Advocacy in Health Education

1. Advocacy in Health Education Advocacy can be defined asthe use of tools and activities that can draw attention to an issue, gain support for it, build consensus about it, and provide arguments that will sway decision makers and public opinion to back it. • (Rice, 1999, cited in Nathan et al, 2002)

2. Advocacy What do we as health educators need to advocate for? • Maintenance of sufficient time allocation for health education within the school curriculum • The maintenance of a valuable aspect of a programme that may be under threat • Health education at a particular year level • More time for health education for a particular group • New courses for the Learning area • $$ for budget, increased resources • Teaching space • More staff

3. Advocacy - the challenge • Articulate our beliefs about the benefits and unique nature of health education • Be able to clearly state how health education articulates the vision of the NZC - confident, connected, actively involved, lifelong learners • Make a clear case for health education to BOT, Senior Management, students, staff, and community

4. Advocacy - a starting point Reflect on your department. Is the profile of Health portrayed and articulated in a consistent and uniform way? Does everyone “walk the talk”?

5. Advocacy How do you ensure the messages you wish to have heard about Health Education will be clear and constant? You may wish to consider the departmentalPhilosophy Do you have a clear, shared philosophy that is easily articulated? Is it ‘on show’ – on the wall, visible to all students and others who visit your teaching area?

6. Advocacy What is the profile of Health Education in your school? Would you like it to be different? Why? How do you wish your department /subject area to be viewed? Formulate some strategies to spread the word and improve understanding about Health Education in your school. e.g. With other staff, to your own students, to parents, to decision makers

7. Raising the profile - possible strategies Ensure representation on working committees - curriculum, assessment etc Actively mix with a range of staff, discuss successes around Health Education Publicly recognise students, teachers who have made a significant contribution to Health Education Use student voice with their permission from NCEA assessments to profile the opportunities it has given them and what they have learnt Meet the teacher evenings, ensure all teachers attend and have appointments with all students If possible contribute to newsletters highlight the learning in Health Education, successes, how the subject develops the students’ study / career opportunities Do you have a webpage on the school site? Is it up to date.

8. Advocacy There is a need to continually raise the profile of Health Education in a planned approach whilst at the same time having specific advocacy goals.

9. Advocacy Where to from here? As a result of today and the conversations we have. Record on stickies • An immediate action you will take around advocacy for health • Something you intend to incorporate in your future departmental goals around advocacy • An advocacy tool you would like to be developed that would benefit most schools.

10. Acknowledgement This power point has been adapted from information contained in the Physical Education New Zealand (PENZ) Advocacy Tool Kit. cs.williams@auckland.co.nz goodyer@rangitoto.school.nz New Year 11 Health Education Learning Workbook (written by Jenny Robertson and Rachel Dixon) is available ESA publications 0800 372 266 or 256 0831 mark@esa.co.nz An updated study guide will be out in term 2.