RIC-20019 AC Health (Year 6) Communicating for health and wellbeing

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Australian Curriculum Health (Year 6) 

Published by R.I.C. Publications ® 2016 

Copyright @ R.I.C. Publications ® 2016 

RIC-20019 

Titles in this series: 

Australian Curriculum Health (Foundation) 







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Website: www.ricpublications.com.au 

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R.I.C. PUBLICATIONS 

YOUR PARTNER IN EDUCATION 

AUSTRALIAN 

PRIMARY PUBLISHER 

OF THE YEAR 

2015 & 2016

. FOREWORD ... 

Australian Curriculum Health is a seven-book 

series designed to support the teaching and learning 

of the Personal, social and community health strand of 

Australian Curriculum Health and Physical Education. 

Written in lesson-plan format, the series provides 

a variety of teacher resources to assist in the 

implementation of health lessons . 

. CONTENTs··· 

Teachers notes ...................................................................................................................................... iv-v 

Being healthy, safe and active ......................................................................................................... 2-45 

Identity ............................................................................................................................................... 2-5 

Puberty .............................................................................................................................................. 6-9 

Personal hygiene ........................................................................................................................... I 0-13 

Local services ................................................................................................................................ I 4-17 

Food and nutrition .. .. ..................................................................................................................... 18-21 

Alcohol and other drugs ................................................................................................................ 22-25 

Increasing physical activity ............................................................................................................ 26-29 

Safety strategies ............................................................................................................................ 30-33 

Cyber safety .................................................................................................................................. 34-37 

Water safety .................................................................................................................................. 38-41 



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Traffic safety .................................................................................................................................. 42-45 

Communicating and interacting for health and wellbeing .......................................................... 46-69 

Relationships ................................................................................................................................. 46-49 

Power in relationships ................................................................................................................... 50-53 

Emotional responses ..................................................................................................................... 54-57 

Resilience ...................................................................................................................................... 58-61 

Media and celebrity influence ........................................................................................................ 62-65 

Advertising and marketing ............................................................................................................. 66-69 

Contributing to healthy and active communities .......................................................................... 70-81 

Health and safety campaigns ........................................................................................................ 70-73 

Get active in the community .......................................................................................................... 74-77 

Valuing diversity ............................................................................................................................ 78-81 

R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum Health (Year 6) Ill

This comprehensive teacher resource is divided into 20 units which cover the three health sub-strands-Being 

healthy, safe and active; Communicating and interacting for health and wellbeing; and Contributing to healthy and 

active communities. 

Each sub-strand section contains a varying number of units. 

Each unit contains a teachers page and three supporting pages. 

TEACHERS PAGE 

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v

,,. RelatiOnShii>S 

Communicating and interacting for health and wellbeing 

The lesson 

Introduction 

• Discuss what a relationship is and who we have 

relationships with-immediate family members, 

extended family members, friends, teachers 

and people from community groups. Explain 

that relationships can stay the same but often 

they change. 

• In groups of four, students use the cooperative 

learning strategy on page 47 to discuss the 

answers to the eight scenario cards. 

Shuffle and fan - Player I shuffles the cards 

and fans them face down for Player 2. 

Pick one and read - Player 2 chooses a card 

and reads it to the group. 

Think and answer - Player 3 thinks about and 

answers the question on the card, explaining 

his/her answer thoroughly. 

Respond and swap - Player 4 agrees or 

disagrees with Player 3's answer and gives 

justification. Then students rotate the board to 

take a new role. 

Development 

• Students reflect on personal relationships to 

complete the worksheet on page 48. 

Differentiation 

Students may have difficulty thinking of 

strategies to employ for question 4 on page 48. 

Brainstorming strategy ideas on the whiteboard 

may be beneficial. 

Conclusion 

• Revisit the scenario cards on page 47 and use 

the cooperative learning strategy to discuss 

strategies that could be employed to manage 

each of the relationships. 

Content description 

Practise skills to establish and manage 

relationships (ACPPS055) G 

Resources 

• One set of scenario cards and a cooperative 

learning strategy board for each group of fourthese 

will need to be cut out, glued onto cardboard 

and laminated 

• One copy of page 48 for each student 

Assessment 

• Can the student identify the nature of changing 

relationships? 

• Can the student suggest some reasons why 

relationships change? 

• Can the student suggest strategies that could be 

used to establish or manage relationships? 

