Health & WellbeingInformation Pack

March 2009

Useful WebsitesCancer Awareness:

http://www.immunisation.nhs.uk/Vaccines/HPV/ The HPV vaccine

http://publications.cancerresearchuk.org/epages/crukstore.sf/en_GB/?ObjectPath=/Shops/crukstore/Categories/BrowseByType/CancerAwarenessLeaflet

Free leaflets from Cancer Research

http://www.bebo.com/Profile.jsp?MemberId=7671317474 ‘Don’t Fear the Smear’ campaign

http://www.brookes.ac.uk/student/services/health/caware.html self examination

No Smoking Day:

http://www.nosmokingday.org.uk/ the official website including support forum and email quit buddy

http://smokefree.nhs.uk/?WT.mc_id=search the Smokefree campaign

http://www.ecksmokefree.nhs.uk/ East & Coastal Kent

http://www.westkentpct.nhs.uk/Quit_Smoking/Stop_smoking_clinic_times/index.html West Kent

Mission Nutrition & Healthy Eating:

http://www.missionnutrition.org.uk/ Blue Peter campaign

http://www.savethechildren.org.uk/en/6884.htm Save the Children

http://www.nhs.uk/Livewell/loseweight/Pages/Loseweighthome.aspx?WT.srch=1 NHS resources

http://www.eatwell.gov.uk/ the Eatwell plate, games and more

http://www.bbc.co.uk/health/healthy_living/nutrition/ healthy lifestyle tips

http://www.direct.gov.uk/en/HealthAndWellBeing/HealthyLiving/DG_4007852 Direct.Gov infor4mation and links

http://www.direct.gov.uk/en/HealthAndWellBeing/HealthyLiving/DG_4007852 ideas for sessions with slides

IntroductionThe following sessions touch on some of the wide range of activities and information encompassed by the ECM

outcome ‘Be Healthy’ whose five main target areas are:

• Sexual Health• Healthy lifestyles/physical health• Mental and emotional health & wellbeing• Substance use• Maternity & infant health

I have included a session on Jade Goody as this issue is topical and the ‘Jade Goody Effect’ may get young women talking about health fears and the HPV vaccine. I have included an extra session at the end of the pack on testicular cancer which is suitable for delivery to young men. Both are sensitive subjects and need handling with sensitivity.

KYS now has a strong link to Save the Children and future packs will focus on global issues in youth work. I’ve included ‘Mission Nutrition’ as a way of thinking about some of these global issues as they impact on one of our basic human needs. Getting involved in the ‘mission’ would be an excellent way to explore these issues further and to build hours towards a Youth Achievement Award.

IntroductionEach pack is designed to deliver recorded and accredited outcomes:• Attending 3 sessions delivers a recorded outcome• Adding planning sessions and following the extension activities will deliver a Youth Achievement Challenge (1

challenge = 1 accredited outcome). You will need to keep evidence of work e.g. Photos, session recordings, statements and the leader and young person will need to sign each activity sheet and piece of evidence. Please contact me for another copy of my simple accreditation pack if necessary or use your own accreditation sheets to build the portfolio.

CURRICULUM CHAPTERS: 10 (Healthy Living), 23 (Sex & Relationships Education),

25 (Working with Young Men & Women)

Session 1 – The Jade Goody Story

MATERIALS: Handouts, information leaflets, cervical cancer information (see leader’s notes)

ICEBREAKER:

ACTIVITY 1: THE JADE GOODY STORY Read the handouts on Jade Goody. One is in favour of her selling her story to make money for her sons’ futures, the other is uncomfortable with her ‘dying in public’. The third talks about what is being called the ‘Jade Goody Effect’. Some questions to think about:

• Should Jade be doing more to raise cancer awareness? Maybe making adverts or donating money to charity?

• Kylie had breast cancer but she chose to keep out of the public eye – do you think this is the best approach? Or should we be more aware of diseases like cancer?

• Do you agree with what Jade is doing? If you were in her position what would you do?• What about other young women who might be in the same position but don’t have as much

financial support?

ACTIVITY 2: Read the leaflets: http://www.immunisation.nhs.uk/publications/HPV_leaflet.pdf and http://cks.library.nhs.uk/patient_information_leaflet/hpv_vaccination Do you know about the vaccine? Have you or any of your friends had it? If not why not? And would you think about doing it now? What are the reasons for having the vaccine? And why might people object to the vaccine (e.g. religious grounds, not liking injections)? Do you think the leaflets are well designed and informative? Would they make you get the vaccine?

Session 1 – The Jade Goody Story

ACTIVITY 3: DESIGN A LEAFLET There are several cancer awareness campaigns this month that target young women so you could choose to do a general leaflet or one specifically about breast or cervical cancer. Encourage creativity and remember that the target for the leaflet is other young women. When they’re finished, compare them and discuss: •which has the best text layout •which has the best information•which has the best art work•Which has the best design

EVALUATION: Use a talking stick to go round the group and ask each young person what they’ve learned from the session

EXTENSION ACTIVITIES: Design one leaflet utilising the best facets of all the designs, then print some out and keep a copy on computer. Or produce a poster to encourage young women to get the vaccine. Why not send the results of your work to other centres to use?

