1. 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.  Lightning Ridge Central School

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

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

4. Context Analysis Lightning Ridge Central School Source: Sonja’s Bed and Breakfast Source: Australian Opal Centre 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.

5. 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).

6. Context Analysis Bottom Quarter Middle Quarters Top Quarter School Distribution 62%17% 4% Australian Distribution 25% Index of Community Socio-Education Advantage School ICSEA Value810 Australian ICSEA Value1000 Source: My Schools 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.

7. Obesity Graph here with different health issues identifying obesity as a major one. Second graph with obesity rates in Aust – adults and children. Narration: Group 11 have identified obesity as a priority health area for LRCS to focus on. Approximately one-quarter or around 600,000 children aged between 5 and 17 were identified as overweight or obese in 2007-08 as identified in the 2007-2008 National Health Survey. This is a four percentage point increase from 1995. Looking at obesity only, the rate for children increased from 5.2% in 1995 to 7.5% in 2007-08. Children living in the areas of greatest relative disadvantage had more than double the rate of obesity (28%) of children living in areas with the lowest relative disadvantage (13%). The Schools Physical Activity and Nutrition Survey 2010 (SPANS) showed similar numbers with a total of 22.8% of NSW children being overweight or obese; 17.1% being overweight and 5.8% being obese. This compares to 11% of all young people aged 7-16 years in 1985 (COO 2006) (Note from Michelle here - The 2004 NSW Schools Physical Activity and Nutrition Survey (SPANS) showed that 26% of boys and 24% of girls in NSW aged approximately 5-16 years were overweight or obese, compared with 11% of all young people aged 7-16 years in 1985 (COO 2006). The point being, that overweight/obesity rates have dropped from 2004 to 2010. The govt [of course] attributes this drop to the healthy eating/exercise campaigns they have run since 2004) What is obesity. The World Health Organisation identifies obesity as an adult with a BMI of 30+. An overweight person is anyone with a BMI of 25 to less than 30. Overweight and obesity are defined according to the BMI scores. There are BMI cutoffs for children which are based on the definitions of adult overweight and obesity adjusted to specific age and sex categories for children. For a detailed list of these cutoffs, please see the National Health Survey Users' Guide (ABS cat. no. 4363.0.55.001). National Health Survey Users' Guide In 2008, it was estimated that the overall cost of obesity to Australian society and governments was $58 billion (Access Economics, 2008). Group 11 chose obesity as a priority health area due to the shockingly high numbers of Australian children who are overweight or obese and the resulting problems that being obese causes as children and then into adulthood.

8. Obesity Cost to Aust health system ($58m) ¼ of Australian children obese 31% rural adults 23% city adults obese Childhood obesity rates increasing Indigenous Australians high risk Why Obesity? Leads to type 2 diabetes

9. Why Obesity? Narration: The bureau of statistics state In 2007-08, one quarter of Australian children (or around 600,000 children aged 5-17 years) were overweight or obese. More adults in outer regional and remote Australia were obese (31%) than those in major cities (23%). Health education programs between 2004-2010 have seen a decrease in the amount of children diagnosed with Diabetes. Current Strain and demand on the Australian Health System Obesity can lead to other serious diseases and long term health risks such as Type 2 Diabetes. Indigenous Australians are more prone to contract Diabetes. Indigenous people living in remote areas of Australia were more than eight times more likely to report having diabetes or HSL than non-Indigenous people. Prevention and awareness of obesity during a child’s schooling life is crucial to ensure a healthy start to their adult life. Studies have shown that once children become obese they are more likely to stay obese into adulthood and have an increased risk of developing diseases associated with obesity (AIHW 2004). Graph to be restyled

10. Outcomes Personal Health Choices Drug Use Decision Making Nutrition Preventive Measures 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

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

12. (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.

13. Indicators Drug Use 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 Nutrition 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

14. Indicators 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 Decision Making 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 Preventive Measures

15. Realising Outcomes PolicyPlansProceduresPrograms TEXT

16. Scope and Sequence Health Early Stage 1Stage 1Stage 2Stage 3 Term 162%17% Term 225% Term 3 Term 4 Source: ??? Narration: Blah, blah, blah

17. Evaluation

18. Recommended Resources

19. References

20. 3-D Pie Chart TEXT