Resilience
Strand 1: Self and Relationships
- Outcome 5.2 A student evaluates their capacity to reflect on and respond positively to challenges.
SLA
- Strengthening resiliency
- Skills that enhance resiliency, eg problem solving
- Maintaining a realistic perspective
SLT
- Reflect on a past situation which has required change; identify difficulties encountered and personal characteristics and skills which assisted in dealing with this change.

KLA Integration
- English (ability to write responses and listen to an interview)

Skill Outcomes
- Communication
- Problem solving
- Interacting


Rationale
Teenagers are faced with problems and change during their adolescences. It is important that students strengthen their resiliency and maintain a realistic perspective to these problems with an attitude of hope and optimism.

Scope of task
1. Firstly, write the heading ‘Resilience’ on the whiteboard.
2. Hand out the Traffic Lights Partner sheet to each student. Students will put a name to each traffic light.
3. Students will sit red traffic light partner, during this activity. Write the word resilience on the whiteboard. Ask students to define and brainstorm this term. Ask students to their definition.
4. Students will sit with their yellow traffic light partner, during this activity. Students will work together to fill out the worksheet on ‘strengthening resiliency’.
5. Students will sit with their green traffic light partner, during this activity. Hand out the Beaconsfield worksheet. Students will listen to the radio interview of the Beaconsfield miners and fill out the sheet.
6. Discuss with the class how resilience was illustrated in this interview.

Traffic Lights Partner sheet

What is resilience?

Strengthening resiliency

Radio Interview - Beaconsfield safety in focus as freed miners of ordeal.
AM – Monday, 22 May, 2006
Reporter: Tim Jeanes
http://www.abc.net.au/am/content/2006/s1643887.htm

Beaconsfield worksheet

Reason for inclusion
The aim of this task is to provide students with a further understanding of resiliency. The traffic lights partner sheet engages students to communicate, problem solve and interact with different people while participating in the activities. The purpose of applying a radio interview into this activity is to allow the students to develop listening and responding skills.

Cannabis and consequences
Strand 3: Individual and the Community
- Outcome 5.6 Outcome 5.6 A student analyses attitudes, behaviours and consequences related to health issues affecting young people.
SLA
- Drug use
- Influences on cannabis use
- Consequences of illicit and unsanctioned drug use
- Mental health
- Help- seeking behaviours
SLT
- Describe the short- term effects and long –term consequences of illicit drug use on the individual and community.

KLA Integration
- Technology ( ITC and web browsing)
- English ( responding to questions)

Skill Outcomes
- Communication
- Problem solving

Rationale
Cannabis is the most commonly used illicit drug by young people. Cannabis, like all drugs, can cause harm and young people are particularly susceptible to its effects. It is important that students acknowledge the potential consequences of using cannabis and provide opportunities to practise help seeking skills to successfully manage exposure to cannabis.

Scope of task
1. Firstly, write the heading ‘Cannabis and consequences’ on the whiteboard. Under the heading write the following questions on the drug cannabis for the students to answer as a group.
2. Hand out the ‘body map’ and information worksheet for students to complete.
3. Divide the class into groups of four. Each group will complete the ‘consequence ladder’ response worksheet. Each group will compare their similarities and differences as a class.
4. Write the question ‘how can this site assist if you are seeking help for a drug problem’ on the whiteboard. In their groups, students will browse the following websites to assist them in answering the question
5. Each group will gather information on each website and share it to the class.
6. Discuss with each group why these sites were useful.

Questions
1. Who has heard of cannabis?
2. What is cannabis?
3. Where can you get cannabis?

Worksheets
Body map / Information

Consequence cards

Consequence ladder

Websites

Discussion questions
1. Was your site useful for a person who wants to seek help?
2. Would you give this website to someone you knew who had a drug problem?


Reason for inclusion
The aim of this task is to provide students with knowledge about a specific drug use, cannabis. Students will to interact, problem solve and communicate while participating in a group activity ‘consequence ladder’ worksheet. Students will use a resource such as the internet to gather information on ‘seeking help with a drug problem’ to further increase their knowledge and learn to gather relevant information on the drug cannabis.

Drinking kills driving skills
Strand 3: Individual and Community Health
- Outcome 5.6 A student analyses attitudes, behaviours and consequences related to health issues affecting young people.
SLA
- Drug use
- Effects on relationships
- Effects on community
- Influences on alcohol use and binge drinking
- Road safety
- Major casual factors in road and traffic injuries ( speeding, drug use)
SLT
- Examine the consequences of alcohol use on the individual and community.


