Resource+2

__**Resource 2** __ **Healthy Tips Brochure**

** Explanation of resource ** This resource is a brochure released by the Department of Public Health. Simple and easy-to-read, the brochure provides tips and suggestions for making healthy choices in many areas of our lives. There are suggestions of making healthy choices at home as well as at work or school.

** Relevance to PDHPE outcome ** This brochure can be used to complement and build onto students’ knowledge of healthy lifestyle choices and decisions. Due to its simple and brief nature as a brochure, it would be most beneficial if used in conjunction with another resource more detailed in a particular aspect of healthy choices. This resource should be introduced later in the unit when students already have a foundational understanding of the body, nutrition and physical activity, and why it is important to maintain a healthy lifestyle.

The resource provides several suggestions that relate to the PDHPE Stage 2 outcome for Personal Health Choices: //Discusses the factors influencing personal health choices// (PHS2.12, Board of Studies, 2006, p. 32). It explores the many options and opportunities available for people to make good choices in nutrition and exercise. It moreover explains the benefits of choosing healthy options and therefore the need for good health practices.

** Aspect of literacy to be explored ** This brochure can be a resource for students to explore and learn about text types and the relationship between context and text. As the brochure exemplifies many key grammatical features of a procedure, such as the use of action verbs and dependent clauses to express conditions, reasons and consequences, students can study these features and vocabulary (Droga & Humphrey, 2003, p. 137). This can then lead to a discussion and understanding of how writers relate to their readers in different ways and use language to achieve a variety of purposes (Board of Studies, 2007, p. 18).

For example, the brochure is written in an informal, more-spoken like manner in the simple present tense in order to engage with the reader on a friendly and approachable manner. This achieves the purpose of this particular brochure to inform and promote. Through the study of this brochure, students can develop an understanding of how audience affects a text’s construction particularly in the language that is used.

Additionally, students are exposed to how a spoken-like and informal text is transcribed into a written format. Although the brochure is more informal on the mode continuum, it also contains mainly complex sentences made up of independent and dependent clauses (Droga & Humphrey, 2003). The sentences are therefore are quite dense in content and meaning although retaining its readability. This is an important skill to teach students as it is most useful in future life when communicating, for example, via email to your employer, university tutor or even your peers when collaborating on a group assignment. Significance and connectedness to real world contexts is important for meaningful learning (NSW DET, 2003).

Finally, visual literacy can be explored particularly with reference to the layout of the brochure and the images that are included. Students can analyse the placement of text, the reading path, colours and the images that are mostly high-modality, full colour saturated and are of the action category (Callow, 2006).