Health Education (2010) Sample work program. November 2010

Transcription

1 Health Education (2010) Sample work program November 2010

2 Health Education (2010) Sample work program Compiled by the Queensland Studies Authority November 2010 The QSA acknowledges the contribution of Beaudesert State High School in the preparation of this document. A work program is the school s plan of how the course will be delivered and assessed, based on the school s interpretation of the syllabus. The school s work program must meet syllabus requirements, and indicate that there will be sufficient scope and depth of student learning to reflect the general objectives and meet the exit criteria and standards. This sample demonstrates one approach, and should be used as a guide only to help teachers plan and develop school work programs. 2 Health Education (2010) Sample work program

3 Course Organisation Year 11 Course and Assessment Overview All Year 11 assessment tasks are formative Semester 1 Personal Health 1A. Personal Health Dietary patterns, behaviours and external influences Issue Statement: To what extent do the relationships that exist between external environments, lifestyle and personal choices negatively impact on my dietary decisions? Assessment Instrument 1 Assessment Technique: Research Assessment Assessment Type/Genre: Research Report ( words) Analyse a variety of data to determine the extent to which the takeaway food industry influences your personal health and wellbeing. Analyse the impact of manipulative pressures used by the takeaway food industry, and other environment and lifestyle factors, on your dietary decisions? Draw conclusions and make decisions about the type of information and personal skills you require to ensure that you make good dietary decisions and maintain good teenage nutritional status? (D1, D2, D3) 1B. Personal Health The impact policies have on my personal dietary decisions and nutrition across the various contexts of my life home, school and the community. Issue Statement: How can policies influence my personal dietary and nutrition decisions to ensure I am able to make healthy food choices? How can I limit the barriers and negative influences and improve my quality of life and life expectancy? Assessment Instrument 2 Assessment Technique: Supervised Written Assessment Assessment Type/Genre : Essay Response to Unseen question ( words) Understand and apply one of the Ottawa Charter Principles Creating a Healthy Semester 2 Peer and Family Health 2A. Peer Health Issue Acting against bullying project Issue Statement: The peer group has the ability to impact on the nature and escalation of bullying and ultimately the health of the individuals involved. What is the extent of bullying in our school and what can be done to create a supportive environment and develop personal skills to reduce the incidence and health effects of bullying? Assessment Instrument 3 Assessment Technique: Research Assessment Assessment Type/Genre : Action Research Project ( words) Analyse primary data to determine the extent of bullying at the primary/high school. Evaluate the Griffith University Project, Acting against Bullying to appraise the extent to which it reduces the health effects of bullying. Design a 5 week teaching resource including a role play based on the AAB project. Implement this role play to a school audience. Evaluate the effectiveness of this intervention. (D1, D2, D3) 2B. Family Health Issue Domestic violence Issue Statement: How does being a member of a dysfunctional family impact on the health status of those individuals in the family unit? What changes need to be made to existing services to enable the community to provide a more successful supportive environment for families and individuals affected by domestic violence? Assessment Instrument 4 Assessment Technique: Research Assessment Assessment Type/Genre: (Spoken/Multimodal Presentation 3-5minutes) Locate and investigate a range of domestic violence health services in operation Queensland Studies Authority November

4 Public Policy. Semester 1 Personal Health Evaluate one of the policies (e.g. Food and Nutrition, Smart Choices or your school s healthy eating policy) and draw conclusions about its influence on my personal nutrition, overall health, well-being and life expectancy. (D1,D2,D3) Time Allocation: Three lessons per week per year level. Lesson duration is 70 minutes. Each unit is 9 weeks long, satisfying the requirements for time allocation of 55 hours per semester Dimension Assessed in all assessment tasks: Key = D1 Knowledge and Understanding, D2 Application and Analysis, D3 Synthesis and Evaluation. Semester 2 Peer and Family Health and in the vicinity of school community. Evaluate the service provision to appraise the extent to which the service meets the needs of the stakeholders. Recommend the structure of a new health service that will address the shortfalls of the current service provision, attempting to create a more supportive environment for the targeted stakeholders affected by domestic violence. (D1, D2, D3) 4 Health Education (2010) Sample work program

