HealthWizeHealth Literacy TeachingResource for Refugee andOther ESL Students

Produced by:The Victorian Foundation for Survivors of Torture Inc.

© The Victorian Foundation for Survivors of Torture Inc., 2004

All rights are reserved. Material in this teaching resource may be reproduced, translated or adapted to meetlocal needs without prior permission, subject to acknowledgement of the source. No commercial use or sale ispermitted.

ISBN 0 9752132 0 2

While best efforts have been made to ensure the accuracy of the information in this publication, readers arereminded that it is a guide only. It is understood that those implementing the program will remain vigilant totheir professional responsibilities, and exercise their professional skill and judgement at all times. The VictorianFoundation for Survivors of Torture cannot be held responsible for error or for any consequences arising fromthe use of information contained in this publication and disclaims all responsibility for any loss or damagewhich may be suffered or caused by any person relying on the information contained herein.

Writer: Althea Thomas Designer: Lynda Patullo, Green Poles Design, e-mail: patullo@netspace.net.au Illustrations: Dean Rankine, e-mail: rankine@alphalink.com.au Copy editor: Lynn Buchanan Audio file production: Adult Multicultural Education Services, www.ames.net.au Project coordinator: Annerose Reiner, The Victorian Foundation for Survivors of Torture

Published by The Victorian Foundation for Survivors of Torture Inc.6 Gardiner Street, Brunswick, Victoria 3056, Australia E-mail: administrator@survivorsvic.org.au

Copies of this resource can be downloaded from www.survivorsvic.org.au for use in the classroom.

The HealthWize – Health Literacy Teaching Resource for Refugee and Other ESL Students was developed by TheVictorian Foundation for Survivors of Torture Inc. in the context of the Pathways to Resilience Project.

The project was funded by the Australian Government Department of Health and Ageing under its NationalSuicide Prevention Strategy. Contributions were also received from the ANZ Trustees Strategic ImpactProgram (which is funded through the following trusts: The Ernest Edward Truby & Florence Williams Trust,Theodatus John Sumner Estate, Leigh & Marjorie Bronwen Murray Charitable Trust, The Ella & MitchellBrazier Fund, George Thomas and Lockyer Potter Charitable Trust, Louisa M Henty Estate, James R HartleyEstate, Rena Vessey Hall Estate, Alfred Edments Estate, Charles & Jessie Strong Trust).

This teaching resource is part of a series of school resources developed in the context of VFST’s work withschools.

Other resources produced include: • School’s In for Refugees – Whole School Guide to Refugee Readiness (2004)• Human Rights and Refugee Issues Teaching Resource (2004)• The Rainbow Program for Children in Refugee Families (2002)• Kaleidoscope Program: Working with young people who are refugees (1996, 2000) • Kaleidoscope Program: Working with whole classroom (2004)

These resources are targeted at both primary and secondary level English Language Schools/Centres,mainstream schools and other educational settings. Copies of these resources are available atwww.surviorsvic.org.au.

ii HealthWize © VFST

Many individuals, schools and organisations gave their time and advice to the developmentof HealthWize – Health Literacy Teaching Resource for Refugee and Other ESL Students.

Particular thanks go to the Project Steering Committee, the Brunswick English LanguageCentre and Noble Park English Language School, teachers and students from both schoolswho piloted the material, members of the expert task group who provided professionaladvice in the development of HealthWize and VFST staff.

Liz Aird, Department of Education & TrainingRoula Andreadakis, Noble Park English Language SchoolToula Arkoudis, Brunswick English Language CentreChantal Arulanandam, Department of Education & TrainingMichael Bartley, Brunswick Secondary CollegeRos Beaton, Department of Education & TrainingWendy Bort, Western English Language School Anne Boscutti, Austin HealthChris Creighton, Noble Park English Language SchoolLarraine Czerniewicz, Noble Park English Language SchoolCathy Fitzpatrick, Collingwood English Language SchoolSandy Gifford, Deakin University and Victorian Foundation for Survivors of Torture Elizabeth Gower, Noble Park English Language SchoolJane Grant, Victorian Foundation for Survivors of TortureMichelle Harmer, Victorian Foundation for Survivors of TorturePaul Hoban, Brunswick English Language Centre Jackie Hoggart, Victorian Foundation for Survivors of TortureIda Kaplan, Victorian Foundation for Survivors of TortureTherese Kearney, Department of Education & TrainingRoslyn Leary, Victorian Foundation for Survivors of TortureNadine Liddy, Centre for Multicultural Youth IssuesLorraine Lockhart, Brunswick Secondary CollegePam Luizzi, Department of Education & TrainingAnne Marie Lynzaat, Brunswick English Language CentreJudy Maguire, Department of Education & TrainingBarbara Mahle, Brunswick English Language CentreSpiroula Marinovic, Brunswick English Language CentreBernie Marshall, Deakin UniversityNerida Matthews, Department of Education & TrainingMark Melican, Springvale English Language Centre AC

KNOW

LEDG

EMEN

TS

iiiHEALTHWIZE Acknowledgements

Acknowledgements

Jenny Mitchell, Victorian Foundation for Survivors of TortureGeorge Panousieris, Australian Red Cross, Victorian OfficeDebbie Peynenborg, Kensington Primary SchoolAndrea Rea, Collingwood English Language SchoolJoanne Richmond, St Albans Primary School

Penny Storey, Department of Education and TrainingMardi Stow, Victorian Foundation for Survivors of TortureJeanette Vadala, Western English Language SchoolKim Webster, Victorian Foundation for Survivors of TortureRuth Wraith, Royal Children’s Hospital

iv HealthWize © VFST

Susie Strehlow, Victorian Foundation for Survivors of Torture

Foreword viiGlossary ixOverview of Key Understandings and Curriculum Links xHow to Use HealthWize xvii

Teacher Notes and Student WorksheetsAudio Files Overview 2Unit 1: What is Health? 3Unit 2: Changing Cultures 23Unit 3: Feelings and Emotions 35Unit 4: Making Friends and Connections 57Unit 5: How Can I Change the Way I Feel? 79Unit 6: I Have a Problem 103Unit 7: Health Professionals 117Unit 8: The Community Health Centre 133Unit 9: Making an Appointment 141Unit 10: Paying for Health Care in Australia 155Unit 11: Health Rights and Responsibilities 165

Resources• Useful Contacts 183• World map 184• Bibliography and websites 185CO

NTEN

TS

vHEALTHWIZE Contents

Contents

vi HealthWize © VFST

The global displacement of people and abuse of human rights is a fact of our time. Thereare at present over 20 million refugees and even more people of concern to the UnitedNations High Commissioner for Refugees. Over two-thirds of refugees are women andchildren.

1Since the Second World War, Australia has received over 650,000 refugees for

resettlement and is one of sixteen countries around the world to have developed a formalrefugee resettlement program.

2One of the greatest challenges for newly arrived refugees is

being able to rebuild their lives and make a new home in Australia full of their hopes anddreams. Schools have a vital role to play in facilitating this process for young refugees andtheir families.

Refugees come to Australia from many countries and cultures, yet share many commonexperiences. Conflict, persecution and fear have compelled them to leave their homes andcountries. They have endured great loss, deprivation and uncertainty. Their health andeducation needs are unlikely to have been addressed for long periods of time. Thesedisruptive and traumatic experiences may have a lasting impact on the development ofchildren and young people as they settle in their new country.

3

It is not uncommon for difficulties during the resettlement process to cause furtherdisruption to opportunities for development. Families may well have been separatedthrough war and surviving parents are likely to be traumatised, culturally and linguisticallyisolated and economically disadvantaged within Australian society.