Leader’s Notes – Session 1For more information on cervical and breast cancer:•http://www.cancerscreening.nhs.uk/cervical/index.html•http://www.cancerscreening.nhs.uk/breastscreen/index.html •http://cks.library.nhs.uk/patient_information_leaflet/cancer_of_the_cervix •http://cks.library.nhs.uk/patient_information_leaflet/cervical_screening_test•http://www.cancerhelp.org.uk/help/default.asp?page=16024 info on the vaccine•http://www.netdoctor.co.uk/womenshealth/cervicalcancervaccine.htm more info on the vaccine

This is a potentially sensitive subject – cancer affects 1 in 3 people in the UK and it is highly likely that members of the group may have first hand experience of cancer and the effect it has on family life. Be aware that some young women’s parents may not wish them to have the vaccine on religious grounds.

This session is most suitable for young women and could be used on International Women’s Day (8 th March).

CURRICULUM CHAPTERS: 10, 23, 25

ECM OUTCOMES: Be Healthy, Stay Safe

Why Should Jade Goody Go Quietly?

Justine Picardie, whose late sister controversially wrote of her own losing battle with cancer, argues that Jade Goody has every right to die as publicly as she has lived

 

Today is the day that Jade Goody – a reality TV star whose fame has accelerated as her death approaches – will marry her boyfriend in a wedding ceremony that has been sold to the highest bidder: £700,000 to OK! magazine, £100,000 to Living TV; and more deals with ITV, among others.

At 27 she has terminal cervical cancer and she wants to provide a legacy for her two small sons; but her impending death has already generated another legacy, an intense public debate about the rights and wrongs, the profits and losses, of living and dying in public.

Goody will not get better, but she is expressing her feelings and fears in the manner to which she has become accustomed – in public. You may not feel that this is how you would face death, but it is her choice and choices become limited when cancer invades the body, consuming a life and all its possibilities.

There is no right way to die and very little dignity in the brutal onslaught of cancer; and those who die young do not go gentle into that good night. If Jade Goody refuses to leave quietly, then that is her right for she has lived by being loud, by refusing to give up the light.

For the full article go to http://www.timesonline.co.uk/tol/news/uk/health/article5779740.ece

Intrusion into Jade Goody's person life leaves me deeply uneasy

Feb 22 2009 by Roz Laws, Sunday Mercury

 

I watched this week’s edition of Jade Goody’s reality TV show on Living with a mix of emotions.

I felt pity and sadness for a 27-year-old mum-of-two facing up to death, but mostly I just felt uncomfortable.

The cameras were there in her bedroom to watch her wake up at 6am.

I’m surprised they weren’t there when she was given the news she had only two months to live, but the TV show’s producer – who’s become her constant companion and part-time chauffeur – was on hand to relay what happened.

She sold the first shots of her with no hair to a newspaper, saying: “It’s easier for me to deal with things in the public eye.”

Even more telling was the reaction of her mother Jackiey before being interviewed about Jade’s illness, when she said: “I might cry today because I’ve got the freedom to do it.” It was heartbreaking to watch her tears flow, but so odd that she seems to feel she can only live her life in front of cameras.

I don’t blame Jade at all for selling her wedding to OK! magazine for a huge amount of money. Plenty more celebs have done the same, for a lot less noble reasons and I wish her all the best for today’s ceremony.

What disturbs me far more is the celebrity culture in which people like Jade and her family feel it’s perfectly natural to open up every part of their lives to the media.

She might well be raising awareness of cancer, but so did Kylie Minogue in her fight against breast cancer – yet she didn’t feel the need to appear in a reality TV series or tip off the paparazzi to her whereabouts.

We are told that the cameras won’t be allowed to film Jade’s death, though with Max Clifford as her publicist, I wouldn’t rule anything out.

Cancer tests go up after Goody diagnosis

Demand for cervical smears up by one fifth James Sturcke, The Guardian, Tuesday 17 February 2009 http://www.guardian.co.uk/media/2009/feb/17/cancer-tests-jade-goody

Cervical cancer specialists are putting a rise in demand for screening down to a "Jade Goody effect" after the reality television star revealed at the weekend that she was terminally ill with the disease.

University Hospital Lewisham, in south-east London, has carried out 21% more tests in the months since Goody was diagnosed with cervical cancer last August compared with the same period in 2007. "We have definitely seen an increase in uptake due to Jade Goody," said Robert Music, director of the cervical cancer organisation, Jo's Trust. "The fact that it is in the news a lot of the time clearly makes a difference. I think that in this celebrity age, many people relate to Goody. It is almost as if she has become a part of their lives- a family member."

Cervical cancer is the most preventable form of cancer, yet it is still the second biggest cancer killer of women in their early 30s in the UK. It is estimated that 40% of women under the age of 35 do not have a regular smear test.

The renewed demand for screening follows a decline in the numbers of women being tested from 83% to 79% over the past decade. The biggest drop has been among women aged 25-29, where the number being screened at least once in the past five years has dropped from 79% in 1998 to 66% in 2008.

