Members of the group, roles and % contribution to the presentation:

Bridgeen Pritchard Group Member 16.7%Chelsea Reed Group Member 16.7%Cyndi Stewart Group Member 16.7%Deborah Ward Group Member 16.7%Jono Norton Group Member 16.7%Samuel James Group Member 16.7%

All group members agree to the percent contribution

Wallacia Public School

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CONTEXT ANALYSIS – WALLACIA PUBLIC SCHOOL o Wallacia Public School is a NSW Government School located in the small community

of Wallacia, part of the Greater Western Sydney region of NSW. It is part of the Small Schools Network (ACARA, 2011). NAPLAN results for Grade 3 in 2011 are slightly above the state average.

o It is a Co-educational school catering for approx. 90 students from K- Year 6. 4% of students are Indigenous (ACARA, 2011). It has 5 full time teachers and 2 non teaching staff.

o Community and family participation is highly encouraged in sporting and cultural endeavours, as well as participation in the P&C Association. The economic status of the area ranges from low to high income earners.

o Currently at Wallacia Public School there is an emphasis on nutrition and the prevention of childhood obesity. Based on the health profile of students and the local context, health topics given particular attention are obesity and nutrition, sun safety and rural safety.

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PRIORITY HEALTH AREA – OBESITYWhy Is It Such A Problem? In order to combat the increasing trend in childhood obesity rates we need to look at a preventative cause of action using educational and hands on teaching.

o The cause of obesity in most cases is a result of excessive food energy intake and lack of physical activity.

o Obesity costs Australians tens of billions of dollars each year in health care and treatment costs. Obesity is primarily a preventable health condition.

o As of 2011 obesity affects around 17 million Australians with figures showing that childhood obesity is on the rise (Monash University, 2012). The Greater Western area of Sydney has some of the highest childhood obesity levels found in the Sydney metropolitan area (NSW Health, n.d).In 2008, 25% of children aged between 5 and 17 years old were overweight or obese (ABS, 2011).

Our GoalFor students to acquire the knowledge (both educational and practical) that will assist them in making personal health choices that allow them to follow a healthy eating plan accompanied by regular physical activity.

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OUTCOMESEARLY STAGE ONEActive LifestyleALES1.6 Develops a repertoire of physical activities in which they can participate. - Takes part in different types of physical activityPersonal Health ChoicesPHES1.12 Displays basic positive health practices.- Talks about different foods that keep them healthyDecision MakingDMES1.2 Identifies some options available when making simple decisions.- Classifies foods as healthy for you, not healthy for youValues and AttitudesV5 Willingly participates in regular physical activity.- Values the importance of physical activity to personal health.- Enjoys regular participation in worthwhile physical activity.- Recognises the value of lifelong commitment to regular physical activity.

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STAGE ONEActive LifestyleALS1.6 Participates in physical activity, recognising that it can be both enjoyable and important for health.- Describes how activity and nutrition are important for lifestyle balance

Personal Health ChoicesPHS1.12 Recognises that positive health choices can promote wellbeing.- Identifies different foods that can keep them healthy

- Describes what people do to keep stay healthy

Decision MakingDMS1.2 Recalls past experiences in making decisions.- Identifies the healthier of two alternatives, eg food choices.

Values and AttitudesV5 Willingly participates in regular physical activity.- Values the importance of physical activity to personal health.- Enjoys regular participation in worthwhile physical activity.- Recognises the value of lifelong commitment to regular physical activity.

OUTCOMESSTAGE TWOActive LifestyleALS2.6 Discusses the relationship between regular physical activity and health.- Identifies the activities people participate in to maintain an active lifestyle, eg bushwalking, sports- Participates in regular physical activity - Describes links between nutrition and exercisePersonal Health ChoicesPHS2.12 Discusses the factors influencing personal health choices.- Identifies physical factors and nutrition necessary to maintain good healthDecision MakingDMS2.2 Makes decisions as an individual and as a group member.- Works towards developing realistic goals to support decisions made, eg participates in regular physical activityValues and AttitudesV5 Willingly participates in regular physical activity.- Values the importance of physical activity to personal health.- Enjoys regular participation in worthwhile physical activity.- Recognises the value of lifelong commitment to regular physical activity.