4Regardless of their

school experience, all children and young people from refugee backgrounds will have littleknowledge of the support systems that are available to them, and may not know where toturn for advice.

The importance of the school being a supportive environment cannot be overstated. Schoolshave a key role to play in assisting children and young people and their families to overcomedifficult and often traumatic pasts and in making a new home in Australia.

4Feeling valued

through social connections with others, being able to participate in the community,developing English language skills and learning about Australian ways of life are allimportant for enhancing confidence and self-esteem. On arrival at their first Australianschool, students will have had disrupted schooling and many will require specialist supportto learn English. Many children and young people may be unfamiliar with the schoolenvironment having had little or no schooling prior to arrival in Australia. Others may havehad very different, or negative, schooling experiences.

The HealthWize teaching resource is a multifaceted approach to addressing these barriers tohealth and education, and is particularly useful at early stages of settlement. It encourages FO

REW

ORD

viiHEALTHWIZE Foreword

Foreword

the development of health literacy, provides knowledge of the Australian health system, anddevelops skills to use health services. It tackles difficult emotional issues and suggestsstrategies for managing them. It provides the opportunity for students to consider their ownhealth issues and to become aware of available support services while learning English.Teachers will find this a useful and accessible resource for students at the early stages oflearning English as a second language.

MS ROS BEATON,Manager, Strategy, Cultural and Linguistic Diversity Strategy Unit, Department of Education & Training, Melbourne

PROFESSOR SANDY GIFFORD,Director, Refugee Health Research Centre, LaTrobe University and The Victorian Foundation for Survivors of Torture, Melbourne

1 United Nations High Commissioner for Refugees 2001, Women, Children and Older Refugees: The Sex and AgeDiscrimination of Refugee Populations with a Special Emphasis of UNHCR Policy Priorities, Population Data Unit,Population and Geographic Section, UNHCR, Geneva; United Nations High Commissioner for Refugees 2002,Refugees by Numbers, UNHCR, Geneva.

2 United Nations High Commissioner for Refugees 2004, 2003 Global Refugee Trends: Overview of Refugee Populations,New Arrivals, Durable Solutions, Asylum-Seekers and Other Persons of Concern to UNHCR, Population Data Unit,Division of Operational Support, UNHCR, Geneva.

3 Maksoud, M 1993, Helping Children to Cope with the Stresses of War: A Manual for Parents and Teachers, United NationsChildren’s Fund.

4 Collins, J 1998, ‘Immigrants and Inequality in Australia in the 1990s’, Migration Action, vol. XX, no 3, December1998; Watson, I 1988, ‘Long-term Unemployment and NESB Immigrants’, Migration Action, vol. XX, no. 3,December 1998.

5 Melzak, S and Warner, R 1992, Integrating Refugee Children in Schools, Medical Foundation UK; Rutter, J 1994,Refugee Children in the Classroom, Trentham Books, London.

viii HealthWize © VFST

Glossary of English as a Second Language (ESL) terms

Scaffolding: providing the structure which students need to build and develop text to meetthe conventions of a particular purpose.

Pre-teaching: the preparation of students in activities which introduce the necessaryvocabulary, themes and structures so that students can understand the texts they have tostudy (e.g. the vocabulary, socio-historic context of a particular novel/film).

Cloze: filling in the gaps in written texts. Certain words are missing from the text andstudents have to use the linguistic clues in the context to complete the text. There are twotypes – open close (this means students are free to choose the word they supply) and closedclose (a list of words is supplied and students select the suitable one for each gap).

Cueing systems: in the ESL context this means supplying cues like pictures to trigger thestudents’ response, e.g. a picture of a cat to elicit students to produce the word orally or inwriting.

Purpose features: activities designed to assist students to identify the salient features bywhich we recognise the communicative purpose of the text.

Pronoun referrals: the introduction of a subject by a noun, then using a pronoun to referto this subject, e.g. The car is in the garage. It is a green sedan.

CALD: Culturally and Linguistically Diverse.

Word attack skills: strategies a student uses to read a word, e.g. using a phonetic approachto decode letters or drawing on memory, experience, association or context to articulate theword.

GLOS

SARY

ixHEALTHWIZE Glossary

Glossary

x HealthWize © VFST

Ove

rvie

w of

Key

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inks

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Activ

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pect

s of

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abits

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heal

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y he

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hab

its

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abou

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Mak

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for s

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form

atio

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Cate

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Note

-taki

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tabl

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orki

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pai

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roup

s•

Min

d m

appi

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info

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on a

Ven

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•

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Heal

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iew

of h

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–ph

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, em

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pirit

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Heal

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xiHEALTHWIZE Overview

Unit

Activ

ities

Lang

uage

ski

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cus

Key

unde

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ndin

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F2 li

nks

Unit

2

Chan

ging

Cultu

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Unit

3

Feel

ings

and

Emot

ions

A1:

Map

ping

the

jour

ney

A2:

Fam

ily g

ifts

A3:

Som

ethi

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y cu

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A4:

My

hand

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A7:

Rem

embr

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A7:

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my

life

A1:

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they

feel

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A2:

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ay w

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here

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pres

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Emot

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caus

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xii HealthWize © VFST

OVER

VIEW

Unit

Activ

ities

Lang

uage

ski

lls/fo

cus

Key

unde

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ndin

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F2 li

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Unit

4

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A2:

Peop

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A3:

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A5:

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of f

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to m

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of v

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0: F

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cat

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to

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mpl

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Pres

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erfe

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Com

para

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itiat

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ain

conv

ersa

tions

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ve a

nd re

ceiv

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mpl

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Mak

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fer t

o sh

are/

help

•

Enco

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hers

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k to

join

in

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meo

ne•

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lang

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ne o

f voi

ce•

Stre

ss a

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tona

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ake

a tim

elin

e•

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pla

y•

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appi

ng•

Note

taki

ng•

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e a

poem

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rite

a de

scrip

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Frie

nds:

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rtanc

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frie

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ersa

l qua

litie

s of

frie

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lopi

ng fr

iend

ship

s; c

hang

ing

frien

dshi

ps; r

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tiven

ess

and

body

lang

uage

; mai

ntai

ning

con

nect

ion

with

cultu

re o

f orig

in; o

ppor

tuni

ties

for

mak

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frien

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Aus

tralia

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OVER

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xiiiHEALTHWIZE Overview

Unit

Activ

ities

Lang

uage

ski

lls/fo

cus

Key

unde

rsta

ndin

gsCS

F2 li

nks

Unit

5

How

Can

Ich

ange

the

Way

IFe

el?

Unit

6

I Hav

e a

Prob

lem

A1:

Wha

t is

stre

ss?

A2:

Why

are

they

stre

ssed

?A3

: W

hat c

ause

s us

stre

ss?

A4:

Stre

ss s

igns

A5:

Unde

rsta

ndin

g st

ress

A6:

Help

ful a

nd u

nhel

pful

thin

king

A7:

Unde

rsta

ndin

g th

e im

pact

of

help

ful a

nd u

nhel

pful

thin

king

A 8:

Sh

amin

’s st

reng

ths

A 9:

M

y st

reng

ths

A10:

Stre

ss b

uste

rsA1

1 W

ill th

is s

trate

gy h

elp

me?

Fou

rCo

rner

s Ga

me

A1:

Wha

t is

the

prob

lem

? W

hat c

anth

ey d

o?A2

: Lj

ubja

na’s

stor

yA3

: Am

ir’s

stor

yA4

: M

y su

ppor

tsA5

: M

igra

tion

and

heal

thA6

: W

ho c

an I

talk

to?