Katie Boyd, consultant pathologist for Bournemouth and Poole primary care trust, said cervical screening workloads had increased markedly in the past four months, particularly among women of Goody's age. "We have seen a lot more women coming for smear tests who have not come before and therefore an increase in the number of abnormalities among that group. Women read magazines and are influenced by these things.

"I am very sad for Jade Goody but if it encourages more people to have tests then that is positive."

She said it was too early to know whether the Goody effect would lead to an increase in cervical cancer detection in England. Official NHS statistics are published every October. In England, all women aged between 25 and 49 are offered smear tests by their GPs. "The test is not much fun. People don't come because they are embarrassed or they can't take the time off work," said Boyd.

Session 2 – The Great No Smoking Debate

MATERIAL: Worksheet, stop smoking information (see links in leader’s notes), computer access if possible

ICEBREAKER: AGREE/DISAGREE read out the following statements and ask young people to agree or disagree (if you have the space, designate one end of the space ‘agree’ and the other ‘disagree’ and encourage young people to run to the appropriate end)

• Smoking is bad for your health• Smoking makes you look cool• Smoking helps you relax• Smoking makes your clothes and breath stink• Smoking should be banned in public places• People have the right to choose if they smoke or not• Smokers cost the NHS a lot of money• Smokers pay a lot of money in tax on tobacco• Were young people surprised at their own responses? Are they completely for smoking or against it or are

there grey areas?

Now read out 1 last statement• Smoking should be completely banned

All the young people who agree with that statement will now be asked to argue the complete opposite. Those who disagree will be asked to argue for a ban.

Session 2 – The Great No Smoking Debate

ACTIVITY ONE: SMOKING BAN DEBATE Give each young person a copy of the worksheet and ask them to list points for and against smoking. Give each group a few minutes to discuss their argument for or against a smoking ban – encourage them to stick to 4 key points. They can designate one speaker, or one for each key point or present the information by acting out little scenarios. Now let each side present their argument – encourage each group to listen to the other side and make notes on their argument, as they will have to argue against it. Perhaps each group has a designated note taker, or everyone takes notes and compares. Then give each group a few minutes to prepare a rebuttal (argument against the points made by the other side). Again they can choose how to present their argument. Then give each group a few minutes to prepare their closing argument – one argument that sums up their viewpoint. Again, let each group present this as they like (encourage them to be creative here – maybe a rap or an acted out scenario). Now ask the whole group to vote – are they for or against a ban? Did they change from their original viewpoint? Were they convinced by their opponents’ arguments?

ACTIVITY TWO: hand out smoking cessation material and get feedback from the group on it – do you like the style? Does it work? Would it encourage you to stop smoking? Now divide the group into smaller groups and ask each one to design their own stop smoking leaflet. Again, encourage creativity – maybe set out the information as a rap or lyric, use a computer or art design to get the point across. Compare all the leaflets – which works best, has the best text, best information, best artwork?

Session 2 – The Great No Smoking Debate

EVALUATION: Group discussion: Did any of the arguments change your mind? What did you learn? If you smoke, would you consider giving up smoking? Draw a 3 ring target – outer ring ‘wouldn’t give up’, inner ring ‘think about it’, bullseye ‘will give up’ – ask young people to mark where they are on the target.

EXTENSION ACTIVITY: Using the leaflets from activity two, combine all the best elements to produce a no smoking leaflet that can be scanned and printed out for use in your centre. Why not send a copy to other centres in the county? Or take some of those ideas and produce your own stop smoking poster or even short video using your mobile. If you make a video why not post to youtube http://www.youtube.com/ or kent tv www.kenttv.com/

Leader’s Notes – Session 2No Smoking Day is the second Wednesday in March – this year No Smoking Day will be 11 th March.

If you have computer access, you could watch some of the anti smoking campaigns and discuss:

http://www.youtube.com/watch?v=aBF4F-MLR68 NHS viral

http://www.youtube.com/watch?v=688uHz6QYkQ I wanna be like you campaign

http://www.youtube.com/watch?v=LcE-fbI16Ik Man with throat cancer

http://www.youtube.com/watch?v=JndtG8Y7yfw&feature=related American campaign

http://www.youtube.com/watch?v=vxlUCIqbD8M&NR=1 Smoking & Pregancy

http://www.youtube.com/watch?v=1MF4sCvkAAA Australian campaign

http://www.youtube.com/watch?v=anFK9SA5kKw the ‘Get Unhooked’ campaign

http://www.youtube.com/watch?v=LJ5SOvBsLVs&feature=related If you smoke, you stink

Guardian article on the effectiveness of shock tactic advertising: http://www.guardian.co.uk/media/2004/nov/03/advertising.society

NHS Smokefree campaign and information: http://smokefree.nhs.uk/

NHS new ‘Worried’ campaign http://info.cancerresearchuk.org/news/archive/newsarchive/2009/february/19036705 some statistics

http://www.guardian.co.uk/society/video/2009/feb/18/worried-smoking-children the TV ad