KLA Integration
- English ( responding to questions)
- Technology (viewing a video)

Skill Outcomes
- Decision making
- Problem solving


Rationale
Road safety is a major issue for young drivers in society. Young drivers are inexperience and may cause serious accidents. Adolescences, is a time for partying and consuming unreasonable amounts of alcohol. It’s important for students to understand the consequences of drink driving and how it affects relationships on the individual and community.

Scope of task
1. Firstly, write the heading ‘Drinking kills driving skills’ on the whiteboard.
2. Write the following questions on the whiteboard. Ask students to answer these questions in pairs.
3. Ask students for their responses to the questions.
4. Hand out the worksheets on ‘Alcohol choices’ and ‘Drinking kills Driving skills’ to fill out. Ask students for their responses to the questions.
5. Students are to observe the video of Jacqueline Saburido, an innocent victim in a drink driving accident. Hand out the response worksheet to each student.
6. Students will answer the questions while observing the video of Jacqueline Saburido. Discuss the responses to the student’s answers.
7. Hand out a brochure on drink driving to each student at the end of the lesson.

Questions
1. What are the risks of drinking alcohol and driving?
2. Do you think drinking and driving is still a major problem? Why?
3. Why do people drink and drive?
4. How does alcohol affect driving ability?
5. Is it only drivers who are affected? Why?

Worksheets
Alcohol choices

















Drinking kills Driving skills


















Alcohol choices/ Drinking kills Driving skills Solution Sheet


















The story of Jacqueline Saburido Response sheet.



















Video
The story of Jacqueline Saburido
http://au.youtube.com/watch?v=5OBBqe6Wo1c&feature=related

Brochure "Drinking kills driving skills"












Reason for inclusion
The aim of this task is to investigate important road safety issues related to drink driving. Students are provided with knowledge and will develop understanding of the consequences of drink driving, which affects road safety. Students will decision make while completing worksheets on drink driving. Students will use problem solving skills to work out which term matches with the correct definition. The video of Jacqueline Saburido demonstrates the consequences of drink driving amongst teenagers and engages students on a real life basis. Students will develop listening and responding skills while watching the video.

Stress and coping
Strand 1: Self and Relationships
- Outcome 5.1 A student analyses how they can support their own and others’ sense of self.
SLA
- Supporting yourself
- Effective stress and management
SLT
- examine the role and impact of stress on health and rehearse a range of positive management strategies, eg yoga, physical activity, relaxation, listening to music

KLA Integration
- Drama (role plays)
- English ( responding to questions)

Skill Outcomes
- Communication
- Interacting
- Problem solving
- Planning
- Moving

Rationale
Adolescences are experiencing situations in their lives which may cause stress. Stress may be developed at home, school and work environments which may affect one’s sense of self. Students need to understand and apply positive management strategies to reduce stress and support ones self. There are many strategies which teenagers can use such as listening to music, yoga and physical activity to decrease the impact of stress on their health.

Scope of task
1. Firstly, write the heading ‘stress and coping’ on the whiteboard.
2. Hand out the worksheet ‘stress and copying’ for students to fill out.
3. Ask students what they have answered to the questions on the worksheet ‘stress and coping’.
4. Divide the class into groups of four – six. Hand out a scenario card to each group.
Students will read their scenario about students going through stressful situations.
5. Each group will role play their scenario and outline the positive management strategy they have will examine to reduce this person’s stress.
6. Each group will present their scenarios in front of the class and answer the discussion questions.


Worksheets
Stress and coping questions




















Scenarios - stress and coping

Discussion questions
1. What positive management strategy did you choose to reduce stress?
2. Why did you choose that management strategy?
3. Do you think that if the person uses this strategy they will cope with stress?
4. How does copying with stress improve this person’s lifestyle?


Reason for inclusion
The aim of this task is to provide students with knowledge to cope in situations which may cause stress. Students have learnt to make decisions, interact and move whilst completing the scenario worksheet. Students will learn to problem solve by suggesting their scenario with a positive management strategy. Students will also learn to problem solve and communicate by suggesting their scenario with a positive management strategy. Students will present their scenarios to a specific audience.

Obesity in Australia
Strand 3: Individual and Community Health
- Outcome 5.6 A student analyses attitudes, behaviours and consequences related to health issues affecting young people
SLA
- Healthy food habits
- Disorder eating and body image
SLT
- Investigate factors that influence food choices, eg culture and customs, gender and media

KLA Integration
- Creative arts (designing a poster)
- Music (listening to a song)
- English ( gathering information from magazines/newspapers and presentation of poster)

Skill Outcomes
- Interacting
- Problem solving
- Planning
- Communication


Rationale
The media plays an important role in the development of an adolescent body image. It is important for students to adapt healthy food habits and understand the effects the media plays on society. Magazines are a major media resource which manipulates how people see themselves. Many people develop eating disorders though the pressures in society.