Wha

t sho

uld

Ido

?

• M

odal

s –

will

/wou

ld, c

an/c

ould

• Si

mpl

e pr

esen

t•

Cond

ition

als

• Co

mpl

ex s

ente

nces

• St

reng

ths

voca

bula

ry•

Expr

essi

ng fe

elin

gs•

Talk

ing

abou

t stre

ngth

s•

Talk

ing

abou

t pos

sibi

lity

• Hy

poth

esis

ing

• Ch

alle

ngin

g se

lf or

oth

ers

• No

te-ta

king

• W

orki

ng in

gro

ups

• Li

sten

ing

for s

peci

fic in

form

atio

n•

Usin

g in

tona

tion

as a

cue

tom

eani

ng•

Inte

rpre

ting

carto

ons

• W

ritin

g a

desc

riptiv

e es

say

• Re

adin

g fo

r spe

cific

info

rmat

ion

• M

odal

s –

can/

coul

d, w

ill/w

ould

,sh

ould

• Co

nditi

onal

sta

tem

ents

• Si

mpl

e pr

esen

t•

Sim

ple

past

• Ta

lkin

g ab

out p

ossi

bilit

y•

Talk

ing

abou

t con

sequ

ence

s•

Talk

ing

abou

t pro

blem

s•

Givi

ng a

dvic

e•

Read

ing

for s

peci

fic in

form

atio

n•

Unde

rsta

ndin

g se

quen

ce•

Brai

nsto

rmin

g•

Conc

ept m

appi

ng

• W

ritin

g lis

ts

Stre

ss: c

ause

s of

stre

ss, i

mpa

ct o

nm

ind

and

body

; hel

pful

and

unh

elpf

ulco

ping

stra

tegi

es; i

nteg

ratin

g pa

stev

ents

con

stru

ctiv

ely.

Seek

ing

help

: im

porta

nce

of e

arly

iden

tific

atio

n an

d in

terv

entio

n to

addr

ess

prob

lem

s; s

harin

g pr

oble

ms;

prob

lem

sol

ving

, ack

now

ledg

ing

stre

sses

of s

ettle

men

t; co

nnec

tion

betw

een

heal

th a

nd a

bilit

y to

lear

n;fo

rmal

and

info

rmal

sup

port

peop

le;

role

of p

rofe

ssio

nal ‘

help

ers’

.

ESL

Com

pani

on to

the

Engl

ish

CS2:

• Li

sten

ing

and

Spea

king

Out

com

esS2

.1, S

2.2,

S2.

3, S

2.4

• Re

adin

g Ou

tcom

es S

2.1,

2.3

• W

ritin

g Ou

tcom

es S

1.1,

S2.

2, S

2.3

Heal

th a

nd P

hysi

cal E

duca

tion:

• Se

lf an

d Re

latio

nshi

ps, L

evel

s 5,

6,

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omes

HPS

R050

1, H

PSR0

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, HPS

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pani

on to

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ish

CSF2

:•

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enin

g an

d Sp

eaki

ng O

utco

mes

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, S2.

2, S

2.3,

S2.

4•

Read

ing

Outc

omes

S2.

1, S

2.2,

S2.

3,2.

4•

Writ

ing

Outc

omes

S1.

1

Heal

th a

nd P

hysi

cal E

duca

tion:

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alth

of I

ndiv

idua

ls a

ndPo

pula

tions

, Lev

els

4, 5

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com

esHP

IP04

02, H

PIP0

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xiv HealthWize © VFST

OVER

VIEW

Unit

Activ

ities

Lang

uage

ski

lls/fo

cus

Key

unde

rsta

ndin

gsCS

F2 li

nks

Unit

7

Heal

thPr

ofes

sion

als

Unit

8

The

Com

mun

ityHe

alth

Cen

tre

A1:

Wha

t wor

k do

hea

lth p

rofe

s-si

onal

s do

?A2

: W

hat d

oes

a GP

do?

A3:

Wha

t doe

s a

coun

sello

r do?

A4:

Whe

re c

an I

find

a de

ntis

t?A5

: ‘I’

ve g

ot a

pro

blem

’, ja

zz c

hant

.

A1:

Wha

t is

a Co

mm

unity

Hea

lthCe

ntre

? A2

: Co

mm

unity

Hea

lth C

entre

cros

swor

d pu

zzle

A3:

Glen

vale

Com

mun

ity H

ealth

Cent

reA4

: Fi

nd a

Com

mun

ity H

ealth

Cen

trene

ar y

ou

• Si

mpl

e pr

esen

t que

stio

ns a

ndst

atem

ents

• He

alth

-spe

cific

voc

abul

ary

• M

odal

s –

mig

ht•

Expr

essi

ng p

ossi

bilit

y•

Givi

ng a

dvic

e •

Mak

ing

sugg

estio

ns•

Rhyt

hm/s

tress

tim

ing

• Sk

imm

ing/

scan

ning

• Re

adin

g fo

r spe

cific

info

rmat

ion

• Si

mpl

e pr

esen

t •

Aski

ng q

uest

ions

• He

alth

-spe

cific

voc

abul

ary

• Ta

lkin

g ab

out o

ccup

atio

ns•

Read

ing

and

findi

ng s

peci

ficin

form

atio

n fro

m b

roch

ures

• Us

ing

the

inte

rnet

to lo

cate

ser

vice

s•

Usin

g th

e Ye

llow

Pag

es•

Com

plet

ing

a cr

ossw

ord

puzz

le

Heal

th p

rofe

ssio

nals

: rol

e of

GPs

,sp

ecia

lists

, cou

nsel

lors

, soc

ial w

orke

rs,

opto

met

rists

, den

tists

, sur

gerie

s;re

ferr

als;

con

fiden

tialit

y.

Com

mun

ity H

ealth

Cen

tres

and

serv

ices

for y

oung

peo

ple:

GPs

, alli

edhe

alth

pro

fess

iona

ls a

nd y

outh

wor

kers

, fre

e or

low

-cos

t ser

vice

s,su

ppor

t gro

ups

and

youn

g pe

ople

’sin

tere

st g

roup

s.

ESL

Com

pani

on to

the

Engl

ish

CSF2

:•

List

enin

g an

d Sp

eaki

ng O

utco

mes

S2.1

, S2.

2, S

2.3,

S2.

4•

Read

ing

Outc

omes

S2.

1, S

2.2,

S2.

3,S2

.4•

Writ

ing

Outc

omes

S1.

1

Heal

th a

nd P

hysi

cal E

duca

tion:

•

Heal

th o

f Ind

ivid

uals

and

Popu

latio

ns, L

evel

s 3,

4, 5

,Ou

tcom

es H

PIP0

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Com

pani

on to

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ish

CSF2

:•

List

enin

g an

d Sp

eaki

ng O

utco

mes

S2.1

, S2.

2, S

2.3,

S2.

4•

Read

ing

Outc

omes

S2.

1, S

2.2,

S2.

3,S2

.4•

Writ

ing

Outc

omes

S1.

1, S

1.2,

S1.