Leader’s Notes – Session 2Tips for giving up and cutting down:

http://www.guardian.co.uk/lifeandstyle/2007/jun/29/healthandwellbeing.smoking

http://www.youthspace.haringey.gov.uk/home/health/seven_ways_to_stop_smoking.htm

http://www.helpwithsmoking.com/ways-to-quit-smoking.php

http://www.canceractive.com/page.php?n=762

http://www.kentandmedway.nhs.uk/welcome/health-information-new/addiction/stop-smoking-support/

http://www.ecksmokefree.nhs.uk/

http://www.westkentpct.nhs.uk/Live_well/Quit_Smoking/index.html

For young people who are having great difficulty in giving up, the fake cigarette may be a way to start cutting down: http://www.ash.org.uk/ash_9guqiswc.htm

Information specific to young people and smoking:

http://news.bbc.co.uk/cbbcnews/hi/uk/newsid_1870000/1870334.stm

http://www.ash.org.uk/files/documents/ASH_108.pdf

http://www.ic.nhs.uk/pubs/sdd06fullreport statistics

CURRICULUM CHAPTERS: 10

ECM OUTCOMES: Be healthy

Smoking – The Great DebateThink of four reasons that smokers should be allowed to keep smoking and four reasons for a ban, then write them in the shapes below

Session 3 – Where Does It Come From?MATERIALS: Worksheet, food pyramid quiz, snakes and ladders game + question cards,

Internet access if possible, flip chart/(interactive) whiteboard

ICEBREAKER: ‘I WENT TO THE MARKET’ Sit the group in a circle. Leader starts by saying ‘I went to the market and I bought an ________ (foodstuff beginning with A). The next person in the circle says ‘I went to the market and I bought a ______ (food beginning with B) and an ____ (food beginning with A). Continue round the circle until you get to X (a tip: Xanthan Gum – a type of thickener used in a lot of processed foods). Finish with a short plenary: how many of the foods named did everybody know? Were there some they’d never heard of – if there were what were they and could the person who named them explain what they are? Do the group know where most of those foods come from and how they’re produced.

ACTIVITY ONE: ‘HOW IT’S PRODUCED’ WORKSHEET. Hand out the worksheet and get young people to work on it in pairs or small groups. What did the group think? Did they know that’s how a lot of their food is produced? Would they pay extra for food that had been produced without harming the environment or the animal. Some of the group may have seen the recent campaigns to stop battery chicken farming – do they agree? Or what about not eating meat at all – meat production has a big impact on the environment.

ACTIVITY TWO: PYRAMID QUIZ give young people a few minutes to answer the questions. Give out the answers and gauge reactions, answer any questions that arise, and comment on what makes a healthy, balanced diet.

Session 3 – Where Does It Come FromACTIVITY THREE: SALAD & BURGERS This is played with the snakes and ladders board, and

is played exactly like that game except that whenever you land on a snake or ladder you must correctly answer a healthy eating question – if you do, you go up the snake and don’t go down the ladder; if you don’t, you don’t go up the snake and you go down the ladder.

EVALUATION: Draw a healthy plate (http://yumpie.files.wordpress.com/2008/08/eatwellplatelarge2.jpg) on a flip chart or interactive whiteboard and use this to evaluate the session: what I learned = fruit & veg, what I enjoyed = bread, rice, potatoes, pasta, what I’d like to do next = milk & dairy, what I’d like to know more about = meat, fish, eggs, beans, what I didn’t like = sugary, fatty foods.

EXTENSION ACTIVITY: Compile all the information and knowledge from the session into a healthy eating leaflet or poster for your centre.

If your centre has computer access, there are some simple and fun healthy eating games here: http://www.eatwell.gov.uk/info/games/

Otherwise you could encourage the whole group to come up with extra questions for ‘Salad & Burgers’ by taking the following quizzes and then recycling the information:

http://news.bbc.co.uk/cbbcnews/hi/quiz/newsid_2646000/2646621.stm

http://www.britishcouncil.org/kids-games-multiple-choice-healthy-eating.htm

http://www.thefitmap.co.uk/quizzes/diet/eating/are-you-healthy-eater.htm

http://www.thpct.nhs.uk/your-health/eat-well/healthy-eating-quiz/

http://www.thesite.org/healthandwellbeing/fitnessanddiet/healthyeating/isyourgrubgoodforyou

Leader’s Notes – Session 3The subject of factory and intensive farming can be quite emotive if you have particularly eco aware young people

in your group. However, the debate on the best use of our food resources is an interesting one and can be expanded in various ways – for some good ideas visit:

http://www.newgreenideas.com/

http://www.tidec.org/Tidetalk/articles/Growing%20ideas.html

http://www.greenphase.com/farming.html

MATCH THE FACTS

Top left: a calf; top right: a chicken; middle: a fish; bottom left: a banana; bottom right: fruit & vegetables

PYRAMID FOOD QUIZ ANSWERS:

1 b, a raisin

2 False – we need to eat at least 5 portions

3 Onions – you could try chopping them underwater, wearing a diver’s mask or putting a clothespeg on your nose

4 a) Lemon

5 c) Carrot

6 Rice

7 False – they’re types of pasta

8 b) Energy

Leader’s Notes – Session 3PYRAMID FOOD QUIZ ANSWERS (Continued)

9 Potatoes

10 b) Muesli & milk

11 The ‘toad’ is a sausage

12 True

13 c) Meat & fish

14 a) Healthy bones etc

15 b) Grate it

16 c) Chicken

17 b) Sugar & fat

I’ve provided a sheet of questions and answers for the salad and burgers game but more information can be found here:

http://www.nutrition.org.uk/home.asp?siteId=43&sectionId=s

http://www.direct.gov.uk/en/YoungPeople/HealthAndRelationships/KeepingHealthy/DG_10030623

http://www.eatwell.gov.uk/agesandstages/teens/

CURRICULUM CHAPTERS: 10

ECM OUTCOMES: Be Healthy

The pyramid should read, from top to bottom:

Sugar & fatDairyMeat & fishFruit & vegetablesStarchy foods

Match the factsI’m usually taken away from my mother at birth and, if

I’m male, I’ll probably be shot or exported to a country

where I may be reared in a crate not big enough for

me to turn round in. I have less space than a sheet of A4 paper, I typically suffer from sores and burns on my legs and I will only live for 35 days

To feed me takes more out of the environment than could be put back. Pesticides and antibiotics used in my production pollute the environment.

Overuse of resources in my production can cause environmental damage as can overuse of fertilisers. Other problems like soil erosion and flooding are also related to my production.

My producer often doesn’t earn enough money from my production to support himself – big producers can grow me much more cheaply

Draw a line between the description and the food item being produced

Food Pyramid Quiz

1 What is a dried grape called

a) Prune

b) Raisin

c) small black wrinkly thing

2 True or False? We need to eat 1 portion of fruit and veg a day

3 What vegetable makes you cry when you’re peeling it? For a bonus point: Do you know how to stop it having that effect?

4 Which of these is a citrus fruit:

a) Lemon

b) Banana

c) Pineapple

5 Which is the odd one out:

a) Broccoli

b) Spinach

c) Carrot

6 What do we eat with curry?

7 True or false? Rigatoni, spaghetti and tortellini are all types of potatoes

8 Foods rich in carbohydrates – pasta, rice, bread, potatoes – give you:

a) Spots

b) Energy

c) Wind

9 What vegetable can be mashed, chipped or boiled?

10 Which one of these would make a good breakfast:

a) Jelly and custard

b) Muesli and milk

c) Jellied eels

Do you know your five food groups? This fun quiz will see if you know your fruit & veg from your starchy foods, and your dairy from your meat and sweet!

Food Pyramid Quiz11 What’s the ‘toad’ in ‘toad in the hole’?

12 True or false? Salmon, cod and herring are all types of fish

13 Chicken, sardines and sausages are part of which food group:

a) Fruit & vegetables

b) Milk & dairy

c) Meat & fish

14 Dairy foods are rich in calcium. This is good for:

a) Keeping your bones, nails and teeth healthy

b) Keeping your hair shiny

c) Keeping you skin soft

15 Which of the following do you do with cheese:

a) Boil it

b) Grate it

c) Whisk it

16 Which of these does NOT produce milk you can drink:

a) Cow

b) Goat

c) Chicken

17 Chocolate, sweets and cakes are full of:

a) Protein

b) Sugar & fat

c) Vitamins & minerals

Now complete the food pyramid

Very occasionally

2-3 servings

2-3 servings

At least 5 a day

6-11 servings

Salad & Burgers questions and answers

1 What’s the best food for good skin?

2 What foods are rich in Omega 3

3 Is it better to boil or steam vegetables?

4 What’s the most important meal of the day?

5 True or false – fruit juice counts as one of your 5 a day

6 Protein helps which part of the body grow?

7 Calcium is found in what type of food?

8 How often should we eat fish?

9 True or false – 1 strawberry = 1 portion

10 Vitamin C is good for getting rid of what illness?

11 Carrots are good for which part of the body?

12 True or false – you need to eat meat to be healthy

1 Fruit & veg

2 Kippers & salmon (oily fish)

3 Steam them

4 Breakfast

5 True

6 Muscles

7 Dairy foods (milk, cheese, yoghurt)

8 Twice a week

9 False, one handful of strawberries

10 A cold

11 The eyes

12 False – vegetarians are often very healthy. The most important thing is to eat a balanced diet.

Session 4 – Mission NutritionMATERIALS: Handouts, wordsearch, atlases, recipe sheet, evaluation sheet

ICEBREAKER: 3 QUESTIONS Put the group into pairs and tell them they have a few minutes to find out the following information about each other:

• Favourite food• Food they can’t stand• Food they’d like to try

Let the activity go on for a few minutes so that each young person gets the opportunity to find out the information. Bring the group back together and ask each young person to talk about their partner’s food likes and dislikes. Have a short discussion about popular and unpopular foods. Introduce the idea that, for some people, getting anything to eat at all can be very difficult.