Going further 

• Divide the class into eight groups and allocate a 

quote from page 49 to each. Using the cooperative 

learning strategy, Placemat (see below), students 

record their own meaning of the quote in their 

section. Students then discuss and decide on a 

group meaning of the quote based on individuals' 

responses. Share answers with the class. 

student's ideas 

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46 Australian Curriculum Health (Year 6) R.I.C. Publications ® www.ricpublications.com.au

,,-·RelatiOnship S :::.. 1·=· ;··-.,...:r-c_... 


My friend from Scouts is moving overseas. We 

have promised to use social media to keep in 

touch because we won't be able to see each 

other as often. 

Will we still have a relationship? Explain. 

My parents have recently separated and I 

spend a week at each parent's house. My 

dad's new girlfriend has a son that lives with 

them and we get along really well. 

Who are my new relationships with? Explain. 

Justine was in my Year 3 class but we never 

really spent time together. She joined our 

netball team last month and we seem to hang 

out a lot outside of school and netball. 

How is our relationship changing? Explain. 

Sam and I have been best friends for five 

years, but we aren't really into the same things 

anymore. We still talk to each other but don't 

hang out as much as we used to. 



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How is our relationship changing? Explain. 

My best friend has started hanging around 

new people that seem to be getting in trouble 

a lot. I don't want to be part of that crowd or 

hang around her anymore. 

Is our relationship over forever? Explain. 

As I grow older, Mum and Dad have been 

trusting me to do more things independently. 

I now enjoy spending more time with them 

because they treat me like a young adult. 

Is this relationship change positive? Explain. 

Now that I am older, I like my own space 

sometimes. My younger brother is always 

hanging around. It never used to bother me but 

it really annoys me now. 

Why has our relationship changed? Explain. 

My friends have started growing taller and 

stronger. I feel like I am the small and weak 

one in the group, but they tell me I am being 

silly and that they like me just the same. 

Is my relationship changing? Explain. 

- 

R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum Health (Year 6) 47

,, .. RelatiOn. S 

hip S 

:... 2 ·,. ···- ··· .. , 


Changes in relationships can be difficult to manage at times, 

especially if a friendship is very important to you. It is important 

to remember that all relationships change at some stage-the 

bond may get stronger as you encounter more experiences 

together or it may fade away as circumstances change. 

Regardless of how a relationship is changing, having a variety 

of strategies to manage these changes is very important. 

I. Reflect on a time where you made a new friend. 

(a) What did you do to develop that friendship? 

(b) Are you still friends with that person now?@ 

@ 

2. Relationships change for several reasons. Tick the reasons you think would impact friendships. 

0 change in body size and shape 

0 change in interests 

0 maturing at different rates 

0 no more shared experiences 

0 popularity 

0 distance between homes 

0 time to see each other 

0 other friendships 

0 change in power 

0 being moody 

3. Changes in an existing relationship can be positive or negative. Think of a time when one of your 

relationships changed. Was it a positive or negative change? Give reasons. 

4. What strategies can you employ to: 



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(a) 

manage a relationship that is getting 

stronger? 

(b) 

cope with a relationship that is fading 

away? 


,,-·RelatiOnshipS:::.. 3··,. ··· ··· 

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'' 

isn't about who you've known the longest. 

It's about who walked into your life and said, 

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Sometimes, you just need to 

DISTANCE 

yourself from people. 

If they OARE, they'll notice. 

If they DON'T OARE, 

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you know where you stand. 

your 

'' '' 

As we grow up, we realise 

it is less important 

to have lots of friends 

and more important 

to have good friends. 

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6000 FRIENDS 

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your friends 

BUT 

you can't choose 

family. ' ' 

It's possible to reignite the passion 

in a relationship; sometimes you 

just need help to find the 

,,. Power hf relatioli"sliii>s·· .. , 


The lesson 

Introduction 

• Ask students to brainstorm what it means to be 

powerful. Write keywords from their answers on 

the whiteboard. 

• Explain that power comes in many forms 

including power through knowledge, power 

through authority, power through strength and 

power through experience. 

• Hand each student an information card from 

page 51 and ask students to form groups by 

matching the source of power, its description 

and examples of people who have each source 

of power. Each group of three students will work 

together in the first development activity. 

• Ask each group to share their information with 

the class and write the sources of power on the 

whiteboard as they share. 

Development 

• In their groups of three, students complete 

the quiz on page 52. All students in the group 

must come to an agreement before writing the 

answers. Mark the quiz and discuss answers. 

• Individually, students complete the worksheet 

on page 53 about relationships that use positive 

and negative sources of power. 