5 Course Organisation Year 12 Course and Assessment Overview All Year 12 assessment tasks are summative Semester 3 Community and Environmental Health 3A. Community Health Risk taking behaviours and road trauma Issue Statement: Road trauma is one of the major causes of morbidity and mortality among the Scenic Rim Community. Community members are taking unnecessary risks when involved with their social networks and relationships. This is contributing to the road trauma statistics and therefore is detrimental to the health of the community. What policies can the Government endorse to reduce risk taking behaviours when our community members take to our roads? Assessment Instrument 1 Assessment Technique: Research Assessment Assessment Type/Genre : Research Report ( words) Analyse the extent of road risk taking behaviours of the various stakeholders within the local community. Evaluate measures that are currently in place to appraise the extent to which they address the issue. Recommend additional resources and strategies that would minimise road trauma and the associated long term community health concerns. (D1, D2,D3) Assessment Instrument 2 Assessment Technique: Research Assessment Assessment Type/Genre: (Spoken/Multimodal Presentation 5-8minutes) Develop and present a current affairs presentation that analyses particular road risk-taking behaviours and the impact of these behaviours on the health of the community. Analyse and explore various stakeholders view points and suggest possible solutions especially relating to building a healthy public policy. Recommend policies changes the Government endorse could endorse to reduce risk taking behaviours when our community members take to our roads? (D1, D2, D3) Semester 4 Health of Specific Populations 4A. Specific Populations Increasing number of individuals requiring organ and or tissue transplants Issue Statement: How can the system of organ and tissue donation seek to increase the rates of donation and provide a fair and just process for both the donor s family and the recipient to ensure better health outcomes? What social, political and economic changes need to be considered to cater for an increasing population requiring organ and tissue donation? Assessment Instrument 4 Assessment Technique: Supervised Written Assessment Assessment Type/Genre : Essay Response to Unseen question ( words) Analyse and evaluate the processes, laws and systems that are in place to address organ and tissue transplantation. Examine the ethical issues associated with organ donation. Analyse data to ascertain the significant barriers and facilitators that influence organ and tissue donation e.g. strict protocol that patients must meet to be on the waiting list and the injustices related to specific organ requirements such as a kidney, heart-lung or liver. Recommend social, political and economic changes that need to be considered to cater for an increasing population requiring organ and tissue donation. (D1, D2 and D3) Queensland Studies Authority November

6 Semester 3 Community and Environmental Health Semester 4 Health of Specific Populations 3B. Community Health Student binge drinking and associated risk-taking behaviours Issue Statement: What can be done to reduce teenage binge drinking and the associated risk taking behaviours within our student population? How can members of the school community create a more supportive social/cultural environment to help address this health issue? Assessment Instrument 3 Assessment Technique: Research Assessment Assessment Type/Genre : Action Research Project words Develop, implement and evaluate a Year 9 peer teaching resource which aims to reduce binge drinking within the school community. The resource should be developed based on effective strategies and intervention methods for drug education and health promotion. Justify how the unit meets the broader conceptual framework for drug education, models of health behaviour and adolescent development. Recommend other community initiatives that could be introduced to complement the resource developed. (D1, D2, D3) Time Allocation: Three lessons per week per year level. Lesson duration is 70 minutes. Each unit is 9 weeks long, satisfying the requirements for time allocation of 55 hours per semester Dimension Assessed in all assessment tasks: Key = D1 Knowledge and Understanding, D2 Application and Analysis, D3 Synthesis and Evaluation. 4B. Specific Populations Year 12 School Leavers Issue Statement: There is an increase in the report of incidences such as drug and alcohol abuse, violence and sexual assault during the renowned annual Year 12 school leaver s celebrations. This transition period for adolescence has led to an increased demand and strain on health service provision and support of the young people that attend these celebrations. What support can the Beaudesert SHS community provide for Year 12 school leavers before, during and after the celebrations to ensure that they are safe? What factors or barriers need to be overcome to encourage the development of this supportive environment? Assessment Instrument 5 Assessment Technique: Research Assessment Assessment Type/Genre : Action Research Project words Students select and analyse facts, concepts and preventative skills relevant to the most common risk taking behaviours witnessed during Year 12 school leaver s celebrations. Students recommend and implement an approach that is relevant to the Year 12 school cohort. The approach will be evaluated to determine how and what was effective as a preventative health measure. (D1, D2, D3) 6 Health Education (2010) Sample work program