3

Heal

th a

nd P

hysi

cal E

duca

tion:

• He

alth

of I

ndiv

idua

ls a

ndPo

pula

tions

, Lev

el 5

, Out

com

eHP

IP05

02

OVER

VIEW

xvHEALTHWIZE Overview

Unit

Activ

ities

Lang

uage

ski

lls/fo

cus

Key

unde

rsta

ndin

gsCS

F2 li

nks

Unit

9

Mak

ing

anAp

poin

tmen

t

Unit

10

Payi

ng fo

r Hea

lthCa

re in

Aus

tralia

A1:

Sam

goe

s to

the

doct

orA2

: Za

hra

mak

es a

n ap

poin

tmen

t A3

: Za

hra

prep

ares

for h

er v

isit

toth

e do

ctor

A4:

Patie

nt in

form

atio

nA5

: Ge

t the

bes

t fro

m y

our v

isit

toth

e do

ctor

A1:

Wha

t is

Med

icar

e?A2

: Co

mpl

ete

a M

edic

are

enro

lmen

tfo

rm

• Si

mpl

e pa

st•

Sim

ple

pres

ent

• Po

lite

requ

est

• Im

pera

tives

•

Form

ing

ques

tions

• As

king

for a

nd g

ivin

g in

form

atio

n•

Usin

g th

e te

leph

one

• Us

ing

a te

leph

one

dire

ctor

y•

Filli

ng in

a fo

rm

• Re

cogn

isin

g an

d us

ing

appr

opria

tere

gist

er•

Role

pla

y•

Writ

ing

conn

ecte

d te

xt fr

om n

otes

• Si

mpl

e pr

esen

t•

Heal

th c

are

syst

em s

peci

ficla

ngua

ge•

Read

ing

for s

peci

fic in

form

atio

n•

Rete

lling

•

Form

filli

ng•

Wor

king

in g

roup

s •

Prob

lem

sol

ving

•

Read

ing

and

unde

rsta

ndin

g si

gns,

form

s an

d fa

ct s

heet

s

Prep

arin

g fo

r app

oint

men

t to

see

GP:

inte

rpre

ter,

leng

th o

f con

sulta

tion

time,

choi

ce o

f mal

e/fe

mal

e do

ctor

;pr

epar

atio

n of

que

stio

ns a

nd m

edic

alhi

stor

y; s

uppo

rt pe

rson

, dea

ling

with

envi

ronm

ent o

f doc

tor’s

sur

gery

.

Conc

ept o

f Med

icar

e: e

xpla

inin

gM

edic

are;

ser

vice

s co

vere

d/no

tco

vere

d; c

once

pt o

f bul

k bi

lling

;ap

plyi

ng fo

r Med

icar

e ca

rd a

nd a

gere

stric

tions

.

ESL

Com

pani

on to

the

Engl

ish

CSF2

:•

List

enin

g an

d Sp

eaki

ng O

utco

mes

S2.1

, S2.

3, S

2.4

• Re

adin

g Ou

tcom

es S

2.1,

S2.

4•

Writ

ing

Outc

omes

S1.

1, S

2.1,

S1.

2,S2

.2, S

1.3

Heal

th a

nd P

hysi

cal E

duca

tion:

•

Heal

th o

f Ind

ivid

uals

and

Popu

latio

ns, L

evel

s 3,

4, 5

,Ou

tcom

es H

PIP0

302,

HPI

P040

2,HP

IP05

02

ESL

Com

pani

on to

the

Engl

ish

CSF2

:•

List

enin

g an

d Sp

eaki

ng O

utco

mes

S2.1

, S2.

2, S

2.3,

S2.

4•

Read

ing

Outc

omes

S2.

1, S

2.2,

S2.

3,S2

.4•

Writ

ing

Outc

ome

S2.1

Heal

th a

nd P

hysi

cal E

duca

tion:

• He

alth

of I

ndiv

idua

ls a

ndPo

pula

tions

, Lev

el 6

, Out

com

eHP

IP06

02

xvi HealthWize © VFST

OVER

VIEW

Unit

Activ

ities

Lang

uage

ski

lls/fo

cus

Key

unde

rsta

ndin

gsCS

F2 li

nks

Unit

11

Heal

th R

ight

san

dRe

spon

sibi

litie

s

A1:

Wha

t are

you

r hea

lth ri

ghts

and

resp

onsi

bilit

ies?

A2:

Wha

t do

thes

e rig

hts

mea

n?A3

: W

hat d

o th

ese

resp

onsi

bilit

ies

mea

n?A4

: Ho

w d

o I s

ay it

? A5

: Pr

oble

m s

olvi

ngA6

: Ri

ghts

and

resp

onsi

bilit

ies,

role

play

• Si

mpl

e pr

esen

t•

Sim

ple

past

• Ta

lkin

g ab

out r

ight

s an

d re

spon

si-

bilit

ies

• Ta

lkin

g ab

out n

eces

sity

• Ex

plai

ning

• As

king

for c

larif

icat

ion

• As

king

abo

ut m

edic

atio

n•

Aski

ng a

bout

alte

rnat

ives

• In

terp

retin

g m

eani

ng a

nd w

ritin

g in

sim

pler

term

s•

Prob

lem

sol

ving

• W

orki

ng in

gro

ups

• Ro

le p

lay

Patie

nt ri

ghts

: con

fiden

tialit

y,in

form

atio

n pr

esen

ted

to b

eun

ders

tand

able

for p

atie

nt, s

eeki

ngse

cond

opi

nion

, ref

usin

g tre

atm

ent,

mak

ing

com

plai

nt, s

uppo

rt pe

rson

.

Patie

nt re

spon

sibi

litie

s: p

rovi

ding

com

plet

e in

form

atio

n, a

nsw

erin

gqu

estio

ns h

ones

tly, c

o-op

erat

ion

and

com

plia

nce,

see

king

hel

p, s

uppo

rting

othe

rs in

nee

d, c

ondu

ct in

em

erge

ncy

situ

atio

ns.

ESL

Com

pani

on to

the

Engl

ish

CSF2

:•

List

enin

g an

d Sp

eaki

ng O

utco

mes

S2.1

, S2.

2, S

2.3,

S2.

4•

Read

ing

Outc

omes

S2.

1, 2

.2, 2

.3,

2.4

• W

ritin

g Ou

tcom

e S2

.1

Heal

th a

nd P

hysi

cal E

duca

tion:

• He

alth

of I

ndiv

idua

ls a

ndPo

pula

tions

, Lev

el 6

, Out

com

eHP

IP06

02

BackgroundThe Victorian Foundation for Survivors of Torture (VFST) developed and piloted theHealthWize teaching resource as part of a schools project conducted from 2001 to 2004.The schools project contributed to VFST’s broader health promotion and direct servicestrategies in schools. Within the project, HealthWize was piloted in two English languagesettings, namely the Brunswick English Language Centre and the Noble Park EnglishLanguage School.

The teaching resource was written by experienced English as a Second Language (ESL)teacher, Ms Althea Thomas, based on VFST’s extensive consultation with refugee students,their families, and health and teaching professionals working with them.

The writer recieved input from other experienced teachers and mental health and teachingprofessionals with expertise in health promotion.

Who will benefit from the teaching resource?The HealthWize teaching resource has been developed for new-arrival students aged 12 to18 and is targeted at those from refugee backgrounds. Nevertheless, it has been designed fora ‘whole-class’ approach and hence is suitable for use in classes where there are also non-refugee students.

It is expected that the materials will be used primarily in English language schools andcentres but they are also suitable for mainstream ESL and Health programs. The first sixunits can be adapted for use in upper primary ESL programs. Many of the units are alsosuitable for use in young adult ESL programs, particularly those which target refugee youth.

The material is most suited to students at S2 level or a high S1 level on the ESL Companionto the English Curriculum Standards Framework (CSF2) document for Victoriangovernment schools. However, with modification and additional scaffolding the materialcould also be used for students at a lower level. Students at S1 level can participate in someof the activities but will need additional literacy activities targeted to their needs.