Some students may need help thinking of 

strategies to manage unhealthy relationships 

for question 3 on page 53. It may be beneficial 

to do this as a class or a group brainstorm. 

Conclusion 

• Ask students to share their strategies for 

question 3 on page 53. NOTE: Sharing the 

answers to questions I and 2 is not advised 

because it may bring up personal issues for 

some students. 


Practise skills to establish and manage 

relationships (ACPPS055) G 

Resources 

• One set of the information cards on page 51 must 

be cut out. These may be laminated beforehand for 

future use 

• One copy of page 52 for each group 

• One copy of page 53 for each student 

Answers 

Page 52 

I. (a) N 

(d) N 

(b) p 

(e) P 

(c) N 

(f) p 

2. (a) Mark, power through strength 

(b) The 'popular' girls, power through charisma 

(c) Parents, power through information 

3. (a) Matt could teach Jack the strategies he uses to 

learn new topics. 

(b) Sally could tell Zoe some jokes so that she can 

tell jokes too. 

(c) Chris could ask Linda to introduce him to Nick 

so that he can learn how to play soccer. 

Assessment 

• Can the student differentiate between positive and 

negative uses of power? 

• Can the student suggest strategies to manage 

unhealthy relationships? 

Going further 



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• Research bullying at to 

create a brochure which will inform parents about 

bullying and the impact it has on children. 

SO Australian Curriculum Health (Year 6) R.I.C. Publications ® www.ricpublications.com.au

,,. Power in relationshii>S .:;. 1"; 


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Information - ::> knowledge and 

• A person with high IQ 

----------------------------------+---------------------------------•--------------------------------- 

Charisma 

Power through an 

attractive personality 

and appearance 

 

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• A good friend 

• A good sportsman 

• A well-behaved person 

• A role-model 

----------------------------------•---------------------------------•--------------------------------- 

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Power through authority 

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• A prime minister 

• A president of a club 

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Reward 

Power through ability to 

reward others 

(/) • A teacher/coach handing 

f out prizes 

• A child praising/giving 

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treats to a pet 

----------------------------------+---------------------------------•--------------------------------- 

Connection 

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Power through knowing 

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• A friend who's in a 

position of power 

• A family member who's in 

a position of power 

----------------------------------+---------------------------------•--------------------------------- 

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• A resilient person 

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• A strong-willed person 

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Convention 

Power through social 

customs 

 

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• An Aboriginal Elder 

• A jury in a court 

• A general committee 

member of a club 


Australian Curriculum Health (Year 6) 51

,,. Power in· relationships·.::: 2; 


I. Decide if each situation is a positive (P) or negative (N) use of power. 

(a) A child says, 'If you do my homework, I will be your friend'. 

(b) A child helps a parent use an electronic device. 

(c) A Year 6 child asks a Year 3 child to carry his bag home for him. 

(d) A child judging a contest deliberately chooses a friend to win. 

(e) A coach asks you to play in a position you don't normally play. 

(f) 

A child gives their friend a gift to say 'Thank you for being my friend'. 

2. State who has the power in each situation, and what kind of power they have. 

(a) Katie is always being pushed around by her older brother, Mark. 

(b) The boys always follow the 'popular' girls around because they are pretty. 

(c) A baby learns to talk by imitating his/her parents. 

3. Explain how the people in each situation can share power. 

(a) Matt is very good at learning new topics. He has power through information. Jack finds school 

difficult because he needs lots of practice to learn a new topic. 

(b) Sally is very funny. She enjoys telling jokes and making people laugh. She has power through 

charisma. Zoe likes jokes but doesn't know any to tell. 

(c) Nick is good at soccer. Chris watches Nick play and 

wants to learn how, but doesn't want to ask Nick 

because they don't really know each other. Chris 

does, however, know Linda, who is Nick's best 

friend. Linda has power through connection. 



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,, Power in··relatiollShii>S . ...:;· 3; 


Everyone has power in some form, whether 

through experience, knowledge, personality, 

strength or status. With power comes the 

responsibility to use it in a positive way that 

shows respect, care and appreciation for yourself 

and others. 

When power is used positively, it creates healthy 

relationships in which both parties feel respected 

and equal. When power is used negatively, it 

creates unhealthy relationships in which one 

party feels disrespected and less important than 

the other. 

Bullying or abuse occurs when power is used 

to control or disadvantage another person for 

personal gain. 

I. (a) Give an example of a relationship you have/had that uses power positively. 

(b) How does/did this relationship make you feel? 

