Students are divided into 2 groups and discuss “The good things in our world that improve our quality of life, health and wellbeing” and “Ways that contemporary way of life impacts on our health and wellbeing”.
Groups present their result to the plenary and discuss their thoughts, feelings and things that they would like to change
Provide to the students a scenario e.g. how refugees, immigrants and refugee flow can ‘affect a country’s well- being’. Students analyse and reflect on two suggested responses to this and discuss how they might affect society’s health and wellbeing. One is that every foreigner returns back to his/her country, and the other is to adopt measures of adaptation and resilience of these people. During the debate students elaborate the beliefs and values behind each one and identify the mechanisms and strategies for each solution.
Divide students into three groups. Each group is responsible for one dimension (social, political, economic) and discusses and then presents on a flip chart how it can affect people’s health and wellbeing.
Using the web game, students are asked to find the connections between the three dimensions and reflect on how these as a whole affect health and wellbeing.
Using the results of the two previous activities, in groups students create a concept map presenting the causes and consequences of social, political and economic dimensions to peoples’ wellbeing.
Students then discuss the values and beliefs underpinning the decisions behind social, political, economic dimensions that impact on health and wellbeing.