ACTIVITY ONE: MISSION NUTRITION Introduce the idea of Mission Nutrition and its aim to provide 2 million meals for children across the world and help them to grow their own food. http://www.savethechildren.org.uk/en/6884.htm; http://www.missionnutrition.org.uk/ Show young people the websites if you have Internet access. Split the group into three smaller groups and ask one group to look up Bangladesh in the atlas, one to look up Colombia and one South Africa. Ask the group what they think those countries are like – rich or poor? Fertile or barren? Hot or cold? Now give each group one of the handouts to look at.

Session 4 – Mission NutritionACTIVITY TWO: MISSION NUTRITION STORIES read the handouts. Ask the group to think about

what it would be like not to be able to eat sweets and snacks, burgers and other fast food when they wanted. How would they feel if their family only had enough money for a few basic foodstuffs? Ask each group to act out the following scenario:

Farhad and Jefferson and Fusi have come to England and are visiting your centre. What would you talk about? What would you give them to eat? How do you think they’d react?

ACTIVITY THREE: WORDSEARCH this is a two part activity. First, match the words with their meaning. Then find the words in the grid.

ACTIVITY FOUR: COOK IT! The Save the Children website has a recipe for a simple Bangladeshi vegetable stew. Cook it up and then have a tasting session – what does everybody think? Quite tasty? How would they feel if they had to eat it more or less every day?

EVALUATION: Use the evaluation sheet provided

EXTENSION ACTIVITY: You could research simple recipes from Bangladesh, Colombia and South Africa. Why not have a fund raising evening where you cook the recipes and charge per portion?

Or send for the bring & buy sale pack http://www.missionnutrition.org.uk/bringandbuy/addyoursale/ and organise one at your centre, then upload photos or videos to the Blue Peter site.

Leader’s Notes – Session 4This session is based around the Save the Children ‘Mission Nutrition’ campaign

http://www.savethechildren.org.uk/en/6884.htm

The website has plenty of ideas for creative fundraising which would make excellent extension activities or YAA challenges.

For more recipe ideas try:

http://www.recipeatlas.com/

http://www.cuisinedumonde.com/

http://www.thehungrycyclist.com/blog/colombian-recipes/

http://www.globalgourmet.com/destinations/southafrica/

Obviously, you’ll need a food hygiene certificate to cook with young people but why not use this as an opportunity to run an accredited course for young people. Or you could try supporting young people through the Masterchef course which, when successfully completed, offers a Masterchef certificate http://www.bbc.co.uk/food/tv_and_radio/masterchef/modules_index.shtml

http://www.bbc.co.uk/food/tv_and_radio/masterchef/mc00001_index.shtml#what_the_course_covers

CURRICULUM CHAPTERS: 10

ECM OUTCOMES: Be healthy, enjoy & achieve

Fahrad’s Story with thanks to Save the Children

“My dad works in the paddy fields and gets paid daily. But there are days when can't work. Whenever there are heavy rains or floods my dad can't work, because everything goes under water. On those days we can’t have food. When we can't eat, we just take the day as it is. What else can we do? I feel very, very bad then. I can’t play with my friends or focus on my studies. Sometimes during the heavy rains our front yard is flooded, so we can’t even play. Only girls play inside the house. Boys don’t play inside, they have to play outside!

“My mum is in hospital at the moment, so I cook with my father. I can cook rice and vegetables.

“There are several types of food we keep for a while, such as jute leaves. We dry them and keep them. When vegetables are not available, we cook and eat the dried jute leaves. When there are fish available, we dry them in the sun and eat them in difficult times. We also dry green chillies and small onions.

“Mostly we eat rice, leafy vegetables and jute leaves. As my dad is a fisherman we get to eat fish sometimes. 

I can’t eat chocolate or sweets because we don’t have money. I sometimes like to eat mixed rice with meat, but we can't afford meat."

Jefferson’s Story with thanks to Save the Children

“Jefferson lives with his mum and seven brothers and sisters. The oldest is 17 and the youngest is just one month old. His mum earns about 5,000 pesos, which is less than £3, for every shift she works, running a small food stall.

However, at the moment Jefferson's mum can't work at all, because she’s looking after the baby. His 16-year-old sister is filling in at the food stall.

"Sometimes there is no food in the house. Like today, I just had a colada (toasted bread stick) for breakfast. When we have a proper breakfast I eat rice or eggs, or something like that.”

When he gets to school, he gets a snack and he depends on the school for his lunch, too. Jefferson said the 5,000 pesos his sister brings home each day, “isn’t enough to buy anything. 

“An uncle who lives in Armenia brings food sometimes. My favourite food is roasted beef with rice and potatoes, but since we don’t have enough money for meat, we don't ever get to eat it.”

Fusi’s Story with thanks to Save the Children

“When his parents died, Fusi stayed with his grandparents at first, but they were not able to take care of him so he returned to his family home. His grandmother still buys him food regularly. His brother also sends him money. 

Fusi has milk and porridge for breakfast. For lunch, he has rice and mince meat, and for dinner, spinach and pap (a porridge made from maize). When he doesn’t have much food, he goes to his neighbours for help.