2. (a) Give an example of a relationship you have/had that uses power negatively. 



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(b) How does/did this relationship make you feel? 

3. (a) What strategies can you employ if you feel you are in an unhealthy relationship? 

(b) Are these strategies the same as ones rF, 

you could employ if you were being bullied? \e.!', 

 


,,. EitlOtiOnal responses 


The lesson 

Introduction 

• Watch the You Tube video, Inside Out - get to 

know your emotions (allj. Ask students to make 

notes about the colour, behaviours, actions and/ 

or dispositions associated with each emotion 

by writing next to the points of each star on 

page 55. 


It may be useful to pause the video after each 

emotion to allow note-taking time. Alternatively, 

teachers can allow students to watch each 

section multiple times. 

Students who finish early can draw the pictures 

of each character in the star. 

Development 

• View the stimulus pictures on page 56 and 

compare the two. 

• Students answer the questions about emotional 

responses and how these can impact 

behaviour, decision-making and relationships, 

on page 57. 


It may be beneficial to get students to share 

answers to question 3(a) to determine some 

factors that may have caused Player 2's 

reaction in stimulus picture I. 

Conclusion 

• Discuss and give examples of how different 

emotional responses can impact your 

behaviour, decision-making and relationships. 


Examine the innuence of emotional 

responses on behaviour and relationships 

(ACPPS056) (3 

Resources 

• Copies of pages 55-57 for each student 

• You Tube video - Inside Out - get to know your 

emotions (allj at 

Assessment 

• Can the student identify behaviours, actions and 

dispositions associated with each emotion including 

joy, anger, sadness, fear and disgust? 

• Can the student identify how emotional responses 

impact your decision-making and relationships? 

Going further 

• Watch the entire Disney Pixar movie Inside out to 

analyse how emotional reactions change in different 

situations and how these reactions impact the main 

character's decision-making, relationships and 

behaviour. 

• Role-play different scenarios where students react 

appropriately and inappropriately to their emotions. 

Ask students to identify how they reacted and what 

they could have done to react more favourably. 

Discuss whether these responses impacted their 

decision-making, behaviour or relationships. 



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,,. Einotional resl)orises .::: l 


Write five words around each star to describe the colour, behaviour, actions and/or dispositions 

associated with each emotion. 

ANGER 

SADNESS 



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DISGUST 



,, .. EmOtional respOiises ::.: 2 ,, 


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,,. EinotiOnal responses .::: 3 


In Picture I , do you believe the emotional response from 

Player 2 is appropriate or inappropriate? Explain. 

appropriate O inappropriate 0 

2. In Picture 2, do you believe the emotional response from Player 2 is 

appropriate or inappropriate? Explain. 

appropriate O inappropriate 0 

3. In both pictures, Player 2 is frustrated at losing the game. Because emotional responses are 

influenced by emotions and previous experiences, they can be unpredictable and extreme. 

(a) What factors, besides his/her emotions, may have caused the reaction in Picture I? 

(b) Does this mean it is always okay to behave in this way? Explain. 



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If. How you react to a situation can impact your relationships, if it occurs constantly. Your reaction 

could have either a positive or negative effect. 

(a) Explain how you would feel if your friend constantly acted the way Player 2 did in picture I. 

(b) Would you be happy to have them come over and play with you all the time if they constantly 

acted this way? Explain. 


,,. Resilience 


The lesson 

Introduction 

• Complete the worksheet on page 59 to identify 

students' strengths and weaknesses. 

• Introduce and define resilience to the students. 

Resilience is 'being able to bounce back in 

times of difficulty or hardship'. 

• Read a text to the students that highlights 

resilience. Examples of books are listed under 

Resources. Discuss how the characters show 

resilience throughout the text. 

Development 

• Watch the YouTube video Kid President's 

letter to a person on their first day here. 

• Discuss the strategies Kid President suggests 

to make the world a better place. 

- support each other 

- give high-fives 

- forgive mess-ups 

- take a breath 

- tell people you appreciate them 

- take brain pictures of amazing things that 

happen 

• Complete the worksheet on page 60 to 

identify strategies that can be used to develop 

resilience. 

• Compare what Kid President thinks will make 

the world a better place, with strategies for 

developing resilience. 


The worksheet on page 60 can be done in pairs 

to assist struggling students with connecting 

strategies to meanings. 

Conclusion 

• Ask students to give an example of how each of 

the strategies on page 60 can be used and how 

they assist with developing resilience. 