7 An Example of a Summative Unit of Work Core Context: Health of Specific Populations Concern: Increasing number of individuals requiring organ and or tissue transplants Issue Statement: What social, political and economic changes need to be considered to cater for an increasing population requiring organ and tissue donation? Introductory Statement The World Health Organisation has identified major inequalities in the health status of world population sub-groups. An increased awareness of social justice issues, with relation to a population s health status, and the notion of equality have been strongly developed throughout world health bodies and has been endorsed by the Australian Government through policy statements and implementation. However, certain population groups within our society lack the ability to: obtain relevant health information, avoid exposure to unhealthy living and working conditions and use health care services effectively. For these groups to achieve equality, services and resources must be directed appropriately to meet the needs of these populations. According to Queensland Donate (2008) over 1700 Australians are currently waiting for life saving organ transplants. Fifty of those are children. In Australia, more than one person will die each week waiting for their organ transplant. Australia currently uses the Opt-in system that requires individuals to register with the Australian Organ Donor Register; however, this system is not working effectively as indicated by the low number of transplants performed each year and the ever increasing waiting list times. It is the intention of this unit of work to examine the variables and factors that contribute too little knowledge and understanding about the donation process and the specific conditions required for donation to occur. Learning experiences acknowledge that individuals have different life experiences and needs, practice diverse religions and beliefs and deal with death in different ways. Students are encouraged to identify and address these differences in a manner that ensures myths are debunked, organ processes are common knowledge and that organ and tissue donation is to be an accepted part of Australian life. Participation in this unit of work will assist students in making an informed decision about donation, experience a hospital dialysis visit, access and meet with key stakeholders of this issue to develop empathy and understanding around this sensitive issue. This unit will also provide the framework for further investigation into the organ and tissue donation debate. Queensland Studies Authority November

8 Time allocation 5 weeks x 3 lessons per week Assessment: Organ and Tissue Waiting List Patients Supervised Written Assessment ( words) How can the system of organ and tissue donation seek to increase the rates of donation and provide a fair and just process for both the donor s family and the recipient to ensure better health outcomes? What social, political and economic changes need to be considered to cater for an increasing population requiring organ and tissue donation? How can we address the issue of a lack of community awareness and personal skills to ensure that Australians make an informed decision about this end of life process? (D1, D2, D3) 8 Health Education (2010) Sample work program