Fusi told us about living on his own. He said: “I’m used to it and I don’t get scared any more. If I have problems I can go to my neighbours.” Sometimes one of the neighbours stays with Fusi. They take care of each other. Fusi does the shopping and his friend helps with the washing and cooking.

Fusi says going to school “makes life easier”. He is learning how to read and other useful things. He says he thinks the school should be supported, especially the food garden where the children grow five different types of vegetables. They need more garden tools, so that the garden can provide even more food for other children who are hungry or who do not have parents to provide for them.”

Mission Nutrition Wordsearch

Pap South African stew

Colada Colombian is the best

Paddy field Indian flat bread

Bobotie Maize porridge

Coffee Snack break

Naan bread Rice field

Turmeric Big oily fish

Pangash Toasted bread stick

Pumpkin Bright yellow spice

Tiffin break Orange vegetable

e a k f i p a i t

d d c o f f e e e

n a l n i f f i t

c i r e m r u t p

o n k u i d y o a

l a a p a f d b n

a a e e m g d o g

d n r u h u a b a

a b b a p a p f s

n a e t a r n a h

First, match the words in the left hand column to their definitions. Then find those words in the wordsearch grid (hint: some of the words are in the Mission Nutrition stories)

Bangladesh Recipe with thanks to Save the Children

Ingredients:

• Vegetables:

• 2-3 medium potatoes

• half a medium aubergine

• 1 cup of french beans (5/6 pieces)

• 2 small carrots

• Optional: 75g of pumpkin

• Spices:

• 10 grams of green coriander

• 1-2 green chillies

• 15 grams of onion

• 5 grams of garlic

• 5 grams of red chilli powder

• 3 grams of turmeric powder

• 5-10 ml of cooking oil

Method:• Place the aubergine, carrots, pumpkin, French

beans and potato in a medium-sized saucepan. • Add 500ml (2 cups) of water and bring to the boil.

Be careful with hot water, and make sure an adult is supervising you.

• Cover the veggies, turn the heat to medium and cook for 4 minutes, or until the vegetables are just tender.

• Meanwhile mix together the green coriander, chillies, onion, garlic, red chilli powder and turmeric powder. If you have a pestle and mortar, mash it in there or use a blender. Add 150ml of water and grind to a fine paste.

• When the vegetables are cooked, add the spice paste and another 150ml/5fl oz water. Stir and simmer gently for 30 minutes.

• You can serve with rice or naan bread. Enjoy!

Mission Nutrition EvaluationWhat I liked most ______________________________________________________________________

What I didn’t like _______________________________________________________________________

The session was (circle all the words that apply):

Brilliant boring interesting OK worthwhile rubbish all right dull

2 things I learned:

1) _____________________________________________________________________________________

2) ____________________________________________________________________________________

1 thing I would like to find out more about:

__________________________________________________________________________________________

Overall the session was

Session 5 – the Geoff Thomas Story with thanks to Cancer Research

MATERIALS: handout, self examination handout, flipchart/whiteboard, Internet access if possible

ICE BREAKER: WALKING VOTE/CONTINUUM LINE Either designate one end of the room ‘Yes’ and one ‘No’ (large group), or draw a line on a flipchart/whiteboard with ‘No’ at one end and ‘Yes’ at the other (small group/lack of space). Ask the following questions and encourage young people to answer as if the information is being published on a website (if very unsure, young people can position themselves somewhere along the line). Are you happy for other people to know:

• What football team you support• Your exam results• If someone close to you was ill• If you had a long term disease with no obvious symptoms e.g. diabetes• If you had cancer

Ask young people to explain their positions as you go along. Now, ask the following:• Would you be happy if a friend borrowed your MP3 player• Would you let the dentist keep your rotten teeth after extracting them• Would you give blood• If you had a cancerous tumour removed, would you let the doctor keep it to find out

more about the disease

Short plenary: how would you feel about donating tissue to help research cancer? What information should be kept confidential and which is OK to share?

Session 5 – The Geoff Thomas Story with thanks to Cancer Research

ACTIVITY ONE: THE GEOFF THOMAS STORY Most people have heard of Lance Armstrong, who overcame testicular cancer to win the Tour de France 7 times. But have you heard of Geoff Thomas, who has also cycled the Tour de France route to raise money for charity? Pass round the handouts and give everyone time to read the story and/or follow up the links as appropriate. Have a short plenary:

• Do you find this story inspiring – if so, why? If not, why not?• Who gets cancer?• Can you prevent cancer? Did Geoff’s lifestyle contribute to his cancer?

ACTIVITY TWO: SELF EXAMINATION are you aware of self examination? Do you know how to do it? Is this an uncomfortable subject to talk about – if so, why? What would make you take self examination seriously – should it be tackled in a funny way, or discreetly? Show some examples of posters/campaigns/videos as appropriate. What do the group think of them – did they get the message across?

ACTIVITY THREE: DESIGN YOUR OWN CAMPAIGN using the information available, split the group into smaller groups and ask them to design a campaign to raise awareness of self examination. Remind them that funny campaigns do better and that they don’t have to be graphic, just get the message across.

