Masterclass 1: Empowering Students Through Health Promotion: Real-World Strategies for Today’s Classrooms
In our Term 2 Masterclass, Health Promotion in Action: Equipping Teachers with Real-World Case Studies and Practical Ideas, we welcomed Dr Emma Pollock, physical activity researcher and former PDHPE teacher, and Ms Karly Austin, an Accredited Practising Dietitian and school health advisor. With their combined expertise and experience in the Good for Kids, Good for Life initiative, they delivered a practical, evidence-informed session that challenged participants to reimagine the way we teach health promotion in PDHPE.
This blog captures the key takeaways and strategies shared in the session—ready to implement across Stages 4–6.
Start with What Students See: Digital Health Literacy
“This is the kind of content young people are exposed to every day…”
To make health promotion real and relatable, the presenters encouraged teachers to use authentic examples of misleading health content on social media—such as extreme TikTok weight-loss trends—to prompt student analysis and critique.
Teaching strategy:
- Show a short, age-appropriate TikTok-style health video.
- Ask students to unpack:
- Who is the target audience?
- What behaviour is being encouraged?
- What are the key messages?
- Is the information evidence-based or misleading?
This activity directly supports digital health literacy and aligns with the Ottawa Charter action area: Developing personal skills.
2. Contextualise the ‘Why’: The Cost of Chronic Disease
“By 2030, the global cost of chronic disease will reach $73 trillion.”
This alarming projection was used to reinforce the urgency and relevance of health promotion—not just as a curriculum concept, but as a public health imperative. The presenters reminded us that in Australia, nearly 1 in 2 people will experience a chronic disease, largely due to preventable risk factors like physical inactivity, smoking, and poor diet.
Classroom connections:
- Begin your health promotion unit by exploring chronic disease statistics.
- Discuss the economic and social impact of preventable health issues.
- Link to reorienting health services and building healthy public policy.
Use these insights to anchor the “why” behind the learning.
3. Teach Students to Sift the Evidence
“50% of social media content is inaccurate, and 9 out of 10 posts are low quality.”
We live in an age of information overload—and misinformation. One powerful takeaway from the masterclass was a Health Campaign Evaluation Tool, designed to help students critically analyse campaigns and health messaging in the media.
Suggested activity:
- Provide students with different health promotion campaign materials.
- Use a checklist or scaffold to evaluate:
- Accuracy of the message
- Use of persuasive techniques
- Alignment with Ottawa Charter principles
- Target population and potential impact
This encourages both critical thinking and practical application—skills students will carry beyond the classroom.
4. Movement Is a Public Investment, Not Just a Personal Choice
“Increasing physical activity can save us $27 billion a year.”
One highlight was a World Health Organisation video used to show the broader, societal value of physical activity. This framed physical activity not as a personal lifestyle choice, but as a community and economic issue—shifting the narrative to one of shared responsibility.
How to use this in PDHPE:
- Ask students to watch a short advocacy video.
- Lead a discussion:
- Who benefits from increased physical activity?
- What role should government, schools, and individuals play?
- What action areas from the Ottawa Charter are evident?
This bridges health content with civics, economics, and real-world policy.
5. Anchor Lessons in Primary Prevention
“Health promotion is a form of primary prevention—it’s about stopping disease before it starts.”
The presenters wrapped up by bringing participants back to the foundation of health promotion: preventing health issues before they arise. This includes fostering environments and attitudes that support wellbeing from early on.
Classroom application:
- Start your unit with a word cloud activity: What comes to mind when you think of “health promotion”?
- Use this to launch inquiry or research-based tasks into health promotion initiatives, organisations, or community campaigns.
- Emphasise that health promotion is not just about treatment—it’s proactive, protective, and empowering.
Final Thought: A Curriculum-Aligned, Student-Driven Approach
Throughout the session, Dr Pollock and Ms Austin modelled how to take a student-centred, evidence-based and real-world approach to teaching health promotion. Their resources and ideas offer immediate takeaways for both experienced teachers and those new to teaching PDHPE.
Whether you’re preparing Year 9 students for critical conversations about media influence, or supporting Year 12s to unpack the Ottawa Charter in context, this masterclass offered a reminder:
Health promotion isn’t just a topic—it’s a toolkit for lifelong wellbeing.
📣 Want more PD like this?
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✅ Expert presenters
✅ Real-world applications
✅ Practical tools you can use the next day
✅ Alignment with Stage 4–6 outcomes and NESA standards
🗓 View and register for upcoming sessions:
👉 achpernsw.com.au/masterclasses
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