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STAGE THREEActive LifestyleALS3.6 Shows how to maintain and improve the quality of an active lifestyle.- Participates in physical activity programs.- Devises strategies to achieve personal active lifestyle goals.Personal Health ChoicesPHS3.12 Explains the consequences of personal lifestyle choices.- Analyses personal food intake to identify the balance of choices made.- Makes judgements on the reliability of information from different sources.- Describes the factors that influence personal health choices.Decision MakingDMS3.2 Makes informed decisions and accepts responsibility for consequences.- Discriminates between a wide variety of products that are healthy and unhealthy.- Finds and analyses information upon which to make an informed decision.- Evaluates personal decisions.Values and AttitudesV5 Willingly participates in regular physical activity.- Values the importance of physical activity to personal health.- Enjoys regular participation in worthwhile physical activity.- Recognises the value of lifelong commitment to regular physical activity.

REALISING OUTCOMES – POLICY 

Wallacia Public School

Our Health PolicyLast updated 27th July 2012

 RationaleGood health is vital for a person’s physical, mental, social and emotional well being. At Wallacia Public School we value the importance of good health for enriching our quality of life, both now and in our future. We recognise the importance of collaborating as a whole school community to ensure that all of our citizens enjoy the rewards of better health and well being, as a result of making more informed health choices.

AimTo empower each member of our school community with the knowledge, values and skills necessary to improve, protect and maintain their health throughout life. Health education at our school will be relevant to the unique needs of our community and it will aim to encourage active involvement in maintaining and promoting good health, while including all of our members.

 

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REALISING OUTCOMES - POLICY Implementation

In order to achieve our vision of a comprehensive, rewarding and inclusive approach to health education, with emphasis on good nutrition, the involvement of each member of our wider school family is encouraged. Our vision will be achieved through:

o Maintaining a healthy canteen in accordance with the NSW Fresh Tastes @ School Strategy (NSW Department of Education and Training, 2011)

o Creating a kitchen garden to assist our community to become engaged in the task of growing our own food.

o Assisting our community to make informed choices on diet, by learning how to read food labels and understanding the quantities of each food group which should be consumed in a balanced diet.

o Critically analysing the strategies businesses employ to influence our dietary habits, in order to ensure we can make informed choices about the food we eat.

o Encouraging active participation in the Crunch, Munch and Sip Program.o Ensuring that lessons are engaging, student centred and aimed at the level of development of each

child, so that they can see the benefits of good nutrition for maintaining lifelong health.o Promoting the benefits and rewards of an active lifestyle, both at school and in the wider

community and encouraging the participation in these pursuits, with staff modelling desired behaviour.

o   Review This policy will be reviewed annually to ensure effectiveness and relevance to our community needs.

Definitions Whole school community includes students, staff, parents and friends from the Wallacia community. 

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REALISING OUTCOMES – PROGRAMPersonal Health ChoicesPHS3.12 Explains the consequences of personal lifestyle choices.

- Analyses personal food intake to identify the balance of choices made.

FOOD DETECTIVES (adapted from abc science, 2006)

Objective:After completing this learning activity students will be able to:

o read nutritional labels on the foods they eat.o appreciate that many common foods have hidden fats and sugars.

Equipment:(Please consider when planning for this activity that the equipment listed below is sufficient for one group of three students.)o Measuring Cupo Trayo 3 Large plastic beakerso Packet of sugar o Bottle of vegetable oilo Blank paper for students to record investigation resultso Pencilo 3 Samples of empty packaging from the students’ favourite drinks and snacks . (In the week/s

prior to this activity, ask students to start collecting their empty packaging at home; however, ensure that there are additional resources available so that all students are included.)

Teacher will require: o A set of equipment for class

demonstrationo Nutritional label which has been enlarged,

for class demonstration on the interactive whiteboard (IWB)

o Large sheet of poster papero Coloured Markerso Paper towel and damp cloth (for spills)

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REALISING OUTCOMES – PROGRAMProcedure:1. Address students as a whole class group, explaining that during this activity they will be conducting an

investigation into how much fat and/or sugar is present in a single serving of their favourite foods. 2. Display a sample nutritional label on the IWB and discuss where to locate important information such as:

o servings per packageo fat and sugar content o unit of measurement the manufacturer has used.

