Outcomes

OUTCOMES PAGE

. Promote good health and wellbeing . Raise awareness of good food choices for good heath . Importance of balanced eating habits and portion sizes . Dangers and consequences of overeating . Energy intake/energy expenditure
 * __ Aims: __**

. Students should develop knowledge and understanding of healthy and unhealthy food choices and what constitutes healthy foods and be able to recognize them. . By studying nutrition students should develop knowledge and understanding of what types of food their bodies need more of and less of and are what we want to eat the same foods that our bodies need. . Students should gain an understanding why our bodies need certain foods and the amounts that they should be consumed. ( food pyramid and portion sizes) . Students should develop knowledge and understanding in comparing food types that provide energy for light, moderate and strenuous exercise. . Students should develop knowledge in comparing nutritious foods to fast foods to make informed food choices. . Students should develop knowledge and understanding of the consequences of food choices. By developing skills in . Acquiring information . Using an inquiry process . Making informed judgments. Students should be able to take an active and informed role in their food choices helping to maintain good health. By identifying, analyzing and evaluating food choices students can develop an informed and responsible attitude towards food choices, enabling them to have a responsible and informed attitude towards their food choices promoting good health and wellbeing. This is just my thoughts not sure if heading in the right direction some input would be great - thanks
 * __ Objectives: __**
 * Knowledge and Understanding **
 * Skills **
 * Values and Attitudes **

Aim The aim of this syllabus is to develop in each student the knowledge and understanding, skills and values and attitudes needed to lead healthy, active and fulfilling lives. In doing so, the syllabus will form the basis for students to adopt a responsible and productive role in society.

Objectives Values and Attitudes To develop students’: ■ appreciation of and a commitment to healthy and socially just ways of living. This in purple is out of the syllabus

Skills To develop students’ skills in: ■ making, communicating and acting upon health decisions; ■ moving with competence and confidence; and ■ forming and maintaining positive relationships.

Knowledge To develop students’ knowledge and understanding about: ■ ways to enhance personal and community health and wellbeing, and ■ the composition, performance and appraisal of movement.

The development of healthy attitudes and behaviours early in life is a fundamental importance to the growing child and the adoption of a healthy lifestyle. Students need strong guidance in forming attitudes and behaviours that promote health. The benefits of a healthy lifestyle should be clearly reinforced and the consequences of inappropriate behavior explained. With maturation, students take a more active involvement in decision making that impacts on personal and community health. The activities for this strand are designed to encourage an informed and responsible approach to these decisions. They focus upon relevant information, skill development and values clarification related to issues such as nutrition. ( From Syllabus) Teaching in the area of health issues requires sensitivity. There should be a recognition that students have varying degrees of control over their lifestyle and they ability to make healthy choices will be due to their sociocultural background. Some students may have difficulty discussing family values in relation to a range of health issues. (From syllabus) __** Foundation Statement **__
 * Strand: Personal Health Choices **
 * Description **
 * Major considerations **
 * Sensitivity **
 * Strand: Personal Health Choices **

__** Early stage 1 **__ . Talk about different foods that keep them healthy . uses draw or paint software to draw healthy foods . identifies a range if foodstuffs and groups them according to their sources eg vegetables, meat, dairy, fruit. __** Stage 1 **__ . recognizes that a variety of food is needed for good health. . makes personal health choices and gives reasons for their choices. ( this could look towards food choices ) . Identifies different foods that can keep them healthy __** Stage 2 **__ . explains the need for good health practices . Discusses food needs for growth and activity __** Stage 3 **__ . Analyses personal food intake to identify the balance of choices made . make judgements on the reliability of information from different sources, eg labels, websites, advertising, cigarette packets ( chance to discuss that media/labels don't always tell full story) . discusses how other people/media influence body image and food intake ( can use to discuss influences of media on eating habits and choices) . describes the factors that influence personal health choices, eg family, friends, culture, environment ( allow discussion in difference with the group due to these factors) (outcomes and indicators from syllabus ones with comments next to them not sure if need to be included)
 * PHES1.12 Display basic positive health practices. **
 * PHS1.12 Recognises that positive health choices can promote wellbeing. **
 * PHS2.12 Discusses the factors influencing personal health choices. **
 * PHS3.12 Explains the consequences of personal lifestyle choices. **

Any thoughts would be great, would like to know if I am on the right track before continuing any further. Tanya 6.30pm 12/7/12

