Powerpoint+Slide+3+Priority+Health+Area

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 * Links below retrived from Context analysis.- christie **
 * Health Statistics: Indigenous VS Non Indigenous - Christie**

Very Interesting Diabetes- Christie I know it doesn't that affect the kids much in the stats- but maybe we can speak about prevention tactics.
 * Figure 3. Proportions (%) of Indigenous and non-Indigenous people reporting diabetes as a long-term health condition, by age-group (years) 2004-2005**

Nutrition- Christie retieved from :
[] If a person eats healthy food they are more likely to be healthy [|[60]]. A healthy diet includes: a lot of fresh vegetables and fruits; plenty of whole grains; low-fat dairy products; and foods low in fat and salt. Having access to healthy foods can be a challenge for some Indigenous people who live in remote locations because food may have to be shipped over long distances or because fresh foods may be expensive. The 2004-2005 NATSISH found that most Indigenous people ate fruit (86%) and vegetables (95%) every day [|[12]]. Around one-in-eight Indigenous people did not eat fruit everyday (compared to one-in-fourteen for non-Indigenous people) and around one-in-twenty did not eat vegetables every day (compared with one-in-one-hundred for non-Indigenous people). More Indigenous people living in non-remote areas ate fruits and vegetables daily than did Indigenous people in remote areas. This may be because fruit and vegetables are more available and less expensive in non-remote areas than in remote areas. The 2004-2005 NATSISH found that most Indigenous people drank whole milk, and only around one-in-six Indigenous people drank reduced fat or skim milk [|[12]]. About one-half of Indigenous people usually added salt to their food after it was cooked.

Physical activity
Keeping physically active is important for staying healthy. Physical exercise is good for people's social and emotional wellbeing and reduces the risks of heart problems, stroke, diabetes, and some cancers [|[61]]. The 2008 NATSISS found that three-quarters of Indigenous children had been active for 60 minutes on every day in the week before the survey [|[40]]. Very few children (3%) did not participate in any physical exercise the week before the survey. For Indigenous adults, the 2008 NATSISS found that around one-third had taken part in physical activity or sport in the 12 months before the survey (Derived from [|[62]]). The most recent data that can compare the physical activity of Indigenous and non-Indigenous people is from the 2004-2005 NATSIHS. This survey found that more Indigenous people were sedentary (had very little or no exercise) than non-Indigenous people [|[13]]. One-half of the Indigenous people from the survey reported that they were sedentary compared to one-third of non-Indigenous people (Figure 7). Around one-fifth of Indigenous people and one-third of non-Indigenous people had moderate or high levels of physical activity. Source: AIHW, 2011 [|[13]] > From the School Annual Report 2010:Breakfast Club > Lightning Ridge Central School has continued to operate a Breakfast Club. This club has been coordinated by Sophia (Tippy) Brown and staffed by volunteers from within the school, and from the community. Red Cross Australia provides financial support to the Breakfast Club. Many local businesses and individuals provide food to assist the Breakfast Club, which provides breakfast for around 40 students each school day. > http://www.lightningr-c.schools.nsw.edu.au/documents/13624922/13632925/1318244117443_19eb9ef93066df580130b514dc7d754c.pdf > In 2010 we were able to continue the implementation of our Healthy Active Schools Program. The coordinator made deliveries of fresh fruit platters to every Primary classroom several times a week and also assisted the Classroom Teachers in organising and implementing skills sessions in Physical Education. In addition to this the Program coordinator ran a variety of physical activities for the students of our school and some of these include Iki Fit and Net Set Go. The coordinator also supported students representing the school in Athletics, Swimming and regularly conducted Basketball skills sessions. A structured play program during recess and lunch was implemented and support staff were given a comprehensive program to follow to engage students in a range of physical activities.(Also from the Yearly report) oops, I doubled up.;)Suz- here is a ppt someone posted on FB. It's informative regarding the health of young Australians. General overview. > When you are describing your group approach – make it measurable.Ie., if your area is increasing Moderate to Vigorous Physical Activity – see what the baseline measures are now? Are students in your class getting any ‘self reported’ MVPA? If so, what is the targetted number of minutes per day you want to increase? (quote source – ie recommendations) – How will you go about it? How will you know if it has been achieved? What were the ways you incorporated this into the curriculum/policy/community of the school? What were the challenges/barriers? What resources did you use that helped and would be of benefit to other teachers?
 * Figure 7. Proportions (%) of Indigenous and non-Indigenous people by levels of physical activity, Australia, 2004-2005**
 * Other information relevant to teaching Health Education **
 * "Diabetes is a major health problem for Indigenous people, but it is hard to know just how many Indigenous people have the disease. Diabetes was reported by 6% of Indigenous people in the 2004-2005 NATSIHS. However, it is estimated that only around one-half of Indigenous people with diabetes actually know they have it, so the actual percentage of Indigenous people who have the condition may be between 10% and 30%.Overall, diabetes is around 3.5 times more common among Indigenous people than among other Australians".From: []Implications for health education - teaching awareness of symptoms of diabetes, controlling via diet etc.
 * Middle ear infections are a significant problem for Aboriginal and Torres Strait Islander children. Left untreated, ear infections can lead to hearing loss which may limit a child’s capacity to develop socially and emotionally. Ear infections can also adversely affect educational outcomes.From: []Implications for health education - Teaching students to advise teacher/adult if they cannot hear properly/have sore ears etc. Teachers must be aware of the condition.
 * Haven't had a chance to look through this but the title of the article is encouraging:[]
 * Another encouraging looking title (this is a book, need to search the library):[]
 * Another interesting health stat [] I know its VIC document but quite interesting. -- Christie
 * [] Please note reasons for Aboriginal Ill Health and shorter life expactancy- POOR Nutrition, low education are a few in the list. - Diet and Nutrition will be a major factor in health education.
 * - Along with Alcohol, sex education, drugs for the older students. -- Christie
 * It appears the school have noted this in their website as well tackling things such as healthy eating, ear infections, headlice etc etc --Christie []
 * The school implements the Healthy Active Schools Program and a coordinator organises a comprehensive program to engage students in a range of physical activities and supports classroom teachers in their implementation. Healthy eating is also promoted by delivering fresh fruit platters to each primary class several times a week. - From Suz
 * Found this in 'The Ridge' local newspaper about outback tooth decay, one of the focus areas is LIghtning Ridge: http://www.theridgenews.com.au/news/local/news/health/rfds-sinks-teeth-into-new-venture/2575325.aspx?storypage=0
 * Suz- Healthy Active Schools Program (targeting obesity issue)
 * [[file:SchoolPresYoungPeopleHealth[1].ppt]]
 * Suz- From the Lecture about Health Priority Areas.