3. Advise students that they will be given equipment, as well as oil and sugar and they must use the following information to work out how many teaspoons of fat and sugar is in each food.

1 teaspoon = 4 grams of sugar1 teaspoon = 4.2 grams of oil

4. Provide a teacher led demonstration, measuring sugar into a bowl and oil into a beaker to scaffold this activity.5. Divide students into working groups of three, asking one member to collect the equipment, one person to

record the investigation results and the third person to measure the ingredients. Students rotate roles after each product has been investigated.

6. Allocate 20 minutes for students to complete the activity.7. Ask all students to return to discuss their results as a whole class group.8. Construct a graph as a class to compare the sugar and fat content of each food. 9. It is important to contrast similar food types, discussing differences in their fat and sugar content. Ask

students;o Which food had the highest/lowest fat/sugar content?o Which food surprised you the most?

10. Provide students with information on recommended daily intake (RDI) of fat and sugar and compare with the foods which were investigated.

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REALISING OUTCOMES – PROCEDUREAt Wallacia Public School we recognise that issues relating to an individual’s weight management status may be sensitive for some students. In order to respect each individual we aim to provide a positive health program that:o Does not differentiate or stigmatise any individual studentso Promotes healthy self esteem in all studentso Offers a supportive environment for learning to take place ino Provides easy to understand, factual information and ideaso Provides opportunities for students to follow the health program both in a school

environment and in the wider communityo Keeps parents / caregivers informed on new developments in our health plano Provides lifelong learning for students on how to keep themselves within a

healthy weight range.

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REALISING OUTCOMES – PLAN SCOPE AND SEQUENCE

When considering obesity throughout this school plan, it can be easily noted that as a significantly serious health priority area it can fit into any and all of the topics throughout this sequence.

It can be spread over all terms and it is a constant reminder that obesity, in the case of Wallacia Public School, is a severe issue that needs to be addressed with as much urgency as this sequence would allow.

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  ES1 S1 (odd)

S1(even)

S2 (odd)

S2(even)

S3(odd)

S3(even)

S4(odd)

S4(even)

S5(odd)

S5(even)

Term 1

Healthy Living- SLES1.13- PHES1.12

Healthy Lifestyle- ALS1.6- PHS1.12

Good Communication- INS1.3- COS1.1

What’s the point of being healthy?- ALS2.6- PHS2.12

  Our actions & how they affect us- GDS3.9- DMS3.2

Healthy Lifestyle Choices- SL5.313- ALS3.6- PHS3.12

Healthy Habits 7.7: 4.6, 4.8, 4.12  Be Active - Be Healthy 7.2: 4.6, 4.9, 4.14, 4.15

Health Matters 8.2: 4.6, 4.8, 4.12, 4.16  Reducing risk on the road8.9: 4.6, 4.7. 4.12, 4.15

Shifting Knowledge - Health Consumerism9.2: 5.7, 5.8, 5.12, 5.16

Recreational Physical Activities & Opportunities10.1: 5.9, 5.10, 5.14, 5.15  Overcoming Adversity0.2: 5.1, 5.2, 5.3, 5.15, 5.16

Term 2

How we feel- COES1.1- PSES1.5

Who we are?- IRS1.11- GDS1.9

    Teamwork Learning- INS2.3- DMS2.2- COS2.1

  Positive Co-operations- INS3.3- PSS3.5- COS3.3- IRS3.11

Meeting New People - Facing New Challenges7.1: 4.2, 4.13, 4.16  Managing Change7.4: 4.1, 4.3, 4.16

