EXAM

This is the EXAM page... lets collaborate ideas for the question sets.....

16/9 - 5.50pm..... Questions Sets for A and B are uploaded into files and folder - under 'Questions Sets'. Have copied and pasted responses from others and thought it may be a good bases for us to look at. You might want to save your own copy so you can add and delete what you want. I haven't gone through it as yet so info may be repeating itself. Change what you like...... Hope this helps..... Great thing about collaborative learning. Tammy

**Question Set C**

What is health Literacy? From Shape of the australian curriculum Health literacy is a concept widely accepted and used throughout health prevention and promotion fields. The World Health Organisation defines health literacy as an individual‘s ability to gain access to, understand and use health information and services in ways that promote and maintain good health. It can be useful to consider health literacy in terms of three dimensions (Nutbeam, 2008): **functional** — the acquisition of information relating to knowledge and services with respect to a health-related question **interactive** — requires more advanced knowledge, understanding and skills to actively and independently engage with a health issue and to apply new information to changing circumstances **critical** — the ability to selectively access and critically analyse health information in order to take action to promote personal health and wellbeing or that of others. Consistent with a strengths-based approach, health literacy will be approached as a personal and community asset to be developed, evaluated, enriched and communicated. Schools are recognised as key settings for developing health-related knowledge and skills. The National Health and Hospitals Reform Commission (2009) and the National Preventative Health Taskforce (Department of Health and Ageing, 2009) both suggested health literacy should be a core element of the Australian curriculum. In Health and Physical Education, the concept of health literacy applies to questions of health, wellbeing, safety and participation in physical activity.

- HL refers to the knowledge and skills required to understand and use information relating to health issues. - HL is a measure of a person ability to find, understand and apply health information/ - HL involves knowledge of bodily functions, sings of poor health and how and where to seek information - It encompasses the ability to access health information and interpret conflicting advice critically, navigate the health care system and communicate effectively on health related matters. - HL supports people in better understanding their health and making decisions. - HL is defined as the knowledge and skills required to understand and use information relating to health issues such as drugs and alcohol, disease prevention and treatment, safety and accident prevention, first aid, emergencies and staying healthy. - HL means placing ones own health and that of ones family and community into context, understanding which factors are influencing it and knowing how to address them. - HL is linked to literacy and entails peoples knowledge, motivation and competences to access, understand, appraise and apply health information in order to make judgments and make decision in everyday life concerning healthcare, disease prevention and health promotion to maintain or improve quality of life during the life course. - HL can be seen as a part of an individuals development towards an improved quality of life. - The concept of HL applies to questions of health, wellbeing, safety and participation in physical activity.
 * What is health literacy? **** From Discussion board **


 * What is health literacy? FROM DISCUSSION BOARD **

Health literacy is one’s ability to obtain, process and understand basic health information and services need to make informed and appropriate health decisions. It involves having knowledge on bodily functions, signs of poor health and where & how to seek health information. Health literacy is more than just being able to read prescriptions or health material, health literacy is having the capacity to engage with the health care system, health resources, professionals and other people linguistically, gesturally and visually in order to make health decisions.

A person’s level of health literacy, directly impacts on their wellbeing. Research studies show, that people with low or inadequate levels of health literacy are less able to engage and communicate with healthcare systems, healthcare professionals and resources or effectively manage their health, placing them at greater risk of adverse health outcomes. In essence low literacy levels put undue stress on healthcare systems.

Ultimately, health literacy can be considered in terms of three dimensions : 1. functional — the acquisition of information relating to knowledge and services with respect to a health-related question 2. interactive — requires more advanced knowledge, understanding and skills to actively and independently engage with a health issue and to apply new information to changing circumstances 3. critical — the ability to selectively access and critically analyse health information in order to take action to promote personal health and wellbeing or that of others.