HOW

TO

USE

HEAL

THW

IZE

xviiHEALTHWIZE How to use HealthWize

How to Use HealthWize

The aims of the HealthWize teaching resourceUsing language learning as the medium, the teaching resource aims to develop healthawareness, health literacy, and skills in using formal and informal sources of health care andsupport.

The teaching resource recognises that students from refugee backgrounds may faceparticular physical and mental health issues as a result of their refugee and resettlementexperiences, yet may have difficulty understanding and accessing an unfamiliar health andsocial support system. Schools provide an important context in which students can learnabout health and health services in a non-stigmatising and natural way.

While there are other teaching resources exploring health issues, they are not specificallydesigned for young people at beginner-level English. VFST has, for example, developedother valuable resources such as the Kaleidoscope Program for delivery to small groups ofrefugee students, with the support of a mental health agency. HealthWize builds on and isdesigned to complement VFST’s existing group-based programs, but as a stand-aloneresource.

The specific aims of HealthWize are to:• enhance refugee young people’s awareness of their own physical and mental health,• enable refugee young people to learn about informal sources of support available to them

to address health issues,• enhance refugee young people’s capacity to articulate social, emotional and physical

health issues,• enhance refugee young people’s ability and confidence to identify and access relevant

formal sources of support within Australian health and social support systems,• assist refugee young people to develop an appreciation of the barriers they may face in

accessing health and support services and how these can be addressed,• enable refugee young people to develop English language skills in reading, writing,

speaking and listening in order to understand health issues and access health and socialsupport services.

xviii HealthWize © VFST

HOW

TO

USE

HEAL

THW

IZE

Teaching HealthWizeUnits 1 to 6 of HealthWize are interactive and encourage students to learn about theiremotional wellbeing. To ensure that students feel comfortable and safe sharing their storiesand experiences, it is suggested that teachers establish rapport with their students beforecommencing teaching the resource.

The resource can be taught in a variety of ways. While it is preferable to teach it sequentially,the resource lends itself to selective teaching of units and related activities according to need.It is recommended, however, that high priority be given to the early units because of theirattitudinal focus. Unit 5, which deals with ways to cope with stressful situations, is anoptional unit. It requires presentation by teachers who have participated in some relevanttraining in conducting mental health promotion activities in the classroom.

Teachers may also use student activities selectively if time is limited and ESL teachers maymake these decisions depending on their focus on language acquisition.

The resource can also be taught to meet a range of outcomes in the Health and PhysicalEducation Key Learning Areas (KLAs).

Teachers may naturally have their own ideas on how to structure the teaching ofHealthWize.

Time allocationTime allocation for teaching the resource depends on the way teachers choose to use it andthe level of English of their various students. Given that the resource has 11 units withnumerous activities per unit it is realistic to recommend two double sessions per unit,amounting to a total of 22 double sessions for the entire resource.

The following scenarios are possible:• teaching HealthWize once per week (one double session) – two school terms need to be

allocated, • teaching HealthWize twice per week or more frequently (and across different KLAs) –

one school term is sufficient.

HOW

TO

USE

HEAL

THW

IZE

xixHEALTHWIZE How to use HealthWize

Supporting refugee students’ use of HealthWizeHaving come from situations of war and conflict, students from refugee backgrounds havebeen exposed to traumatic events and are likely to have suffered a high degree of loss – fromthe loss of their homes and possessions to the more significant losses of friends, relatives,close family members and connections to their communities. On arrival in Australia, manyrefugee families face a high degree of social disadvantage.

As a result of these experiences some young people may suffer psychological difficulties, suchas grief, depression, anxiety and post-traumatic stress symptoms, e.g. sleeplessness andflashbacks.

The following sections suggest ways in which students with refugee experiences might besupported by HeathWize.

Dealing with sensitive issues raised by studentsThe material in the teaching resource has been designed so that control over the level ofdisclosure of personal information remains with students themselves. However, given thatmany exercises draw on students’ experiences, there is a possibility that information of apersonal, sensitive or traumatic nature may be disclosed. For some students, participationin the exercises in the teaching resource may be the first opportunity they have had to talkabout themselves and their lives in a context that is safe and familiar.

If disclosure occurs the following approach is suggested:• Acknowledge the feeling generated by the event (e.g. ‘That must have been very

frightening for you’). • Affirm the difficulties or bravery in speaking about the event.• Acknowledge that those feelings have been felt by other students who have experienced

a similar event.• Acknowledge that even though the circumstances of the event have passed and students

are now safe, the memories can remain and may still be distressing.• Ask the student if there is anything further they would like to say about the event.• Suggest that if they would like to discuss anything further, you would be available at a

later time.

When traumatic or sensitive information is disclosed in a class context, it is important to bemindful of both the needs of the student concerned and the impact of disclosure on otherstudents in the group. Where the information is of a sensitive nature, it is appropriate tofollow up with the student after the class.

Disclosure of sensitive material may present an opportunity to identify strategies for dealingwith issues, either with the individual student or with the group as a whole (either at thetime or in a later session).

xx HealthWize © VFST

HOW

TO

USE

HEAL

THW

IZE

Identifying and referring students requiring counselling and supportWhen conducting the HealthWize program, students will be identified who require moreintensive support to deal with their settlement and refugee experiences.

A referral for counselling may be required if students persistently show any of the followingbehaviours or they report difficulties:• deterioration in school performance,• frequent or extended school non-attendance,• pain such as headaches, stomach aches or other illness,• regressive behaviours such as bed-wetting, tantrums or clinging,• aggression or reduced control over behaviour, extreme irritability,• risk-taking behaviour, e.g. sexual activity, drug and alcohol abuse,• depression, withdrawal, apathy or guardedness,• fierce self-sufficiency, rejection of help,• uncontrolled frequent crying or other extreme emotional reactions to mild events,• sleep problems: too much or too little, nightmares,• easily startled by noise,• re-enactment of a traumatic event in play, HO

W T

O US

E HE

ALTH

WIZ

E

xxiHEALTHWIZE How to use HealthWize

Dealing with disclosure during a group activityA group of recently arrived refugee and migrant students, aged 14-17, were partic-ipants in a Kaleidoscope Program at their school. Students had been bringing itemsof clothing as their ‘cultural object’ and talking about what the clothes meant in theirculture. One of the participants, who had been very quiet in the group, produced aberet and started to explain how he had obtained it. He described a battle on his streetwith soldiers being injured and dragged to safety by villagers. He said that he alsoattempted to drag a soldier to safety but the soldier died in his arms. He recountedthe soldier giving him the beret to remember him by.

Total silence followed in the group. The group facilitator thanked him for what hehad said and commented how difficult it must have been to speak about such a sadevent. She went on to say that he was brave to tell and that it was a special memorywhich would not leave him. She also said, ‘The beret is very special and we areprivileged to hear about it and be trusted with the story’. The facilitator asked the restof the group if they wanted to say something. One student asked, ‘How did you doit?’. Another commented ‘It was sad to hear the story’.

In a follow-up with the student on his own, he said he needed nothing further.Notably, his participation in the group in subsequent sessions was more active than ithad been before the disclosure.

• very poor concentration,• fear, worrying a lot.

The school’s usual process for making a referral should be followed.