Examine the innuence of emotional 

responses on behaviour and relationships 

(ACPPS056) (3 

Resources 

• Copies of pages 59 and 60 for each student 

• YouTube video - Kid President's letter to a person 

on their first day here at 

• Giraffes can't dance by Giles Andreae 

• Never give up by Kathryn Cole 

• The little engine that could by Watty Piper 

Answers 

Page 60 

I. (a) Self-discovery - Find out what your strengths 

and weaknesses are. 

(b) Be optimistic - Have a positive outlook on 

challenges you face. 

(c) Self-care - Look after your own health and 

wellbeing. 

(d) Safe haven - Have a place to go where you feel 

safe. 

(e) Help others - Assist other people whenever 

possible. 

(f) Make connections - Develop a strong support 

network. 

(g) Daily routine - Maintain a regular set of events 

every day. 

(h) Set goals - Write a list of things you want to 

accomplish. 

(i) Take a break - Make time to relax and distract 

yourself from troubles. 

U) Problem-solve - Use your brain to find solutions 

to challenges. 



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2. Teacher check 

Assessment 

• Can the student identify strategies he/she can use 

to develop resilience? 

Going further 

• Students create a booklet of strategies to help them 

be resilient individuals, using the template on page 

61. To see how to make the booklet, go to . 


,, .. Resilience -1·· 


I. How do you feel about yourself? Rate each section by colouring in the corresponding frequency. 

Optimism 

Do you look for positives in 

a situation? 

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2. Which sections did you select 'usually' or 'always' for? 

3. Which sections did you select 'never' or 'rarely' for? 

If. Select one section that you want to improve and set one goal to work towards. 


,, .. Resilience -·2· 


I. Match the strategy keywords with their descriptions. 

9 

(a) Self-discovery 

(b) 

9 

Be optimistic 

Maintain a regular set of events 

everyday. 

Look after your own health and 

wellbeing. 

(c) Self-care 

9 

(d) Safe haven 

9 

(e) Help others 

9 

(f) 

(g) 

Make connections 

Daily routine 

9 

(h) Set goals 

9 

(i) Take a break 

9 

Assist other people whenever 

possible. 

Use your brain to find solutions to 

challenges. 

Make time to relax and distract 

yourself from troubles. 

Find out what your strengths/ 

weaknesses are. 

Write a list of things you want to 

accomplish. 

Have a place to go where 

you feel safe. 

Have a positive outlook on 

challenges you face. 

U) Problem-solve 

9 

Develop a strong support network. 



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2. Write the strategy keywords from question I across each line to complete the puzzle. 

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60 Australian Curriculum Health (Year 6) 

R.I.C. Publications ® www.ricpublications.com.au

,, .. Resilience _·3· 


 

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,, .. Media ailif celebrity il i fluence 


The lesson 

Introduction 

• Introduce media and celebrities and ask 

students to define or give examples of each. 

• Fill in the 'What I already know' and 'What 

I want to know' sections about media and 

celebrity influences using the KWL chart on 

page 63. 

• Briefly share students' answers to each column. 

Development 

• Watch the Behind the news video Unruly role 

models. Discuss the behaviour of the athletes 

off-field and the consequences they should 

face. Hold a debate in which students give 

their opinions about what is acceptable and 

unacceptable behaviour for celebrities. 

• Students complete the worksheet on page 64 to 

see how our decision-making and appearance 

are influenced by celebrities. 


Show students images of the latest trends in 

fashion from magazines, photographs or online to 

assist them in answering question 2 on page 64. 

Viewing the advertisements in question 3 on 

page 64 may be done as a class using an 

interactive whiteboard. 

Conclusion 

• Using the KWL chart from the Introduction, 

students complete the column 'What I have 

learnt', then highlight any questions in the 'What 

I want to know' section that weren't answered. 

• Students share what they have learnt in this 

lesson with the class. 


Recognise how media and important 

people in the community influence personal 

attitudes, beliefs, decisions and behaviours 

(ACPPS057) 0 

Resources 


• Behind the news video - Unruly role models at 

 

• Computer access for each student 

Answers 

Page 64 

I. behaviour, body image, careers, clothing, diet, 

exercise, goals, money 

2.-3. Teacher check 

Assessment 

• Can the student identify how their appearance, 

behaviour and decision-making can be influenced 

by celebrities and the media? 

• Can the student identify the difference between 

positive and negative influences in the media? 

Going further 

• Students complete the worksheet on page 65 to 

identify the positive and negative media stories 

involving some celebrities. 