How will you improve the health literacy of primary school-aged children? From ACARA Curriculum doc Through the curriculum – which provides broad direction on purpose, structure, and organisation of health and physcial education curriculum. . By providing opportunities for the education of students to adopt lifelong healthy and active living. . Through experiential learning, that is relevant, engaging, contemporary, physically active, enjoyable and developmentally appropriate. . Through students gaining expertise in movement skills, physical activity and physical fitness concepts. . By addressing factors such as human biology, gender, sexuality, culture, ethnicity, socioeconomic status, physcial and psycho-social environments and geographical location influence the health, wellbeing and physical activity patterns.

- Teach the knowledge of bodily functions, signs of poor health and how and where to seek information - Teach were to access health information and how to interpret conflicting advice. - Improve communication skills - Discuss health issues such as drugs and alcohol, disease prevention and treatment, safety and accident prevention, first aid, emergencies and staying healthy. - Address factors that are influencing the communities health. - Develop HL enhancing interventions - Be a ‘health promoting’ school - Focus on individual skills to obtain, process and understand health information and services necessary to make appropriate health decisions. - Teach the main components of HL: cultural and conceptual knowledge, listening, speaking, arithmetical, writing and reading skills. - Teach the following skills:- - ACCESS: the ability to seek, find and obtain health information - UNDERSTAND: the ability to comprehend the health information that is accessed - APPRAISE: the ability in interpret, filter, judge and evaluate the health information that has been accessed. - APPLY: the ability o communicate and use the information to make a decision to maintain and improve health. - Teach students o source and examine a range of health information, products, services and policies and evaluate their impact on individual and community health, wellbeing, safety and physical activity. - Develop students effective communication, decision-making and goal setting skills to help establish and maintain relationships in family, school, peer groups and community settings, support healthy and safe behaviours and enable advocacy and action. - Address mental health promotion: including developing skills to be resilient, coping strategies, early help seeking, developing and navigating networks of support, supporting and advocating for others. - Introduce specific terminology used in health and physical activity contexts. Students will understand the language used to describe health status, products, information and services and will be able to analyse messages in order to identify accurate and reliable sources of advice and support.
 * How will you improve the health literacy of primary school-aged children? **
 * From Discussion Board **

The concept of health literacy applies to questions of health, wellbeing, safety and participation in physical activity and schools are recognised as key settings for developing health literacy. To help improve the health literacy of primary aged children it is important that programs encompass a critical enquiry approach, are interdisciplinary and provide students with cross curricular experiences in which health literacy development is a clear outcome. Health literacy learning should be scaffolded and encompass students drawing on their own experiences to create new knowledge and develop problem solving skills. It involves helping students Teachers need to create programs which enable students to learn, practice and apply knowledge. Learning sequences need to provide students with opportunities to gain understanding and skills necessary to not only maintain their own health, but assist others in maintaining health and wellbeing. Programs and learning activities also need to provide opportunities for students to practise using these skills in real world situations that may require them to access, evaluate, make decisions, seek help and advocate for their own and others health and wellbeing. Health education adopts the philosophy that everyone’s needs are important. As such, teaching practices should be inclusive and respectful, and take into account the strengths and abilities of individuals in order to improve the health literacy of each student.
 * How will you improve the health literacy of primary school-aged children? **
 * improve their knowledge and understanding of appropriate PDHPE language and encourage them to communicate using the correct language
 * make sense of their learning in a broader context
 * use their knowledge and understanding to design new meanings in a variety of contexts when engaging in new experiences.

**Question Set D** From discussion board

A "take home message" is typically short, sweet and very much to the point. Try to capture key ideas in THREE to FIVE sentences. I recommend that you self assess your sentences against EDPE346 Learning Outcome 2 i.e. This is a most challenging task so read carefully, think deeply and use a memory cue such as an example. Annette
 * demonstrate knowledge of the stages of development of the primary school-aged chiild that inform planning and implementation of lesson experiences in PDH.

“//Entry into primary school stimulates cognitive development. During the early primary grades, children gain new skills for processing complex information and developing new solutions for challenging academic and real-life problems. We note the significant changes in attention span and focus, memory, reflection, executive control and decision-making that take place over the period from age six to age 12”// (Peterson, 2004 p. 285). The key concepts or take home message for teachers from the above quote is that an understanding of the developmental stages children go through as their minds mature is very helpful in planning and implementation of lessons and PDH programs. Cognitive development insights provides a set of factors to consider as teachers are planning instruction.