Scope of task
1. Firstly, write the heading ‘Obesity in Australia’ on the whiteboard.
2. Students are to participate in an activity called ‘think/pair/share’. Ask students to stand and find a partner. Ask students the following questions on obesity. When the music starts students are to find a new partner and discuss the next question.
3. Divide the class into groups of four. Each group will be given scissors, glue, cardboard, newspapers and magazines.
4. Students are to gather newspapers and magazines and find images and issues relating to obese people.
3. Each group will present their creative posters to the class which will be read, viewed and marked.

Newspapers, magazines

Music
My Music\Theme_Music_-_Pirates_of_the_Caribbean.mp3

Questions
1. What are the qualities of the perfect body image?
2. Why do young people get eating disorders, such as obesity?
3. What are some ways in which Australia can reduce obesity?
4. Do you think the ‘The biggest loser’ TV series was a good indicator and eye opener for obese people? Why?
5. If the Australia people are still obese, do you think it may reduce our life expectancy?
6. Do you think that Australia will still be one of the largest obese populations in 5 years? Why?


Reason for inclusion
The aim of this task is to provide students with knowledge and understanding of obesity in Australia. The activity ‘think/pair/share’ will engage students to communicate their opinions and ideas on what they know on obesity in Australia with peers. Students use resources such as newspapers and magazines to further increase their knowledge and learn to gather relevant information on obesity in Australia. Students learn to interact, plan and problem solve whilst creating their poster. Students will present their posters to a specific audience.

Can sexual identity lead to depression?
Strand 3: Individual and Community Health
- Outcome 5.6 A student analyses attitudes, behaviours and consequences related to health issues affecting young people
SLA
- Mental health
- Help – seeking behaviours
- Sexual health
- Sexual feelings
SLT
- Analyses how sexual attitudes, behaviours and sexuality are influenced by gender expectations and assumptions

KLA Integration
English – (reading an article)

Skill Outcomes
- Decision making
- Communication

Rationale
During adolescence, teenagers are experiencing and exploring various types of sexual feelings. It is important for students to acknowledge and appreciate the different types of sexuality. Homosexual adolescences may develop a mental disorder such as depression though out their coming out stage. Individuality is also important for students to understand. Everyone is different and with respect, homosexuals will feel comfortable and will have a stable mental health.

Scope of task
1. Firstly, write the heading ‘Can sexual identity lead to depression’ on the whiteboard. Under the heading draw a line down the centre. Write two headings ‘slang words’ and ‘proper words’ for the terminology of sexuality. Students are to write words under both headings.
2. Students will participate in an activity called ‘continuum’. Students are to stand in the front of the room. Ask students the following questions on sexuality. Ask students to move to one of the displayed cards to reflect on their attitude – ‘agree’, ‘disagree’ or ‘unsure’. It is important to discuss the issues raised by students and impress on them that they will not be judged for their opinions. Remind students that they can change their minds at any time throughout the activity. 3. Hand out a worksheet called ‘defining sexuality – your personal opinion’ for students to fill out.
4. Students will read an article on a homosexual teenager named Josh who was diagnosed with depression.
5. Students will fill out the response worksheet on Josh’s article. Discuss the questions with the class.

Continuum cards













Questions (continuum)
1. Do you reckon homosexuals are born that way?
2. If a guy prefers hanging out with his guy friends, does that mean he is gay
3. If a girl looks at another girl, is she a lesbian?
4. What is the typical image of a gay and lesbian?
5. If your friend was homosexual, would you still be friends?
6. Do homosexuals become socially isolated in society?
7. Do homosexual males get physically abused for their sexuality?
8. Do you think it’s hard for a homosexual teenager to seek help?

Worksheets
Defining Sexuality - Your personal opinion



















Growing Up as a Gay Jehovah - Response sheet



















The article - Growing Up as a Gay Jehovah
http://www.freeminds.org/stories/growingupgay.htm

Reason for inclusion
The aim of this task is to develop the students’ understanding and awareness of how sexuality can lead to a mental disorder, such as depression. Homosexuality isn’t seen apart of the norm in society. The activity ‘continuum’ is generalized, so the students are not being personalised and can easily make a decision and share their opinions freely. The associated questions are designed to explore students’ understanding and acknowledge their own concerns, attitudes and beliefs of homosexual people and stereotypes. Students explore the relationship between homosexuality and a mental disorder while reading and discussing the article. The article ‘Growing Up as a gay Jehovah explores how the community perceptions, assumptions and expectations can play an important role in increases an individual’s mental health.