EVALUATION: Use a target evaluation to assess:• How useful the session has been?• Has it raised their awareness of issues like self examination?

Session 5 – the Geoff Thomas Story

EXTENSION ACTIVITY: to complement your self examination poster, why not produce a leaflet and maybe even a youtube/kenttv viral to promote it?

Some examples of posters, leaflets etc: http://www.keepyoureyeontheball.org/downloads/Check_your_balls_poster.pdf

http://www.cancerresearchuk.org/aboutus/publications/pubmisc/pdfs/leaflet_testicular.pdf

http://www.orchid-cancer.org.uk/PDF/Orchid_TC_Leaflet.pdf

http://www.patient.co.uk/showdoc/27000561/

Leader’s Notes – Session 5

ACTIVITY ONE: The cancer research website has excellent resources http://info.cancerresearchuk.org

Some preventable causes of cancer are: smoking, bad diet, lack of exercise, overexposure to sun, exposure to HPV

Though Geoff Thomas had leukaemia, he was inspired by Lance Armstrong who had testicular cancer for more on Armstrong see: http://www.acor.org/TCRC/lance.html

Cancer is generally a disease of age and the most common cancers are breast and lung. However, all young people should be aware and conduct regular self examination:

ACTIVITY TWO:

http://everyman-campaign.org/testicular/index.html The Male Cancer charity

Download their testicular cancer leaflet and self examination info.

ACTIVITY THREE: Encourage groups to be creative but to set some guidelines e.g. Be funny not crude and no nudity. Discuss what does and doesn’t work in other campaigns and encourage them to incorporate what they like and build on it.

http://www.balls2cancer.co.uk/ Young men who’ve produced a fund raising calendar

http://www.checkemlads.com/ stories and wallpaper to download

http://www.tackleit.org/testicular_website_facts.htm tackling testicular cancer through fashion

ACTIVITY THREE (CONTINUED):

http://everyman-campaign.org/about/awareness/adverts.html#ad_2005 Rachel Stevens ad

http://www.youtube.com/watch?v=71uDQ_qaLak cancer awareness ad with a hand

http://www.youtube.com/watch?v=nPRLfYxbkAQ&NR=1 Balls2Cancer naked calendar campaign

EVALUATION: For a target evaluation draw a target on the flip chart/whiteboard with several rings – the first means ‘not at all’, then ‘not much’, then ‘OK’, then ‘all right’, then ‘good’, then ‘really good’ in the bullseye. I’ve attached a target evaluation sheet if you wish young people to do this as more of a paper exercise. Obviously, add other questions that you may wish the group to evaluate e.g. Delivery, content

EXTENSION ACTIVITY: You could also encourage the group to set up a bebo/Facebook/yahoo/google support group – the latter two can be by invitation only with yourself as moderator (you can set options to approve all invites). This would also work for the cervical cancer session. This would be a good way to encourage positive Internet behaviours and to use social networking to promote the group’s good practice.

MALE CANCER AWARENESS WEEK is 20 – 26 April, 2009

CURRICULUM CHAPTERS: 10, 23, 25

ECM OUTCOMES: Be Healthy

The Geoff Thomas StoryGeoff Thomas was looking forward to retirement when, in June 2003, he was diagnosed with

chronic myeloid leukaemia. Crystal Palace captain, with 9 England caps to his name, Thomas was given only a 30% chance of survival. Extensive chemo and radiotherapy and a bone marrow transplant saw the cancer go into remission and only a few weeks later, Thomas rode the route of the Tour de France – all 2,200 miles in 21 days – and raised £150,000.

Thomas says he was inspired by Lance Armstrong, the 7 time Tour de France winner who overcame testicular cancer to win what many consider the toughest sporting competition of them all. Armstrong says of Thomas “I am told that I am Geoff’s inspiration, but Geoff has inspired millions.“

Since his recovery, Thomas has worked relentlessly to raise funds for various leukaemia charities and this year he launched his own charity, The Geoff Thomas Foundation, which will raise money to fund clinical research into finding a cure. He has ridden the Tour de France route several times, raising over £1 million for cancer charity.

http://en.wikipedia.org/wiki/Geoff_Thomas

http://www.geoffthomasfoundation.org/gtf/index.php

Target Evaluation

Not at all

Not much

OK

All right

Good

Really Good

Guidance NotesHOW TO USE THIS PACK:

• Individual slides can be printed by selecting individual slide numbers or ranges in the PRINT menu• To print slides in black & white or grayscale, select the relevant option from the Colour/Grayscale drop down

menu when you are about to print• These slides may be used to form part of a presentation – press F5 to view as a slideshow• To delete individual slides, click on them to select then click on ‘cut’ in the Edit menu• This pack is also available in pdf format – please let me know if you would prefer to receive the pdf.• To make links ‘live’ you will need to view the pack as a SLIDESHOW – go to the ‘View’ menu or press F5

If you have any comments regarding this pack, or need any additional help in using it, please contact me:

SUZANNAH YOUDE: suze.youde@kent.gov.uk or tel: 01622 221678