Where it is appropriate and consistent with school protocol, discuss the matter directly withthe student:• Approach them individually and express what you have noticed by way of a difficulty and

how this has led you to wonder if they are having a problem with their current situation.• Ask what might make things easier and whether you can help in any way.• Let them know that it is not unusual for young people to feel that way, particularly if they

have experienced hardships and violence before coming to Australia.• Ask if they have had any bad experiences before arrival or since arrival which they may

not want to talk about but which might be affecting them.• Ask if they are having problems with not being able to concentrate or if they are having

difficulty sleeping. • Ask if they would like some help with their problems.• Discuss possibilities for help.

Where consultation with parents or the student’s carer is required:• Inform the parents or carer about what you have noticed in the way of a difficulty.• Ask if they have noticed any difficulties at home, e.g. sleeplessness, irritability, anger,

withdrawing or crying a lot.• Ask them if they think the difficulties are connected to any bad experiences they or their

child may have had before coming to Australia and/or since arriving in Australia.• Discuss the possibility of getting additional help.• If they are receptive, discuss the possibility of a referral to an appropriate agency.• If it seems unlikely that they will pursue a referral with your assistance, plan another

meeting with them in the future to discuss what is happening.

While aiming to involve parents, it is important to be aware that there may be circumstancesin which it is not in the student’s best interest to do so (for example, where there areconcerns about abuse). Further more, parents may not be ready to accept that their childneeds help.

A referral for settlement support may be needed if students have issues relating to:• housing,• legal or migration matters, e.g. sponsorship,• income support payments through Centrelink,• family conflict,• social isolation.

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Contact details of local agencies providing counselling and settlement support are availablefrom the school’s Student Welfare Coordinator or an equivalent person.

Acknowledging students’ coping strategiesMany new-arrival students and their families from refugee backgrounds face socialdisadvantage, poverty, unemployment, inadequate accommodation, language barriers and illhealth. Students may not have a high level of parental guidance. In this context they mayhave developed coping strategies which serve them well in difficult circumstances but whichmay not necessarily be regarded as ‘healthy’. It is important to avoid negative labelling ofthese strategies as ‘bad’ or ‘unhealthy’. Rather, take opportunities to extend constructiveideas and explore other options.

Cultural sensitivitiesSome cultural practices may mean that a student cannot participate in all activities. Teachersshould use their judgement when selecting activities and in how they prepare students forthe activities.

Identification of students from refugee backgroundsIt is important to note that some students may not feel comfortable with being identified asrefugees. Reasons include the negative portrayals of refugees in the media and widercommunity.

Eligibility for health and settlement support – visa categoriesThis teaching resource is concerned with promoting access to health and communityservices. Government policies related to services available to humanitarian program entrantsand asylum seekers change from time to time, and it is therefore suggested that teachersfamiliarise themselves with the current position. Detailed information on eligibility forservices and programs by visa category, including that for international students and family,business and skilled migrants can be found at: www.immi.gov.au/settle/providers/service_providers_vic.xls. HO

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Establishing guidelinesIt is important to set guidelines when using HealthWize material. The following sectionsmake suggestions about class conduct, teacher facilitation and confidentiality.

Class conduct guidelinesSome of the exercises in the teaching resource seek to engage students in group discussion.Students are more likely to actively participate in these discussions if there is a climate oftrust, respect and group cohesion.

Most schools and classrooms will have student conduct guidelines and teachers may havedeveloped class rules for working in groups. Before starting the HealthWize program it isadvisable to revisit or to develop rules and guidelines. Engaging young people in the processof developing formal conduct guidelines gives them a sense of ownership and ensures thatthe rules are discussed in terms they understand. In turn, this increases their motivation toadhere to the rules and helps to ensure that their rights are respected.

How conduct guidelines are developed will depend on the age and group dynamics in theclass concerned. The following, more formal process is appropriate for younger students, butmay be modified, at the discretion of the teacher, with older groups of students:• Explain to students that over the coming weeks they will be studying some units on

health and settlement in a new country.• Ask the students to brainstorm how they would like to learn together and what rules

would help them speak comfortably in the class. Record their responses.• Discuss each of the points raised by the class, checking that they have a shared

understanding. Check that the following are included and explained if not suggested bystudents themselves:– that one person speaks at a time,– that each person has a chance to talk,– that no one is pushed to talk or participate if they don’t want to,– that no one laughs or makes fun of what someone else says,– that what is said in the group stays within the group.

• The brainstorming can be done in small groups, with each group feeding back to thelarger group.

• By sharing some of his/her own thoughts (where appropriate) the teacher candemonstrate his/her trust of the student group.

• Ensure that the term ‘respect’ is understood and make explicit the purpose of class rules,that is, to make sure that everyone in the class is treated fairly and with respect.

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Teacher facilitation guidelinesTeachers can contribute to trust, respect and group cohesion by:• keeping the class informed about the activities planned and their purpose,• demonstrating a genuine interest in the welfare of the students, showing a caring attitude

and warmth,• being consistent,• conveying knowledge of the refugee and resettlement experiences,• allowing participants to be in control of the level of self disclosure. It is important to

encourage self exploration, without pushing students to talk about feelings and events,• validating emotions expressed by students,• protecting privacy of students,• promoting a sense of ownership of the process and activities by students.

Privacy and confidentialityStudents may be reluctant to seek help because they have privacy concerns. Teachers andschools need to maintain a balance between a student’s desire for privacy and meetingconcerns about student safety, including mandatory reporting legislation requirements.Students need to know that they have a right to privacy but that confidentiality cannot beguaranteed if the teacher believes the student’s safety is at risk. The teacher should advise thestudent from the beginning that the teacher and student may have to seek help and advicefrom others and always inform students of any further action the teacher intends to take.

A student’s right to privacy in the classroom also needs to be discussed in the context of classrules. The rules may include an agreement not to name the person being talked about, aswell as not discussing details of individual student disclosures outside the classroom.

Staff supportBecause of the potential for disclosure of distressing information, teachers need to befamiliar with the support that the school can offer to teachers as well as students. TheStudent Welfare Coordinator or a senior member of staff can provide initial support andadvice. Before starting to work with the HealthWize material, familiarise yourself withschool policies and practices on student welfare, privacy and confidentiality and mandatoryreporting.

Related professional development could include:• attending training offered by VFST to teachers working with students of refugee

backgrounds,• familiarising yourself with the cultural backgrounds of your students,• familiarising yourself with local settlement and support agencies such as Community

Health Centres and Migrant Resource Centres,• familiarising yourself with health curriculum frameworks. HO

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Teaching approaches and methodologiesThe HealthWize program uses a range of ESL and general literacy strategies. These arediscussed in the following sections.

BrainstormingList information or create a bank of suggestions on a given topic as a whole class or ingroups. The information can be presented as a list or as a mind map. You may begin with alist and then together order the suggestions into a visual summary. Encourage contributionsfrom all students and accept all suggestions, although you may need to revise the syntax sothat the meaning is clear. By building up a culture of acceptance, more students are likely tocontribute.

Uses: • as a predictive pre-teaching strategy, • before to a writing activity to gather information and vocabulary,• when introducing a unit or topic.

Role play and mimeIn using mime, students are using non-verbal communication, i.e. how gestures, facialexpressions and body movements communicate a message.

In using role play, students are practising language in a realistic and supportive context aswell as developing decision-making, communication and assertiveness skills.

Different forms of role play prompts have been used in the teaching resource:• scripted dialogues,• detailed role instructions using cue cards,• situation cue cards, • broad scenarios,• a single cue word, e.g. fear.

Suggested procedure:• The language of making suggestions and negotiation should be pre-taught, e.g. Why don’t

we, How about we, I think we should, We could, I could, You could, This would be better,That’s a great idea, Good thinking.