Supporting Myself & Others8.5: 4.1, 4.2, 4.3, 4.11, 4.16

Images 9.3: 5.1, 5.6, 5.11, 5.12  Active for Life 9.4: 5.9, 5.15, 5.16

Risky Business10.4: 5.6, 5.7, 5.12, 5.15, 5.16

Term 3

Making Decisions- DMES1.2- GDES1.9

  Problems & Solutions- DMS1.2- PSS1.5

Healthy Decisions- PSS2.5- SLS2.13

      Drugs -Reality & Risk7.6: 4.6, 4.7, 4.12

Take Care - Planning for Safety 8.7: 4.6, 4.7, 4.11, 4.12, 4.15

Influences, Decisions & Consequences9.5: 5.6, 5.7, 5.12, 5.16

Student-Negotiated Advocacy Project10.8: 5.7, 5.8, 5.15, 5.16

Term 4

Working Together- GSES1.8- INES1.3- IRES1.11

  Abilities & the Environment- SLS1.13- MOS1.4

  Emotions & Relationships- GDS2.9- IRS2.11

    Belonging7.9: 4.1, 4.2, 4.3, 4.11, 4.13

Aquatics & First Aid 8.10: 4.4, 4.7. 4.12, 4.14, 4.16

Making a Difference 9.7: 5.1, 5.2, 5.7, 5.13, 5.15  Celebrating Diversity9.8: 5.3, 5.11, 5.13

 

SCOPE AND SEQUENCE

EVALUATIONChallengeso Food in popular mediao Advertisingo Dietary habits of peers and familyo Addiction to unhealthy foods (Langreth, R. & Stanford, D. D., 2011)o Criticism from families who are apprehensive about changes to the school canteeno Families who are skeptical about school and community involvement in such a

sensitive issueo Financial problems - unable to purchase fresh foodso Fussy children - not willing to try new foods at school and/or home

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RECOMMENDED RESOURCES

Healthy Kids – Eat Well, Get ActiveThe Government website educates children, parents and teachers on how to become healthier by becoming active and aware of nutritional value of foods. It provides information, resources, fact sheets and ideas on physical activity and healthy eating for children and young people.http://healthykids.nsw.gov.au

Healthy Kids AssociationSydney based, non government, not for profit organisation who aim is to promote and influence healthy food choices in children and young people. A great website for students and teachers for adapting a classroom or even whole school approach to healthy eating. The site consists of various resources and great activities and initiatives. https://healthy-kids.com.au

Fresh Tastes @ School - NSW Healthy School Canteen StrategyNSW Government initiative that contains information, activities, recipes, nutritional information on foods and the type of foods children should be eating in the school environment – Whole school approach.http://www.curriculumsupport.education.nsw.gov.au/env_ed/assets/pdf/freshtastes@school.pdf

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HEALTHY KIDS – TEACHING RESOURCE

www.healthykids.nsw.gov.au

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REFERENCESACARA. (2011). MySchool Website – Wallacia Public School. Retrieved from http://www.myschool.edu.au

ABC Science Online. (2006). Surfing scientist. Retrieved from http://www.abc.net.au/science/surfingscientist/pdf/lesson_plan13.pdf

Australian Bureau of Statistics (ABS). (2011). Health - Obesity. Retrieved from http://www.abs.gov.au/ausstats/abs@.nsf/Lookup/by%20Subject/1370.0~2010~Chapter~Obesity%20(4.1.6.6.3) Board of Studies. (2006). Personal Development, Health and Physical Education K-6 Syllabus. Sydney, Australia: Board of Studies.

Department of Health & NSW Department of Education and Training. (2006). Fresh Tastes @ School. NSW Healthy School Canteen Strategy. Retrieved from http://www.curriculumsupport.education.nsw.gov.au/env_ed/assets/pdf/freshtastes@school.pdf

Department of Health, NSW Department of Education and Training & The Heart Foundation. (2012). Healthy Kids. Retrieved from http://www.healthykids.nsw.gov.au

Langreth, R. & Stanford, D. D. (2011). Fatty Foods Addictive as Cocaine in Growing Body of Science. Retrieved from http://www.bloomberg.com/news/2011-11-02/fatty-foods-addictive-as-cocaine-in-growing-body-of-science.html

Monash University. (2012). Obesity in Australia. Retrieved from http://www.modi.monash.edu.au/obesity-facts-figures/obesity-in-australia/

NSW Health. (n.d.). Population Health and Strategic Direction. Retrieved from http://www.wsahs.nsw.gov.au/services/dsdph/CPH/Projects/Obesity.HTM

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