Clyde Waterfront Education curriculum resources. Lesson/project idea. Health. ealth. Cross curricular links

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1 Clyde Waterfront Education curriculum resources Lesson/project idea Health ealth Title Healthy living magazine Lesson/project focus Lesson: Health Project: Design and produce a Healthy Living magazine Short description Curricular area Health and Wellbeing Cross curricular links Technologies Science Age group Lower Secondary S2 Time allocation 12 Periods Cross cutting themes Curriculum for Excellence; Enterprise in Education; Assessment is for Learning; 4-15 National Priorities; ICT; Study Skills; Citizenship; Personal and Social Dev Applying k/u of subject Healthy Living in a project to design and make a health magazine. Description This idea will build upon k/u of Healthy Living by applying learning in a real life context through working in groups to design a new health magazine for all S1 pupils in the school. Aims of learning To meet learning objectives of lesson topic - healthy eating, nutrition, food, dietary disease, exercise, lifestyle etc Gain purposeful understanding by putting learning into real context by allowing pupils to find information that is important to the public, present it in a format that is widely accepted and present it effectively to help them gain more information regarding Healthy Living. They will also be putting learning into real context by working in teams, cooperating with others, researching, discussing, analysing, presentation of work, supporting others etc Achieve and identify the development of 4 capacities of a Curriculum for Excellence (i.e. enterprising skills and attitudes)

2 Outcomes of learning Subject knowledge gained and enhanced - healthy eating, nutrition, food, dietary disease, exercise, lifestyle etc Enterprising skills improved by developing creativity, confidence, positive attitude; increasing motivation to learning; taking responsibility and making decisions; consideration of others through group work and discussion; raising achievement and fostering ambition Developed employability skills: Communication, planning, organisation, time management, researching, co-operating, contributing, sourcing, negotiating, analysing, reporting, presenting, marketing and providing a free service Confidence of working independently from teacher-led lessons demonstrated by pupils taking control of the exercise using computers to take the lead, working with each other, deciding on the content of the exercise, presenting their final item as they wish. Pupils only need to use the classroom teacher as a support guide Pupils take responsibility for their learning through making decisions about the content of their magazine, the layout and the presentation Pupils have developed 4 capacities of CfE: - confident individuals as the task provides a sense of achievement and success through the magazine being published and made available to other pupils; ability to relate to others and manage themselves; communicating their own beliefs and views of the world in relation to Healthy Living. Furthermore, they will be able to make informed decisions throughout the task relating to content and layout and they will also be able - successful learners because it will provide enthusiasm and motivation for learning by adding fun and providing a sense of responsibility. It will provide the openness to discover new ways of thinking as they need to think of what others will want to read and how they will react, this will cause determination to reach high standards of achievement. Pupils will be able to use literacy, numeracy and communication skills throughout and there is a big emphasis on using technology. This project also gives scope for pupils to work in a very creative manner - effective contributors by communicating in different ways in different settings - social, class and home. They will also work in partnerships throughout and have the opportunity to lead and take initiative. Different roles would allow the pupils to each be in charge of a different aspect of the magazine project i.e. Editor. Finally, pupils will also be problem solving throughout and creating a developing a product which will be made available to others - responsible citizens through showing their commitment to participate in making people aware of the social, political, economic and cultural life that we live in regards to Health. Pupils will develop knowledge of the world, in relation to health, and be able to identify Scotland s place in it. By doing this it will encourage pupils to make informed choices and decisions about their own lives Resources A selection of Magazines Previous knowledge used in Home Economics, Business Studies, Computing Healthy eating leaflets (provided by the government) Business partners explain how Resources for project Sample magazine (as attached) Cameras for pupils to take photos, if they wish Computer lab PC & printers Team building ideas to encourage pupils to work together on a project

3 members of a team work together on a project Relevance to curriculum Supports 5-14 Technological Studies, Health/Environmental Studies Relevance of how curriculum topic on Healthy Living is relevant to work and life and how this subject knowledge is put into practice in a real situation

4 How to develop an enterprising lesson How will you provide a real context for learning? Developing confident individuals Pupils put their learning into a real context by forming their own magazine company and working within the context of meeting a business brief and trying to win a contract to supply the rest of the school with a healthy living magazine Teams will replicate a real life situation by presenting their product to an audience of their peers Partners in learning: make contacts with business and community groups who can offer advice/support on Healthy Eating, journalism, magazines/newspapers Look at the jobs that are linked to this task in a real context e.g. Home Economist, Dietician, Social Services Worker, Childcare, Education Services, Journalism, Media, Computing Action and participation activity: pupils work to complete their completed magazine within a time constraint and have to use their knowledge of Healthy living to support what they are trying to do Audience: Work will form a presentation of knowledge to peer group showing what they have done and how this information/knowledge is useful in the context of real life Developing responsible citizens izens How will you give responsibility to pupils for their learning? Independent learning was demonstrated through research, analysis, reporting, coordinating Pupils took responsibility for this learning by setting own goals/targets, researching, choosing areas of interest, creating layout, presentation Pupils made decisions (self and with group) about information to research, information to contain within project, who will do what, how they will do it, how they will create the final item, how they would carry the project forward and how to present their final item Pupils had a choice about research, reporting, evaluating suitability of research, layout, structure, presentation Pupils co-operated in the task by sharing with their peers in a team their ideas, thoughts and beliefs Pupils had control over how they organised themselves to complete their task by choosing their groups and deciding on specific roles for each member of the group Pupils solved problems by designing a magazine that would be suitable for a specific age group How will you develop relationships? Developing effective contributors Pupils worked together to generate ideas, research specific areas of Healthy Living, develop a final project/magazine Pupils were encouraged to work in a team with others through discussion, regularly meeting to decide on ideas and next steps, each having an important role which will bring the project together Pupils took on roles in a team by each having a clearly defined role i.e. researcher, editor etc Internal and external partners in learning were local newspapers, health centres and lifestyle centres