9 Issue Development Learning Experiences Resources Defining the issue What health concerns are identified by epidemiological data for this specific population group? What are the differing health outcomes for this specific population group compared to other population groups? What predictions about the health outcomes indicate that inequalities will worsen? Who are the direct stakeholders and what differing values, attitudes and control do they have? How do the stakeholders influence the health outcomes of the population group and are their rights being met? How important is the issue perceived by the community, government and health professional? Compare and contrast different organ and donation systems in the world specifically Australia, Spain, USA and France. Research and interpret current data related to these countries and possible reasons for their donation rates. Review current reports on the costs related to patients waiting for organ transplants and the health inequalities for the groups focusing on: decrease in their quality of life increase cost of treatment and drugs required impact on their working and social life due to their health condition uncertainty related to the process of waiting for an organ social stigma related to your life long condition and the impact on health status compare the health outcomes to a recipient Analyse research articles, government reports and stimulus materials related to: the obesity issue and the impact this will have on organ donation historical, medical and religious reasons and explanations for the variations in health status Visit by Angela McInnes (Donor Coordinator) from Queenslander s Donate and Darren an organ recipient who had a brother who was an organ donor. Analyse the Australian Health Care Structure identifying stakeholders and their opinion and role in this issue. Categorise Frequently-asked AODR questions. Explore the situation that needs to occur for donation to take place. Evaluate the issues raised at the Kevin Rudd Summit. Participate in group discussions on the position the government has on donation across the states. Survey the community about their knowledge of organ donation. Article Organ Donation: A Communitarian Approach by Amitai Etzioni Article History of Organ and Tissue Donation in Australia Visit to Renal Unit Logan Hospital PowerPoint Presentation Article - The shortage of kidneys for transplantation in Australia by Raymond Raper 2005 Various articles related to the lives of organ recipients and their families specifically The six lives of Andre Fromm by Trent Dalton (Q-Weekend 13/9/08) Article - Transplant man Warwick Duncan has thirst for adventure by Kamahl Cogdon (Herald Sun 18/8/08) Article - Donors livers too fatty by Janelle Miles Article - Shock dialysis, surgery led to lifestyle change by Janelle Miles (CM 27/8/08) PowerPoint presentation; Worksheet aq.jsp Article - The gift of love by Warren Gibbs (New Idea p40) Article - Rudd government acts to lift organ donation rates ( Content/mr-yr08-jm-jm001.htm) Queensland Studies Authority November

10 Issue Development Learning Experiences Resources Exploring the issue Developing Personal Skills Are different members of or groups in, the community able to gain access more easily to useful information and services related to the issue than others? Why? Examine different religions and cultural beliefs focusing on religious and cultural groups within our school and the Logan community. Discuss the impact that beliefs can have on the information received about organ and tissue donation. What type of information would religious leaders give to followers regarding the process of organ and tissue donation? Explore the concept of taking but not giving in some religions. When is the information given in the religious setting and is that time the most appropriate? Handout Religious and Cultural Beliefs Reading : Are the available information and the services useful, culturally appropriate and respondent to the articulated needs of the specific population group? Why or why not? What communication, geographical and cultural issues affect the inequities between the group and services and the group and the community? How do these contribute to the health concerns of this group? Evaluate the publications developed by the Australian Government in relation to the information provided, services available and cultural appropriateness. Make recommendations to improve the weaknesses that were identified. Participate in group discussions after analysing research completed by the Department of Health and Ageing. Discuss the implications this research has on the communication process of organ and tissue donation. Examine the data found by a national telephone survey to explore the changes that need to be made to the current system to increase the rates of donation. What methods of donation are recalled by the public? What were the barriers to the Opt-in system? What attitudes and knowledge did the research find? Booklets: Making a decision about Organ and Tissue Donation after Death Making a decision about Living Organ and Tissue Donation. Eureka Strategic Research - Eureka Project #4041 (July 2007) Review of the literature on organ and tissue donation Eureka Strategic Research Eureka Project #4041 (January 2008) Quantitative research on organ and tissue donation. 10 Health Education (2010) Sample work program

11 Issue Development Learning Experiences Resources Defining the issue Creating Supportive Environments: How influential are the social support networks in assisting the specific population to improve their health outcomes in relation to this issue? Prepare and deliver debates on health issues related to organ and tissue donation: Recording your consent to become an organ and tissue donor is the best present you can give someone. We should pay for organ and tissue donation. We should apply social justice to individuals on home dialysis. Everyone should have access to organ donation. View the emotions that experienced by a range of stakeholders. Examine the change in one of the dimensions of this issue and how it influences your beliefs about donation. Three Level Guide Give for Life with Dr Cindy Pan Article Payment for donated organs rejected CM 7/5/08 Article A lifetime on dialysis The Satellite 9/4/08 Article Who should have the power to play God for organ recipients? CM 9/5/08 and Blogger s View Triangle Activity donor/recipient/system To what extent does the political environment affect this group s health? What provisions do relevant governments, authorities and agencies make for funding, legislation and dialogue to be established and support maintained concerning the health issues for this group? Does the specific population have sufficient social capital to promote and maintain health? Compare and contrast organ and tissue donation systems used in different countries taking into account their cultural and attitudinal values created by historical factors. Examine the current policies and laws that govern organ and tissue donation in Australia. Evaluate the way Federal funding has been used by the states focus on the project that Queensland has chosen. Pairs focus on the relevant government agencies and present findings to the class. Model the Spanish system staw@organdonors.com.au Students research on the internet other countries of interest and the system they utilise. Information Sheet The Law and Legal Cheat Sheet Internet Research Queensland Studies Authority November

