – Teacher Guidance The aim of this lesson is for students to evaluate the success of different types of campaign materials so that they can start to consider how they will prepare their own public health campaign to young people in school. Resources needed: campaign materials, student hand out “Comparing Campaign Materials”, post-it notes Starter (5mins) – Look at the different campaigns on the first slide. They should think about what the posters are for, if they’ve seen them before and where they’ve seen them. Get hands-down responses to some of these questions. Discuss as a class how effective they are and if they are necessary. Part 2 (10mins) – Look at the next two slides to talk more about health campaigns. Why do these exist? Who are they aimed at? Why are they shocking? After some discussion, move onto the slide about the Body Image Movement. What is it for? Why was it set up? Why is there a link between parents’ body image and young people’s body image? Part 3 (5mins) – Explain that there are lots of different types of campaign materials and different forms will be used for different reasons. Ask students to think of other campaigns (if they can) and write them on the board. Students answer the question - Why are there so many health campaigns? Part 4 (25mins) – Put students in groups and give at least two campaign types per group. Students discuss the pros and cons for each type and fill in their worksheet. Once they have answered the questions on the sheet some students will be able to go on to write a comparison of the two they have been analysing. Allow students 10-15 minutes to do this and then give the final 10 minutes for groups to briefly present their campaign types to the rest of the class (what they are, what’s good about them, what’s bad about them) Plenary (15mins) – Campaign analysis. Students plot their campaign type onto the graph that is on the final slide of this lesson. Students write their campaign material type onto a post-it note and come up to the front to plot it only the table, explaining their thinking as they work. If you freeze the screen then students will be able to stick their post-it onto the IWB.

20. L3 Public Health Campaigns Learning Objectives • Assess the advantages and disadvantages of different campaign types • Evaluate the success of different public health campaigns

23. The Body Image Movement

24. Campaign Materials • There are a range of different types of campaign materials around the room • Each group has two different kinds of material • Each person has a sheet with a series of questions on it • Talk with your group about the campaign materials and fill in your sheet

25. Plot the campaign types on a graph like this… After analysing different types of campaigns, which one would you choose to do and why?

26. Home Learning – Project Preparation • Organise yourself into a group • Choose a health issue to prepare a public (school) campaign about • Think of something that you believe is relevant to students in the school community • Try to decide what campaign materials you might like to focus on producing • It’s up to you 

27. L4 – Teacher Guidance The aim of this lesson is for students to work as a team to put together some resources for a public health campaign for young people that will be carried out in the school. Students will present their work at the Winter Fair later in the year. Resources needed: paper of different sizes and colours, markers, pencils, computers Starter (5mins) – what is your issue? Students feedback on the issue they have chosen via register. That is, as their name is read out on the register they say what their issue is. Part 2 (10mins) – Teacher explains the story so far and what the project is about that they will be carrying out over the next two lessons. Answer any questions. Ensure that students know what they need to produce. Part 3 (35mins) – Students work on their project. Ensure that students have allocated tasks within their groups and are on task. You may want to provide computers/iPads for students to conduct research/work on. Some students may want to produce online campaign materials or videos etc. They will have to ask you for audio-visual equipment if they need it. Plenary (10mins) – Self evaluation of progress so far and next steps

28. L4 Planning a Public Health Campaign Learning Objectives • Plan their public health campaign • Work on the campaign • Give peer feedback on progress so far

29. What is your issue? • You should have chosen a health issue that interests you and is important to young people • Be ready! When your name is read from the register you will have to say the topic you have chosen.

30. So far in this unit… • You have; • Considered health issues for young people • Seen research from the local area and prominent health issues • Investigated particular health issues • Communicated with the founders of a health movement • Analysed and evaluated different types of campaign materials related to health issues

31. Now The Project • You will be creating your own public health campaign over the next two lessons • Your campaign will be displayed at this year’s Winter Fair and on the Year 10 Healthy Lifestyles blog • You will need to provide a range of information and this can be divided between the people in your group

32. What you need to do • Choose a type of campaign that you think will work for your health issue • The materials you need to prepare include; • A title • An outline of why you chose this issue – why is it important? Who cares about it? Why should people care? • An outline of the campaign type you chose and why you chose it? • The campaign materials (Poster, leaflet and sticker for example. Remember that campaigns rarely use just one type of material. The amount you have will depend on numbers in your group) • You need to photograph the materials you make and upload them to the Year 10 Healthy Lifestyles Blog

33. First… • Allocate tasks • Now get to it!

34. Plenary • Your progress so far… • Each group will be asked to feedback on the following questions; • Give yourself a rating form 1-5 (1 is poor  and 5 is amazing! ) on how far you’ve progressed on your project this lesson • Explain why • Tell us one thing that is not going so well or that you still need to work on

35. L5 – Teacher Guidance The aim of this lesson is for students to complete their health campaign project and document their progress through photographing their work and uploading it to the year 10 healthy lifestyles blog. Materials that are not completed will have to be worked on in their own time or during registration if you are happy for that to happen. Resources needed: student work from last lesson, paper etc for producing the campaign materials, computers and/or iPads Starter (10mins) – Each group tells the class 3 things that they have to do during the lesson to complete their campaign materials. Part 2 (45mins) – Students work on their project throughout the lesson. Tell students that you will stop them at 1 or two points in the lesson by shouting ‘UPDATE!’ and they will have to stop what they are doing and give a 30second headline update on what they’ve done and what they still need to do. Plenary (5mins) – 5 star (finger) rating. Show students the statements on the plenary slide one by one. Students rate the statement 1 (and hold up 1 finger only) if they don’t agree at all with the statement and 5 if they agree fully (holding up 5 fingers). This will allow you to see where students are up to as well as getting them to reflect on their progress in the project.

36. L5 Completing the Project Learning Objectives • Work on their project • Present their final (or near final) campaign materials

37. Tell me 3 things • Each group states 3 things they have to do to complete their campaign this lesson

40. Plenary • Give your group a 5 star rating for the following statements (1 for don’t agree at all and 5 for agree totally) by holding up 1-5 fingers as each statement is read; • Our campaign materials are finished and ready to go! • We are pleased with the campaign that we are preparing • Our group has worked together well as a team • We only have some finishing touches left before our campaign materials are complete • I have learnt about health issues relating to young people

41. Home Learning • Complete your campaign materials in preparation for the Winter Fair in December