Good health and well-being

The class is divided into small groups. Each group studies a different real life problem- based scenario for people’s wellbeing (discriminations, bullying, inequalities, diseases and try to come up with at least six different solutions/ways forward.

Consider the values underpinning each solution and what might compromise the solutions. As a whole group, discuss the solutions proposed and the related values for health and wellbeing.

Students reflect on their lives and list example actions and decisions that, if taken, can impact positively or negatively on the wellbeing of self and others (A R2).

Small groups study different strategies for health promotion and illness prevention and consider which they prefer discussing any limitations/criticisms and trying to create alternative models/ strategies.

Students devise role-plays to show examples of gender inequalities in work illustrating different views and interests of various stakeholders and showing possible actions.

Share and discuss and reflect on actions that can promote gender equity in work environments and within our daily lives (e.g. in family, in school etc.) and how this affects both men and women’s quality of life and life satisfaction.

Students consider others in their school or environment that need support. Students work in groups and develop ideas that will help. The groups present their ideas. All the ideas are discussed and analysed on the basis of specific indicators (not labelling, feasible to apply, time needed, benefits for all). Students decide which ideas are appropriate and develop a timeline plan, having identifying the steps needed, for their implementation.

Organise a round table discussion regarding “Health as a Public Good”. Invite doctors, people from insurance, people from public and private sectors, patient associations, students, representatives from vulnerable groups, etc. The discussion is expected to reveal the different aspects and interests of the various parties on the issue.

Students discuss different responses to bullying e.g. intervene, just look, leave, report the incident to the school manager. The responses are classified in a table and they are discussed to see what values and beliefs underpin each behaviour and how these behaviours can have a positive or negative impact on students’ life and the school’s wellbeing.

Group activity: Students read true stories about people in need from different parts of the world. They are then asked to express their emotions and feelings and discuss why they feel like that. Students are asked to reflect on how people can raise their resilience and deal with the problems they are facing.

Students visit an NGO e.g. for unaccompanied children in a refugee camp or a charity institution and meet vulnerable people. Discuss with them and with the people that support them, the conditions of living in a host country, ways they are supported and practical ways that students can support.

As a follow up, students organise an action (collecting clothes, toys or first needs goods, or other actions) to support the group.

Use charts, infographic and statistics that show for contagious diseases in the world, or malnutrition in the world etc.

In groups, students use various sources of information (e.g. ICT), and explain the figures, facts and statistics and present a holistic view of the problem. Examples of prompting questions are: In which countries or regions is the problem big and in which countries is it non-existent? Why?

Which ages are affected? Which factors intensify the problem? What remedial measures are taken? How can countries, groups, people eliminate the risk? What policies and strategies are followed for addressing the problem?

Each group presents and discusses their results to the plenary and jointly develop a plan with suggested strategies addressing the local context for increasing local resilience.

A series of photos of people from various regions are presented to students. Students are asked to classify the photos according to the quality of life of these people (food, home, education, health, job, human rights etc.). They discuss the differences of peoples’ life quality and wellbeing and propose ways that people individually and collectively can help other people in need.

Students plan, for example, “A day against discrimination” and include a series of actions in their school and in their community for promoting inclusion and acceptance of all.