Hi Girls,

Just touching base to let you all know I am still alive :) Been thinking on the outcomes slide and I think we should have a bit of discussion about what we as a group want to achieve by focusing on nutrition in relation to obesity. For me, I personally think a focus on this issue should look at acheiving informed choice. Educating students on the consequences of their chocies relating to nutrition and how to make good choices. Alot of what i read in that economic perspective paper said that in most instances children are not aware of or unable to grasp the consequences of choices particularly when it comes to food and exercise. I think informed choice underpins alot of what Tanya has found in the syllabus and might be a good angle to tackle the focus area of obesity/nutrition. Would love to hear what you all think. Anways lunch is well and truly over right now so I'll check in again soon. Just so you know I go on prac starting next monday (20/7/12) so this week is REALLY hectic with work deadlines before my month of leave. I'm won't be on for an extended period until probably Sunday but I will check in to see how things are progressing and pop my 2 cents worth in if i can. Cheers, Melina

Melina Thanks for your input, I don't want to move on from here until other have had their say, incase we head in a different direction- But as you have read I am with you. I believe if children learn what healthy choices are portion sizes and what bad food do to the body, I think it goes along way into given children the tools to make healthy choice and dealing with obesity. Will wait to hear from a few more of you before we move on as it all ties in. Enjoy your prac Melina.

Tanya 11.20am 19/07/12

19/7/12 3:30pm Hi Girls, There is a lot of things we could do with this slide. Tanya I think you are on the right track! Melina, I like your idea of focusing on what we want to achieve in relation to obesity. Informed choice is a wonderful focus! Plus there are many possible paths that we could go down to make students more informed. I will be going through the lecture notes and just looking over what is expected. Were you all able to view the lecture from Monday? Jess

I got to watch the lecture today, though I don't think I fully understand it but I guess it will start to make more sense when we get started. The above aims and objectives I did myself though I think I have now worked out they are to come out of the syllabus so I will get back to those and get them from the syllabus now that I know that I am heading on the right track. I will get all the info I can find then we can work through it as to what everyone feels is the most relevant.

Tanya 9.10pm 19/07/12

Hi Girls, I'm really happy with the direction we are taking. I haven't viewed the lecture from Monday as I'm inundated with LOADS of uni work. A test tomorrow and 4 assessments due the same week this one is. Crazy weeks ahead! Will view the lecture over the weekend. Cheers, Tammy

22/7 Just looking at what we need to do and this is the latest announcement from Annette.


 * RE: Slide 4 Outcomes** - the task is to read the NSW PDHPE K-6 syllabus from cover to cover to extract all content relevant to your school's priority health area. So if you have chosen the health priority area of cancer and the risk factor of tobacco your focus will be Drug Education (tobacco). Extract from the various sections of the syllabus (Rationale, Aims, Objectives, Content strands, Outcomes, Subject matter etc) that which is relevant to this aspect of Drug Ed. Once you have reduced the syllabus to that which is relevant, write this up. May be useful to frame the write-up using the syllabus headings (e.g. Rational, Aim and objectives, etc). Effectively you are filtering out of the syllabus elements relevant to your priority health area.


 * RE: Slide 5 Realising Outcomes:** This will be the focus of the input session at Tuesday's lecture. The "4P's" should make a lot more sense thereafter. I advise group's to wait to see this input session. Guidelines to write the School Policy will be covered in Weeks 4 or 5. Direct instruction for writing the PDH School Plan (also referred to as a scope and sequence) is provided to on-campus students as a workshop session in Week 6. The other two "P's" will vary across groups.

Annette posted an annoucement today about where we should all be up too. We are now behind so maybe we should all try to spend some time on our presentation this week to catch up again. We were doing so well.

Here is the announcement....

Groups should now have completed work associated with:


 * All slides of the powerpoint shell leading into REALISING OUTCOMES
 * Writing a school-based policy for their school

Cheers, Tammy

24/7 - 3pm

Okay girls.... I can happily say that the outcome page is completed (as per syllabus info). I've included the transcript for both slides and added the reference into the reference list. Please take a look and let me know what you think!!! Now onto the 'realising outcomes' slides. I will be touching base in the next few days but I have some big assessments due very soon. Have to spend some time on those ones. I hope my work has helped the group and look forward to seeing how we go with the next section. Does anyone want to put their hand up for adding the next section into powerpoint?

Cheers, Tammy