Lessons and teaching programs should be scaffolded to children’s stages of cognitive development progressing in complexity. Taking into account that children at different ages think in different ways.

The primary school year’s children develop physically and psychologically. Changes in height and weight occur and important neuro-biological changes including mylenisation of nerve fibres and the corpus callosum, alteration of EEG rhythms and laterisation of the cerebral hemispheres increase children’s cognitive capacity (Peterson, 2004, p.291). For example mylenisation involves the building up of a fatty insulating coating of myelin around the neurons axon increasing the transmission speed of neuronal messages (Peterson, 2004, 291).

Increases in attention span over the early grades of primary school may have a partly neuro-maturational basis as well as the schools demand for a child to sit still, pay attention and focus on discrete cognitive tasks for long stretches or time may help trigger myelinisation (Peterson, 2004, 291). Also during middle childhood the corpus callosum grows and continues to become myelinised supporting sophisticated reasoning and problem solving. (Peterson, 2004, p.291).

Teachers should also have a knowledge and understanding of factors that can adversely affect student’s cognitive development ie.health factors such as obesity and malnourishment which can affect children’s cognitive development and ability to learn (Peterson, 2004, 289). Primary school experiences also stimulate cognitive development ‘as children actively construct knowledge as they manipulate and explore their world’. (Berk 2004 cited in O’brien 2012, p.4).

Therefore teachers when planning instruction should use concrete examples relevant to real-world experiences as children begin to understand the relationship between things in their world. Progressing to use of abstract concepts in upper primary. Where students have an improved ability to perform logical operations. Exposure to more complex problems allows older children to combine information into larger units or chunks, this process of chunking assists memory and reduces cognitive processing load (Peterson, 2004, p.302). The ability to organise information into discrete chunks is assisted by schooling and practice in solving memory and information processing problems. As children progress through middle childhood they gradually become more expert at memory tasks (Peterson, 2004, p.302). This middle years of cognitive development is termed by Piaget as the concrete operations period. At this stage of development students thought is more logical, organised and flexible. The early primary years play is highly significant for socialization and cognitive exploration of new ideas and experiences. Another important consideration for teachers is to plan lessons that are sensitive to activity levels and attention spans. As noticeable improvements of cognitive processes such as attention, memory, and creative problem solving occur between the ages of 6 and 9. For example:

Neurocognitive activity increases during the ages of four and ten and alert activity becomes more frequent over childhood (Peterson, 2004, p.291).
 * Children’s executive functioning ability improves with age. ‘The term executive function is used to encompass the processes, (e.g. planning, inhibitory control, attentional flexibility, working memory) that underlie the flexible goal directed behavior (Peterson, 2004, p.302).
 * Developing a capacity for selective and sustained attention increases children’s ability to achieve academic success (Peterson, 2004, p.298).
 * Over the period of age 5 to 8 children gain skills in developing their attention selectively to focus on the relevant features of a problem. (Peterson, 2004, p.298). Attention is critical for everyday as well as academic problem solving. (Peterson, 2004, p.298).
 * Developmental changes in cognitive problem solving including Piagetian operational thinking, memory storage and information retrieval occur during middle childhood (Peterson, 2004, p.300).
 * Children’s primary memory doubles between the ages of 8 and 18. Primary memory helps children actively evaluate, organise and manipulate information, (Peterson, 2004, p.301).

<span style="color: #6b2394; font-family: Times New Roman,serif;">In planning lessons and teaching programs teachers should consider children’s prior knowledge. For example cognitive development builds on prior knowledge for example the acquisition of literacy builds on the prior knowledge of books, phonemes and rhymes (Peterson, 2004, p.316). Children who attend school gain literacy and numeracy skills and increase their cognitive capacities for attention, deliberate strategic memory, problem solving, creativity, evaluative thinking and executive functioning (Peterson 2004, p.304).

<span style="color: #6b2394; font-family: Times New Roman,serif;">Teachers should understand that cognitive and neurobiological advances of middle childhood are important as a basis for the child’s mastery of literacy skills (Peterson, 2004, p.304).