12 Issue Development Learning Experiences Resources Defining the issue Reorienting health services: How effectively do current health services and personnel meet the needs of the specific population? Brainstorm the needs of individuals waiting for a transplant. View the responses from patients waiting for a transplant. Investigate the services available in our community, South East Queensland and make comparisons to rural and remote communities. Computer CD - Think About It Internet Research How appropriate are health promotion, preventative and curative approaches at these services for the cultural, economic and social backgrounds of this group? Is the access to these services equitable to all members of the specific population? Construct a concept map regarding health promotion incorporating the key concept of curative approaches and how they meet the demands of such a diverse group in terms of their culture, socio-economic status and socialisation. Identify approaches that hinder this group accessing health services more frequently and effectively in terms of determinants of health. Article Organ Donation Summit Underway The West (18/8/08) Article State plan to pay for organ donors funerals The West (19/8/08) m Article Organ donors needed CM 11/4/08 Article Son gets donor mum s tastes SM 20/4/08 Strengthening Community Action: How successful has community action undertaken by the specific population or other lobby groups been in response to the issue? How has community action strengthened the health outcomes of the specific population? Analyse the diverse methods of community action that focus on the increase in the print media regarding organ and tissue donation. Discuss your opinion about the global focus surrounding the World Transplant Games that will be held on the Gold Coast in Analyse data related to donation rates and Australian Organ Donor Registrations and discuss the complexity around these two concepts and the impact they have on the patients on the waiting list. Compare historic data on registrations. Create a rationale to increase the rates of donation that will decrease the transplant waiting list. Article Son s chain reaction to gift CM 18/9/08 Article Doujon to live on with transplant gift SM 3/8/08 Article Back from brink Westside News 1/10/08 Newsletter Australian Organ Donor Register April 08 Information Sheet About the Australian Organ Donor Register data from 2006 Eureka Project #4041 Qualitative Research on Organ and Tissue Donation November Health Education (2010) Sample work program

13 Issue Development Learning Experiences Resources Defining the issue Building Healthy Public Policy: To what extent do current policies influence the health outcomes for this specific population? How accessible are these policies to stakeholders, community and members of the specific population? How effective are the policies in improving promotion, prevention and curative services for the specific population? How much community involvement from the specific population occurs in continued policy development and government levels? Analyse current policies related to waiting lists. Review the protocols for each organ and look for barriers and inequities for patients wanting to go on the waiting list. Determine which organ is the most difficult to access and suggest reasons for this. Evaluate the Membership Statement put forward by the Ethics Committee of The Transplantation Society does it support Social Justice and other OC Principles? Determine how the specific population and community access this information from key stakeholders. Is the process of communication fair and equitable for the diverse needs of the population? Develop the complex relationship between the policy and improving promotion, prevention and curative services for the waiting list. Are there support groups available for patients on the waiting list to ensure their overall health is being supported not just the physical side? Internet research Rank Order Activity Membership Statement The Transplantation Society Computer Disc Think About It (Australians Donate) Design a concept map for each dimension and have the class present them as expert groups. Queensland Studies Authority November

