Lightning Ridge Central School Lightning Ridge NSW List members of the group, roles and % contribution to the presentation Tameika Allport (x%) Susan Barta (x%) Michelle Grogan (x%) Kristy Johnson (x%) Courtley Mancell (x%) Christie Paton (x%) Delete ONE of these boxes to confirm that all group members agree to the percent contributions.  

Table of Contents 1. Context Analysis 2. Priority Health Area 3. Outcomes 4. Realising Outcomes 5. Scope and Sequence 6. Scope 7. Recommended Resources

Context Analysis Remote Location Family Diversity NAPLAN Isolated Community Difficulties in accessing health professionals 40% Indigenous 5% LOTE Located on rural farms, mining communities as well as in town Substantially below national average Above or close to similar schools

Context Analysis Lightning Ridge Central School Source: Sonja’s Bed and Breakfast Source: Australian Opal Centre Source: Sonja’s Bed and Breakfast Narration: Lightning Ridge is a school which caters for students from Kindergarten to Year 12. It is located in the remote mining town of Lightning Ridge which is approximately 770 kms north west of Sydney and only 50kms due south of the Qld boarder. It is located in the Walgett shire with the town itself 75kms north of Walgett.

Context Analysis Source: Lightning Ridge Central School Narration: Lightning Ridge Central School is a government school with 385 students attending Kindergarten to year 12. There are 35 teaching staff members with 14 non-teaching staff. This translates to 36.7 full-time equivalent staff and 11.2 full-time equivalent non-teaching staff. The school will celebrate its centenary in September this year. The 385 students are made up of 175 girls and 210 boys. 40% of these students are Indigenous and 8% have a language background other than English. There is an attendance rate of 88%. (Note: annual report states 43% Indigenous and 11% LOTE).

Index of Community Socio-Education Advantage Context Analysis Index of Community Socio-Education Advantage School ICSEA Value 810 Australian ICSEA Value 1000 Bottom Quarter Middle Quarters Top Quarter School Distribution 62% 17% 4% Australian Distribution 25% Narration: Students come from families mainly involved in the opal mining or agricultural industries. Some students live within the township of Lightning Ridge, with many others living on rural properties or on mining camps on the outskirts of the town. Students and their families have a rich variety of backgrounds, all of which contribute to the diversity of this isolated north-western town. LRCS attracts significant additional funding to assist the school provide equity and opportunity for its students. In 2010 the school received funding from the Priority Schools Program (PSP), the Country Area Program (CAP) and the National Partnership (Low SES) program. According to the ‘My Schools’ data, LRCS achieves an ICSEA value of 810 compared to the average value of 100. As you can see, the majority of families fall into the bottom quarter and very few in the top. LRCS’s NAPLAN results show the students to be above or close to schools with a similar ICSEA value, however they are generally substantially below the national average. Source: My Schools

Health Education Focus Areas Context Analysis Drugs Diabetes Health Education Focus Areas Alcohol Diet Oral Hygiene Middle Ear Infections Narration: Health Education Focus Points Diabetes – diabetes is around 3.5 times more common among Indigenous people than among non-Indigenous Australians Middle ear infections – significant problem for Aboriginal and Torres Strait Islander children. Left untreated, can lead to hearing loss which may limit capacity to develop socially and emotionally leading to adverse affects on educational outcomes. Oral Hygiene – identified as an area of neglect in remote populations. TOOTH program implemented by Gonski Foundation.

Personal Health Choices Outcomes Personal Health Choices ES1: Displays basic positive health practices S1: Recognises that positive health choices can promote wellbeing S2: Discusses the factors influencing personal health choices S3: Explains the consequences of personal lifestyle choices Decision Making Preventive Measures Drug Use Nutrition

Aims and Objectives Drug Use Lightning Ridge Central School enforces the safe administration of student prescribed medication through the school office. Lightning Ridge Central School operates a Breakfast Club, which provides breakfast for around 40 students each school day. Nutrition Decision Making Lightning Ridge Central School provides a healthy, nutritious canteen menu to encourage students to make healthy choices. Preventive Measures Lightning Ridge Central School publicises precautions for Otitis media, a common middle ear infection.

(narration for above slide Aims and Objectives) delete for final copy. Aim: Personal Health Choices examines the process of making lifestyle decisions an putting them into practice. The strand considers the personal health decisions that students make about their lives relating to nutrition, hygiene, drug use and disease prevention. “Drug Use: Drug education is taught within the primary syllabus as current research indicates that drug education should be taught before the exposure of these types of drugs occur. The main focus should be on medications, tobacco and alcohol as these drugs are identified as causing the most harm in modern society. Nutrition: Health and nutrition is taught within the primary syllabus to ensure students are able to make informed decisions about healthy eating and wellbeing. Decision Making: Decision making is taught within the syllabus to allow students to make safe lifestyle decisions and put them into practice. Preventive measures: Preventive measures is taught within the syllabus to encourage good health practices to prevent sickness and disease.” ***Note: 21.3% of Lightning Ridge is of aboriginal decent.

Indicators ES1: Discusses the safe use and storage of medicines S1: Identifies appropriate use, administration and storage of different types of medication S2: Discusses reasons why people use drugs for medical and non medical purposes S3: Identifies the positive and negative effects of various substances on the body, e.g. sunblock, alcohol, analgesics, tobacco, caffeine Drug Use ES1: Talks about different foods that keep them healthy S1: Recognises that a variety of food is needed for good health S2: Discusses the nutritional factors that contribute to a healthy diet S3: Analyses personal food intake to identify the balance of choices made Nutrition

Indicators ES1: Makes simple choices e.g. clothes worn S1: Makes personal health choices and gives reasons for their choices S2: Identify physical factors that influence lifestyle choices e.g. asthma, diabetes, skin type S3: Identifies the effects of their decisions on themselves, others, and the environment e.g. smoking, recycling Decision Making ES1: Describes good hygiene practices S1: Describes what people do to stay healthy, e.g. care of teeth, balanced diet, not smoking S2: Explains the need for good health practices S3: Analyses the factors that contribute to good health practices for the prevention of disease e.g. sexually transmitted diseases, hereditary diseases, lifestyle diseases Preventive Measures

Realising Outcomes Policy Plans Procedures Programs TEXT TEXT TEXT

Scope and Sequence Health Early Stage 1 Stage 1 Stage 2 Stage 3 Term 1 62% 17% Term 2 25% Term 3 Term 4 Source: ??? Narration: Blah, blah, blah

Evaluation

Recommended Resources

3-D Pie Chart TEXT TEXT TEXT TEXT TEXT TEXT