5 Pupils contributing and communicating was shown by continuously working in teams Pupils co-operating and negotiating was demonstrated through group discussion, class discussion How will you reflect on this learning? Developing successful learners Test k/u knowledge at end of unit (learning outcomes for lesson) by evaluating the suitability of the finished project (magazine) Reflect: Time can be built in at specific stages to review how they are getting on in their task and make changes if necessary e.g. when they are researching to ensure they are on the right track or when they begin to create layouts on the computer to ensure it follows the structure of a real magazine Assessment: Self/peer/teacher using worksheets in Enterprising Ideas books, self peer assessment marking sheets Record evidence for EiE and CfE (see above boxes for ideas) by keeping a folio regarding the work they are carrying out and the final item Identify skills that have been developed and ones that require more work by the teacher doing the final edit on the magazine before it goes to print Progression identified: Self awareness raised when teams could see what other teams had achieved and they could compare their work The impact of using this approach to learning was shown by the motivation of the pupils, the time and effort put in, the final presentation to peers and the competition between teams

6 Developing lifelong and employability e skills How will you establish links with external partners in order to put this into a real context and make this more relevant for young people? Employers/business engagement - local newspapers - health centres - lifestyle centres to provide information/talks/advice on research Local community - community links/culture Families involved in discussions about the impact of a healthy lifestyle within the family Is there an opportunity to highlight career opportunities? Working with the businesses above will highlight opportunities to possible career options such as Dietician, Health worker, Fitness Worker, Social Services, Child Care, Food Industry, Media, Journalism, Business i.e. Retail The experience of working as a food and health journalist will give the pupils a taste of being a part of a working company, whilst the individual roles will encourage pupils to think of particular careers Career information can be included in worksheets while pupils are working through them - e.g. on jobs related to health/food/media Careers adviser can also be asked to make an input to the lesson at any time At subject option choice time, pupils will be more aware of how subject knowledge can impact on careers profiled If this is i a lesson idea, how could you involve other curricular areas? Reviewing the process Science The Human Body/Dietary Disease Business Studies Using Microsoft Publisher Layout of a newspaper/magazine Administration Interview Process Physical Education Fitness The Human Body Art and Design Craft and Design production methods, design folios Art design/colour Languages/English Reports, creative writing, poetry, research

7 Could it be incorporated into an activity/project with a higher profile (for example, presentation, competition, production of materials, event)? Presentation to local newspaper as an insert into their newspaper Judged by a related business as above Competition in school for Best Magazine design of the whole year for all classes and the best will be printed and supplied to all S1 pupils

8 Brief outline of plan Timing Periods 1-2 Periods 2-3 Input and content Introduction of topic Establish the outcomes of learning Examine how Healthy Living effects our lives Difference between the lifestyles of eastern and western countries Understanding of why a healthy lifestyle is so important Outline of magazine design brief Individual designs to begin with Examine how teams work together and what skills are required Teacher activity Introduce lesson on Healthy Living by asking: What is a Healthy Living? What are the main areas that affect our day to day lives? What are we suffering from as a consequence of our current lifestyle? How can we find out what we need to do to change? How can we be more like countries that do not have the dietary / fitness problems we have? How can we tell people about this change in a fun and motivating way that will encourage them? Introduce lesson on creating a magazine by asking: How do they look? What different types are there? What is contained within them? Where can we find this info? How could we work together and with others to source this info? Pupil activity 1. Pupils research and report back what is health /what are the aspects that affect us /dietary diseases/change etc. Discuss and research in groups presenting back in class setting 2. Working in groups, pupils will use a variety of resources i.e. leaflets, books, internet etc to try to understand why healthy living is so important in Scotland s Society. Pupils will present their findings to the rest of the class Link with PE, Biology at this point would support and help explain what makes a healthy lifestyle so important 1. Using the knowledge they now have, design a magazine and cost how much material would be required to make it. Links with Maths on costing. Links with ART for the design process. Link with Computing, Business Ed or Admin would be good for ICT skills and using computer software 2. Links to outside agencies who work on healthy/ media projects would support this work. Pupils

9 could make contact and organise a visit to their offices or could be visited by an agency 3. Examine magazine examples - could help pupils form better understanding of how teamwork is essential. It also shows the designing in a real context Periods 4-10 Application of Healthy Living knowledge in a real context Form a company and design a magazine to compete to win the tender for a new magazine that will be given to all S1 pupils Within groups discuss individual designs which is most successful why Introduce magazine creation task by: Explaining the rules for the task How will you organise yourself and who will take on specific roles in the company? Safe use of all equipment Monitoring use and reminding class of time constraints 1. Class then forms groups and their own companies. Roles and responsibilities in each group to design their own company magazine are decided. Pupils must work on teambuilding and communication skills to finish on time and within budget constraints 2. All decisions must be made by the group with some support provided by staff Periods Group Presentations and evaluation of team and individual input Introduce presentation task by explaining how the pupils will present their project Organise the evaluation of the project with pupils deciding on how it should be done. Peers/teachers to attend a presentation session and judge. Self and peer evaluation should be promoted. A list of new skills gained should be organised with also a list of skills that the pupil needs to develop 1. Organise to present their results to peers. This will be the format for judging and feedback. Winning display to be set up in school and issued to all S1 pupils 2. Each group will decide on a winner and the winning group can then be announced. Pupils would then be asked to evaluate their work and input to their company. Pupils should also focus on personal learning and achievements as well as how they will progress their learning