• Pre-teach language of appreciation and criticism, e.g. I liked the way X did Y, You couldhear everything clearly, They were really listening to each other, X’s body language was verygood, It was funny when.

• Group size depends on the task, but should be no bigger than four students. • Allow time for preparation and practice. • Role plays can be presented simultaneously if you feel that students will be less inhibited

by not performing to the whole class.

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• Allow time for whole class appreciation and discussion of the role plays and for time todebrief with the players. Discuss feelings and attitudes. You can ask questions like, ‘Howdid it feel to be the bully/the mother?’. Give students time to talk about their responsesand reactions to other players.

Reading Depending on their levels, students will need varying amounts of scaffolding to understandthe reading passages. Use the CD/tape version or read the material aloud yourself whilestudents follow the text for an initial reading. If students are at S2 level they can then readthe text silently for themselves and/or read it in sequence in pairs.

Pre-reading strategies to familiarise students with the language and content of the passagecan include:• use of visual support material where available to make predictions,• use of headings, sub headings and specific text features, e.g. brochure format, to predict

style of text and content,• a pre-reading quiz with true/false questions done in pairs or groups,• brainstorming of topic knowledge and previous experience relevant to topic, • pre-teaching of essential vocabulary and concepts,• students writing possible sentences predicting the content of the passage from key words,• use of a know/what/learnt chart: What do I know about this subject? What do I want to

know? What did I learn? The first two columns are completed before the reading and thethird following the reading.

While reading, strategies to assist comprehension can include:• Demonstrate and practise reading strategies such as questioning the text – What does he

mean by…; making connections – That reminds me of ...; visualising – I can see those stresshormones racing around the body; synthesising – I think she means that…

• Demonstrate word attack skills. • Use re-reading to check understanding.• Think, pair, share. Stop reading, ask a comprehension question, allow time to think,

students share ideas with a partner, students share responses with class.• Create a ‘cloze’ passage to encourage use of cueing systems.• Specifically teach the purpose features of non-fiction text such as tables, diagrams,

headings.

After reading, activities can include:• retelling to a partner,• discussion of comprehension questions in pairs or groups,• true/false statements,• generating new questions that ask for further information or questions to ask each other, • text cohesion exercises, e.g. pronoun referrals,• identifying main idea and supporting detail, e.g. box the main idea and underline

supporting detail,

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• close activities to check content understanding,• vocabulary exercises,• doing a visual representation of the text, e.g. create a mind map showing places you can

make friends in Australia.

The choice of activities depends on the nature of the text. New-arrival students may beunfamiliar with and will need explicit teaching of reading activities such as converting a falsestatement to a true statement, interpreting tables, putting statements on a continuum andtransferring information to a Venn diagram. The activities need to be modelled andscaffolded.

WritingThere are a variety of written activities and text types throughout the teaching resource,including lists, notes, information in tables, short answers, form filling, poems and someextended pieces of writing in different genres.

All writing should be modelled first on the board or on the overhead projector. For extendedpieces of writing a suggested strategy sequence is:• deconstruction of the model to analyse the content and language,• brainstorming to build up field knowledge,• modelling of a sample text and/or joint construction of a text,• independent writing with drafting, revising and publication built into the process. Mini

lessons on specific writing features, e.g. use of inverted commas or tense, can be taughtas needed to a small group or to the whole class.

PronunciationPronunciation practice can be integrated into the teaching program:• Basic syllable stress can be taught with the introduction of new vocabulary using stress

markers above the word, a clap or a ruler tap on the desk.• Word and sentence stress can be taught using lines of dialogue, e.g. in Unit 9. Model

marking the stress patterns on the overhead for line one and then ask the students tomark their copies for other lines, correcting it together on the overhead.

• Stress timing and rhythm can be taught with the jazz chant using a whole body response,clapping, stamping etc.

• Recognising and practising intonation patterns can be integrated throughout the units.Students can practise marking rising and falling intonation, e.g. marking risingintonation at the end of some questions, and generally falling at the end of many ‘wh’questions. A kinaesthetic response using a hand and arm to show rising and fallingintonation helps increase awareness.

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Concept mapsConcept and mind mapping are suggested as means of presenting information visually sothat relationships between ideas can be clearly seen: • Concept mapping organises ideas in a hierarchy from the most general to the most

specific, e.g. after brainstorming. • Concepts are written in boxes or circles which are joined with lines or arrows, e.g. to

present ideas found in a text. Linking words are written on or near the line linking theconcepts and show the meaning relationship between concepts.

Mind mapping Mind maps consist of a central word or picture with five or more associated ideas branchingoff from the central word/concept. Each one of these ideas can then have branches.

Uses:• It is a useful tool for brainstorming as it encourages students to make associations and

helps organise ideas.• It can be used to plan writing.• It can be used to present ideas found in a reading, listening or viewed text.

Teaching vocabularyThe teaching resource introduces a lot of new vocabulary including health specificvocabulary. The following are some suggestions for teaching and reinforcing newvocabulary: • Group words under category headings provided by the teacher or into groups of students’

own devising.• Create word webs using a base central word with related words fanning out, e.g. health,

healthy, unhealthy, well, sick.• Put related words on a continuum, e.g. depressed, miserable, unhappy, sad, cheerful,

happy or ecstatic.• Write a definition, draw a picture, write a synonym, use the word in a sentence.• Play concentration games. Pair the word with a definition or with a picture.• Create a crossword puzzle.• Mime a word.• Create word banks for each new topic, display in the classroom.• Prepare cloze exercises.• Create a word-find puzzle.• Unscramble words.• Teach students the ‘look, say, cover, write, check’ method to assist with spelling.

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Working in groupsMany students will not be familiar with Australian learning styles, so it is important todiscuss why we work in groups and to establish, as a class, rules and procedures for groupwork. These can be listed on a chart and displayed throughout the program. Point out thelinks with the school or class codes of conduct.

Group roles should be taught, e.g. group leader, recorder and reporter, and practised firstwith a simple task. Each person in the group should be given a chance to contribute.

Small groups of no more than four students work best. Groups chosen by the teacher oftenwork more effectively than groups based on friendships. Some activities work best withhomogeneous language level groups. At other times mixed level groups provide support forstudents with less English. Role plays are best done with mixed level groups.

During the group work the teacher and, if possible, a teacher aide circulate among thegroups clarifying, motivating if necessary and generally monitoring the activity.

The reporting-back process is more effective if ideas are taken from groups in rotation ratherthan one group getting the chance to give all the important information first.

In the early stages of group work it is useful to model a group activity by using a fish bowltechnique. You demonstrate an activity with a small group of students who you haveprepared beforehand. You then ask the class to comment on how the group worked together,what kind of language was used, and what would have helped the group to work even better.

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Teacher Notes and Student Worksheets

HealthWize

The student activities are complemented by an audio file. The audio file can bedownloaded from www.survivorsvic.org.au. Text sequences recorded on the audio file arelisted below and are identified by the loudspeaker symbol.

Unit & Activity Duration Sequence

Unit 1 Activity 7 (p19) 02:06 Health profilesUnit 2 Activity 5 (p30) 03:40 Young people talkUnit 3 Activity 3 (p44) 02:03 What are these people feeling? Unit 4 Activity 13 (p76) 02:28 Making friends in Australia Unit 5 Activity 2 (p86) 01:25 Why are they stressed? Unit 6 Activity 5 (p114) 02:36 Migration and healthUnit 7 Activity 2 (p124) 03:40 What does a GP do? Unit 7 Activity 3 (p128) 04:04 What does a counsellor do? Unit 7 Activity 5 (p132) 01:26 ‘I’ve got a problem’, jazz chant Unit 9 Activity 1 (p145) 00:45 Sam goes to the doctorUnit 9 Activity 2 (p148) 01:26 Zahra makes an appointment to see the doctor

Total duration 25:39

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HealthWize: Audio File

Key understandings• Health and wellbeing encompass:

– physical health, – emotional health (sometimes referred to as psychological, spiritual, or mental

health),– social health.