• Answer any questions that students still want to 

know about how the media and celebrities influence 

our appearance, behaviour and decision-making 

from the KWL chart on page 63. 



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,, .. Media an d· c el e 

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I • Celebrities can have a big influence on the decisions 

we make. In the word search, find examples of things 

we are influenced to make decisions about and list 

them below. 

2. Fashion is one of the 

biggest influences on a 

person's appearance. 

New trends are publicised 

in the media daily, and 

directly and/or indirectly 

affect how we look. Draw 

clothes, accessories, 

hairstyles, facial features 

and other fashionable 

trends onto each person. 


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3. Campaigns and advertisements using celebrities are effective because of how influential they are. 

Complete the table by researching three advertisements that use celebrities to promote a product. 

Advertisement 



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What is the health message? 

Would you buy this product? 

Why/Why not? 

64 Australian Curriculum Health (Year 6) 

R.I.C. Publications ® www.ricpublications.com.au

,,-·Media an d· ce lebrity influence .. ::- 3· ···· ··-· ·; ........ ··· ., .... 


I. Research each celebrity's career path and list some of the positive and negative media stories 

associated with each. 

BEN COUSINS 

LINDSAY LOHAN 

Career path ....................................................... . Career path ....................................................... . 

Positive media stories 


Negative media stories 


JUSTIN BIEBER 

NAOMI CAMPBELL 

Career path ....................................................... . Career path ....................................................... . 





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2. With a partner, discuss how the media stories in question I could influence people's behaviour and 

attitudes. 



The lesson 

Introduction 

• Introduce and describe the topic of advertising 

and marketing. Ensure students know that 

advertising is a type of marketing tactic. 

• Watch the Behind the news video, Sneaky ads, 

to answer the questions on page 67. 

Development 

• Discuss the difference between direct and 

indirect marketing techniques. 

• Complete the worksheet on page 68 to 

discover how supermarkets use direct and 

indirect marketing, and how this influences our 

decisions about what we buy. 

• Watch part of the movie The Truman show 

to identify the direct and indirect marketing 

techniques used, including product placement, 

direct advertising and subliminal messages. 

Discuss Truman's reaction to these techniques. 


The worksheet on page 68 can be completed 

in groups or as a class, depending on students' 

previous knowledge of marketing techniques. 

Conclusion 

• Ask students to give examples of 'marketing 

tricks'. This will enable them to be aware of 

these techniques when purchasing products. 

• Review marketing techniques and encourage 

students to point them out to their parents next 

time they are shopping. 


Recognise how media and important 

people in the community influence personal 

attitudes, beliefs, decisions and behaviours 

(ACPPS057) 0 

Resources 


• Computer access for each student 

• Behind the news video - Sneaky ads 

 

• Copy of the movie The Truman show 

Answers 

Page 67 

I. Advertisements are important to commercial 

television stations because it is how they make their 

money. 

2. Television stations and filmmakers have to get 

creative because advertising is becoming easier to 

skip over or fast forward. 

3. (a) Department stores, soft drink, sweets and 

dishwashing liquid were among the things 

advertised. 

(b) Product placement 

4. Product placement is used frequently because it 

is a multi-billion dollar industry and continuing to 

expand. 

5. (a) Some people don't like product placement 

because they say it is dishonest. 

(b) Teacher check 

6. Teacher check 



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Assessment 

• Can the student identify how marketing techniques 

can influence decision-making? 

Going further 

• Watch and discuss the video 'Science of 

persuasion' at . Discuss 

the importance of identifying marketing techniques 

when making decisions. 

• Write a persuasive letter to a supermarket, using 

the template on page 69, which highlights the health 

implications of their marketing techniques. 


·-··:a:dvertising and ·marketing .::.. 1 · .,. 


Watch the Behind the news video called Sneaky ads to see how 

advertising influences people's decision making. 

I. Why are advertisements important to commercial television stations? 

2. Why do television stations and filmmakers now have to be more creative with their advertising? 

3. (a) What was being advertised in the film clip from Josie and the Pussycats? 

(b) What technique was used in this clip? 

If. Why is product placement used so frequently in television shows and films? 

5. (a) According to the article, why do some people dislike product placement? 

(b) Do you agree with this reason? Explain. 



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6. What techniques do you think have been used during 

the energy drink commercial in the opening scene of 

the video? 


,,.J\

,, .. A

RIC-20019 AC Health (Year 6) Communicating for health and wellbeing

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