Cambridge Primary

How can we stay healthy?

A Cambridge Global Perspectives® Challenge

Skill focus: Analysis Stage: 5 Age: 9–10 Topic: Keeping healthy

Learning objectives Success criteria

Analysis

Identify some key points from different perspectives on the same Learners identify and begin to compare the approaches taken by charities and other organisations involved
topic within a source in health campaigns

Suggest and justify an action to make a positive difference to a local Learners produce information campaigns to address local health issues informed by their analysis of
issue campaigns organised by charities and other organisations

Collaboration

The team member introduces useful ideas which are likely to help
achieve a shared outcome and works positively to solve problems
faced by the team
The team plan and divide tasks fairly to achieve a shared outcome,
considering skills of team members and time available
Learners contribute useful ideas, listen to the responses of others and resolve ambiguity, variance and
contention, before agreeing on decisions with their team
Within their teams, all learners are actively involved in each activity and can explain their thinking in
reflective writing or when asked
Learners demonstrate collective decision-making, clarify how they have resolved disputes and adopt
observable shared behaviours

Challenge summary

By the end of this Challenge, learners will analyse health campaigns and identify similarities and differences in health priorities in different parts of the world. They will develop and
reflect on their collaboration skills in a range of activities.

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 Activities (sequence)

What does it mean to ‘be healthy’?

Show learners a video clip about healthy living (1 minute 30 seconds) as a starter prompt. A possible example is: www.youtube.com/watch?v=5T0D_8OwvOk
In groups of four, learners discuss what it means to be healthy and work together to create four statements to describe health. Groups share their ideas with
the class and list ideas centrally on the board, eliminating duplicates.
Each group selects nine statements from the class list that they think are most relevant to ‘being healthy’. The group records each one on a separate piece of
paper or sticky notes. They use them to debate and create a ‘diamond 9’ arrangement (Learner Resource – How can we stay healthy L5.1) by ranking their
most important statement on the first row, their two next most important statements on the second row, and so on, down to their least important on the last row.
Help learners briefly review how well they worked together to come to their decisions – what went well and what could be improved?
Give each group time to elect a spokesperson who then justifies their number one choice to the class. Discuss any strong links you feel exist between the
groups’ answers and what that might indicate. Develop the discussion to consider whether some choices are simply opinion and how we could find out, if time
allowed, whether they are based on fact.

What are the local issues in promoting good health?

If possible, show some recent campaign posters from your area, which may be available online. Alternatively, use archive resource for public health campaigns
around the world. The following link to the World Health Organization (WHO) contains exemplar material in a variety of styles for creating discussion:
www.who.int/about/history/publications/9789240560277/en/
Debate which aspects of the materials work and why. Is the message clear? Does the design attract the reader? Does it make a suitable impact? Use this
discussion to create, as a class, a list of four success criteria for learners to work to in the next task. Keep these available for the next task. (Examples of
suitable success criteria: To be successful our poster will… be eye-catching / have a clear message / be easy to read / be colourful.)
Encourage learners to work in their groups and agree a local campaign they would like to create a visual for, either as a hand-drawn or digital poster. This
could be a campaign you have already discussed, or one of local relevance that they can be directed towards. Remind learners to keep referring to the agreed
success criteria as they progress.
Learners review each other’s visuals and mark them against the agreed success criteria using the ‘three stars and a wish’ method to give feedback on three
good things about the poster and one target for improvement. Feedback can be verbal or written.
Help learners briefly review how well they worked together to create the poster – what went well and what could be improved?

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 Why are fruit and vegetables important in our diet?

If learners are unsure, take five minutes for learners in pairs to type into a search engine ‘Why are fruit and vegetables good for us?’ Pairs can summarise their
findings in class discussion. Discuss that an aspect of good health for everyone is eating well, particularly fruit and vegetables. Discuss the benefits of fruit and
vegetables, such as vitamins and minerals to help cells in the body function efficiently, and fibre to help the digestive system work well. Ask learners whether
they eat fruit and vegetables – which fruit and vegetables, how often, and how much. Do they eat enough for a healthy diet? If not, what factors are preventing
them?
Ask learners to imagine a role as, for example, a busy parent / government health minister with the job of promoting fruit and vegetables to children. Learners
work in pairs, choose their role and rehearse some responses to planned questions (Learner Resource – How can we stay healthy L5.2). Encourage learners
to add their own questions. Pairs then work together to film each ‘interview’.
Share interviews as a class, and give time for informal feedback. Ask learners whether their views about the importance of fruit and vegetables has changed as
a result of this activity, and why / why not.

Are health issues the same all over the world?

Elicit ideas from a class discussion about whether health issues are the same all over the world. Possible differences might include improving access to clean
water for health, presence of malaria etc.
Ask learners: Have you ever seen any global health campaigns? If so, what type of organisation often runs these campaigns?
Show learners some examples of campaigning websites such as Save the Children, Unicef and Oxfam to find information on global health issues (see links in
Teacher Resource – How can we stay healthy? T5.3).
Choose a small number of charities and campaigns for your learners to research. Learners then analyse the websites of these charities and compare the
approaches taken (for example using a table such as Learner Resource – How can we stay healthy? L5.4). Encourage learners to compare the information on
the websites with the posters they created previously, and record their thoughts.
Discuss findings as a class. Elicit/discuss that these campaigns and learners’ posters are aiming at different audiences. Are there similarities between the
messages? And differences? Discuss that the charity websites will often carry statistics and that these send important messages to people who might be able
to help financially, for example. Alternatively, invite a visiting speaker from a relevant charity.
Help learners review what they have learnt about working together. Ask several learners to share one thing they have learnt about how to work together
successfully, and what skills they would like to target next.

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 Challenge resources

Provided by Cambridge
Teacher Resource – How can we stay healthy T5.3 Learner Resource – How can we stay healthy L5.1
Learner Resource – How can we stay healthy L5.2
Learner Resource – How can we stay healthy L5.4

Other resources
Sticky notes or small pieces of paper (9 per group)
Resources on public health campaigns, including internet access
Creative materials – art and craft resources for posters and/or digital tools for online publishing
Video/audio recording devices
Projector, for showing campaigning websites to class
Visitor from organisation campaigning on global health issues (optional)

Personal Local Global

This Global Perspectives Challenge has been designed to be flexible and should be adapted to school requirements and the needs of your learners. Further guidance and
support for planning is given in the Teacher Guide.

Copyright © UCLES 2018

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