14 Issue Development Learning Experiences Resources Defining the issue Planning For Maintenance And Change: What improvements to the implementation of Ottawa Actions Areas as health promotion strategies can be recommended to reduce the health inequalities experienced by the specific population and improve their health status? What actions will solve the predicted limitations to success of current and new strategies for improved health outcomes for the group? How can current successes in health promotion initiatives be included in the new strategy? Evaluate each Ottawa Action Area including specific recommendations that will reduce waiting list time and improve the health status of the specific population. Justify why these recommendations need to be implemented. Review the Governments National Reform Plan. Is this different to current practice? Have the relevant stakeholder s been consulted about the Plan? What are the implications and possible problems that may be encountered if this Plan is implemented? Brainstorm successful campaigns used in Australia review issues studied throughout this year. Discuss the sensitive nature of this health issue as it deals with death. Review some media campaigns that have been used in other states and countries. Split the class into 5 groups to make recommendations under one OC principal. Ensure the focus is on the specific population. Article World s Best Practice National Reform Plan for Organ and Tissue Donation for Transplantation. David Hookes Pamphlet Media Release Australians More Comfortable about discussing donation and Australians follow Hookesy s example How successful and socially just will the predicted improvements be from these strategies? Why? What effect will these changes have on the community, individuals and members of the specific population? Reflecting On The Issue: In what ways has my study of this issue affected my actions, values and beliefs? What is the impact of the action areas on the health outcomes for this issue? Predict what impact these campaigns would have and why. Review the evaluation of this project. List the key stakeholders and identify the effects caused by this action. Conduct the post evaluation to determine how studying this issue has affected students personally. How can policy change improve the outcomes for this specific population without making further changes to other OC areas? Are these strategies sustainable especially in relation to finances? Collated data from review of this project from previous years Table cause and effect Survey Read The TSANZ is opposed to the transplantation of organs from executed prisoners Cloze Activity Organ donations lacking guidelines What limitations caused strategies to fail? 14 Health Education (2010) Sample work program

15 Examples of Student Profile: Year 11 and 12 YEAR 11 Student name: Teacher: Assessment tasks - Formative Personal Health: Personal Takeaway Consumption Assessment Technique: Research Assessment Assessment Type/Genre: Research Report ( words) Personal Health: Nutritional Policy Assessment Technique: Supervised Written Assessment Assessment Type/Genre : Essay Response to Unseen question ( words) Global Standards Semester 1 D1 Knowledge and Understanding Exit Dimension D2 Application and analysis D3 Synthesis and evaluation Global Level of Achievement Semester 1 Peer Health: Acting Against Bullying Project Assessment Technique: Research Assessment Assessment Type/Genre : Action Research Project ( words) Family Health: Domestic Violence Assessment Technique: Research Assessment Assessment Type/Genre: (Spoken/Multimodal Presentation 3-5minutes) Monitoring Global Standards Monitoring proposed Level of Achievement Queensland Studies Authority November

16 YEAR 12 Student name: Teacher: Assessment tasks - Summative Community Health: Road Risks Assessment Technique: Research Assessment Assessment Type/Genre : Research Report ( words) Community Health: Road Risks Assessment Technique: Research Assessment Assessment Type/Genre: (Spoken/Multimodal Presentation 5-8minutes) Community Health: Binge Drinking Assessment Technique: Research Assessment Assessment Type/Genre : Action Research Project ( words) Global Standards Semester 1 Global Level of Achievement Semester 1 Specific populations: Organ and Tissue Donation Assessment Technique: Supervised Written Assessment Assessment Type/Genre : Essay Response to Unseen question ( words) Verification Global Standards Verification proposed Level of Achievement in October D1 Knowledge and Understanding Exit Dimension D2 Application and analysis D3 Synthesis and evaluation 16 Health Education (2010) Sample work program

17 Assessment tasks - Summative Specific populations: Year 12 leavers Assessment Technique: Research Assessment Assessment Type/Genre : Action Research Project ( words) Global Standard at exit Exit Level of Achievement and Rung Placement D1 Knowledge and Understanding Exit Dimension D2 Application and analysis D3 Synthesis and evaluation Queensland Studies Authority November

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