<span style="color: #6b2394; font-family: Times New Roman,serif;">Also children’s prior experiences from exposure to minor illnesses allows them to develop a better understanding of health, illness and hygiene precautions to prevent the contraction and spread of disease (Peterson, 2004, p.290). Young children have a sound basis for understanding simple health rules of sound diet, cleanliness and avoidance of contagion. Building on from this knowledge helps children reason about illness causation and prevention (Peterson, 2004, p.290). <span style="color: #6b2394; font-family: Times New Roman,serif;">Children’s cognitive growth is stimulated when provided with challenging learning opportunities. Children are introduced to new academic skills like reading, writing and numeracy (Peterson, 2004, p.296). <span style="color: #6b2394; font-family: Times New Roman,serif;">In planning PDH lessons or programs teachers should gradually modify the child’s overall way of thinking. Formal education experiences teach children to plan their approaches to problems before embarking on the search for a solution. This strategic approach to the processing of information is eventually likely to generalize from academic problems into challenging dilemmas of everyday life (Peterson, 2004, p.293).

<span style="color: #6b2394; font-family: Times New Roman,serif;">Children learn to think and solve problems in school developing their capacities to

<span style="color: #6b2394; font-family: Times New Roman,serif;">Focus on the relevant feature of a problem.
 * <span style="color: #6b2394; font-family: Times New Roman,serif;">Attend to a cognitive task or problem for sustained period of time (Peterson, 2004, p.293)

<span style="color: #6b2394; font-family: Times New Roman,serif;">**During primary school** children develop emotional competence in the middle years and are better able to experience, understand and express positive and negative emotions appropriately. This is known as the latency phase Freud (Peterson, 2004, p.293). Children’s health social interactions enable cognitive growth.

 Hi Melinda, You have worked well to extract key ideas and concepts from the reading and thereby reduced the volume of text. I recommend that you now attempt to reduce the volume of text even further until you end up with THREE to FIVE sentences or dot points. Example: complete the following Spend time creating the summary statement in the last dot point. This is the take home message you will need take into schools and offer in the exam.
 * // During the early primary grades, children gain new skills for processing complex information //
 * // give specific examples of these skills //
 * // answer the "so what" question //
 * // During the early primary grades, children develop new solutions for challenging academic and real-life problems. //
 * // give specific examples //
 * // answer the "so what" question //
 * // Summary statement applying dot points above to the design and delivery of school-based Health Education. //

Hope this helps, Annette

 Not sure if I am on track here - would love some feedback please. Annette, I have completed the dot points as suggested, and this is the summary statement I have come up with as a take-away. The take home message from the statement is that school-based health education needs to be designed and delivered in a way that caters for the stages of development of primary-aged students. Health education needs to provide children with the necessary skills and knowledge to develop their cognitive ability to reason and remember, sustain attention on a particular task, and deliberate, plan and reflect. It also needs to provide opportunities to allow students to learn how to think and problem solve in a way that is systematic and planned in order to address not only academic problems, but problems faced in everyday life beyond the school environment. Cheers, Chrissie

Hi Chrissie, Annette is on leave so I can help a little and she may get back to you later. I would add that an effective program will be holistic and that the whole school environment should be supportive. If time allows I should give examples of HPS, curriculum integration and school policies. Hope this helps, Ros.

Hi All I have copied responses for question set D and C here plus what I have answered. Hope it helps Goodluck Tanya

Hi All I have added the notes that we have made at college, this might help you out along with all the notes made on the wiki here. I haven't started studying yet, trying to start tonight!! Georgie 29/9

Thanks georgie, I have just completed my study notes so haven't really got into studying yet either, very stressed, I don't do well in exams. But have completed all other uni work so I can concentrate on this one now.

Good luck every one. tanya

Hya Girls, sooooo nervous about this exam tomorrow. I've just finished three assessments in four days and now have 24 hours to study. Not feeling good at all. Thanks for adding this info to wikis. Will be a help. Tammy. P.S. Goodluck Girls!!!