• These health dimensions are interdependent.

Language focusSimple present – habitual use I ride a bike. I need eight hours sleep.Present continuous He’s riding a bike.Gerund as subject Riding a bike is healthy.Comparatives But, bothFrequency words Every day, once a week, occasionallyTalking about health needs I need eight hours sleep.Talking about health habits I eat a healthy breakfast.Making comparisons Eating fruit is healthier than eating junk food.

SkillsReading for specific informationCategorisationNote-taking in table formatWorking in pairs and groupsMind mappingPresenting information on a Venn diagramPresenting information on a posterPresenting information on a continuumUsing WordArt and ClipArt

Text typesShort utterancesShort non-fiction textDiagram UN

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3UNIT ONE What is Health?

U1 What is Health?

CSF2 linksESL Companion to the English CSF2:• Listening and Speaking Outcomes S1.2, S1.3, S1.4• Reading Outcomes S1.1, S2.1• Writing Outcomes S1.1, S1.2, S1.3, S1.4

Health and Physical Education: • Health of Individuals and Populations, Level 4, Outcome HPIP0401

Background issuesThe aim of this unit is to enhance young people’s awareness of their physical, emotional andsocial health, so that they can gain a sense of control and adapt to many changes. The mainpoints are:

• There is an increasing acceptance in the Australian health care system of the WorldHealth Organisation’s definition of health as a ‘complete state of physical, emotional andsocial wellbeing’. The understanding that there are different dimensions of health andthat these are inextricably linked underpins the other units in the workbook.

• Young people generally tend to see health fairly narrowly in terms of physical health andthe absence of illness and injury. This may be particularly the case for young people fromnon-English-speaking backgrounds owing to:– the fact that health systems in their countries of origin may have focussed, of

necessity, on acute physical care;– the fact that many young people, particularly refugees, will have grown up in an

environment of deprivation and hardship and hence may not be familiar orreadily identify with the concept of optimal health. They may have come to acceptpoor health as something one needs to learn to live with;

– the particular stigma attached to mental illness in some countries. Broader conceptsof mental health and wellbeing may be confused with mental illness. For this reasonthe term emotional health is used throughout the resources rather than mental health.

• The notion of belonging or social connectedness is an important component ofemotional health and social wellbeing. Depending on the level of the group, the teachermight want to explore the idea of belonging to a school, a family, a country or twocountries as a component of emotional and social health.

• Factors that contribute to our health and wellbeing include having friends, beinginvolved in activities, exercising, eating and sleeping well, spending time with family andfriends, being happy at school, having adequate housing, feeling like we belong to agroup, and being connected to a culture and religion.

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Preparation for Unit 1 activities• Enlarge visuals for presentation of concepts.• Collect other visuals as needed to illustrate different dimensions of health.• Photocopy and cut up a set of visuals for each group.• Prepare flashcards for ‘Is this habit healthier than that habit?’activity.• Obtain CD/tape player and CD/tape.• Prepare health habit cue cards for Activity 8.

Suggested activitiesThe aim of this unit is to teach the concepts of health, healthy behaviour and unhealthybehaviour. Because there is a degree of relativity in the notions of healthy and unhealthy itis wise to teach the concepts initially using a visual highlighting the difference. Show a visualof healthy behaviour and unhealthy behaviour, write the words, health, healthy, unhealthyon the board. Using the enlarged visuals for Activity 1 elicit healthy and unhealthybehaviours. Ask, ‘What is she doing? Is this healthy or unhealthy?’. There is likely to beproductive discussion and disagreement about what is healthy and unhealthy behaviour. Thevisuals can be supplemented by magazine pictures or ClipArt visuals showing a range ofhealthy and unhealthy situations, e.g. playing sport with friends, eating healthy or unhealthyfoods, spending relaxing time alone, people being aggressive or people talking calmly. Amore advanced group can brainstorm other healthy and unhealthy situations.

Activity 1: Healthy and unhealthy (p12)1. Working in pairs students group their visuals into two categories – healthy and unhealthy.

They practise making sentences, e.g. Smoking cigarettes is unhealthy. Share results with theclass. Model and practise comparative sentences using but. Students write sentencesabout the pictures.

2. Students then classify behaviours on a healthy/unhealthy habits continuum for eating,physical exercise, homework and study plans. This activity should generate discussion onwhat foods are better than others, what study habits are better than others etc. Thisactivity aims to move students away from a black and white attitude to healthy andunhealthy behaviours. An occasional hamburger is OK, but eating chips and hamburgersevery day isn’t great for your health. Make explicit the transition from the simple present,I eat fruit every day to the gerund, Eating fruit every day. Give each student a flashcardwith a behaviour written on it and have them place themselves on a health continuum atthe front of the class for each area of behaviour. Mark one end healthy and the otherunhealthy. Once you have agreement from the class, write the health line continuumson the whiteboard or overhead projector.

3. Teach/revise the comparative form, healthier than.

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Activity 2: Aspects of health (p14)It’s OK to distinguish physical health, emotional health and social health but they do notcorrespond to mind, body and social relationships. Nevertheless you may have to usethese words. ‘Body’ is straightforward but ‘mind’ is very complicated. In English it tends tomean thoughts and feelings to which we give words, but also includes feelings to which wehave not given words.

So what needs to be taught is the way they are connected, that is:• Physical health depends on how your body is, how your thoughts and emotions are, and

how your relationships are.• Similarly emotional health depends on how your body feels, what you are thinking and

feeling, and how your relationships are.• Social health depends on feeling well and thinking and behaving in ways which make

relationships fulfilling.

Introduce the terms physical health, emotional health and social health using visuals of apositive and a negative situation to illustrate each aspect. Show that social health andemotional health are closely connected. Elicit/teach:• Physical health is about our bodies but is influenced by feelings, thoughts, and how we

get on with people.• Emotional health is about the way we feel and is influenced by our bodies, thoughts, and

how we get on with people.• Social health is about how well we get on with people and is influenced by our bodies,

how we feel, what we think and how we behave.

Practise the sentences:• Health includes physical health, emotional health and social health.• Emotional health and physical health are connected.• Emotional health and social health are connected.• Physical health, emotional health and social health are all connected.

Introduce new general vocabulary, as needed, e.g. diet, exercise, friends, family, sport, sleep,religion, hobbies.

Using enlarged visuals, discuss groupings as a class. Do all pictures fit into just one category?Ask students to classify visuals into things which affect the body, thoughts and relationships.Teachers may wish to draw a Venn diagram on the board (see p16). Students could placetheir visual on the diagram to initiate discussion about which components of health matchthe behaviour in the visual.

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Practise making sentences using the visuals. For example: • Eating a lot of junk food is not good for our physical health.• Walking with a friend is good for our social health, our emotional health and our physical

health.

Complete vocabulary and close exercises. Students can then write statements about thevisuals.

To reinforce the three aspects of health, students could create a health pyramid and listactivities and behaviours under the headings of physical, emotional and social health.

Activity 3: Classify health words (p16)This activity gives students further practice in classification of words and behaviour