Years 7 and 8 suite of materials

The Years 7 and 8 suite of materials has been designed for students aged 12-14 years to increase students’ understanding of skin cancer and sun safety, and to promote their active, positive engagement in sun-protection actions related to clothing, hats and sunglasses.

The materials include:

The design challenge requires students to design a slogan or logo to promote sun safety with respect to clothing, and to communicate the design on a (ready-made) textile item such as a bag or T-shirt by, for example, printing, fabric pens etc.

The research task requires students to research the knowledge and behaviours of a target market in relation to sun-savvy clothing and accessories.

Both the design challenge and the research task have support materials such as:

There are many resources to support both the design challenge and research task, as described in the teacher notes and as listed below, available as downloadable PDFs. It is expected that the teacher will select those resources that are most appropriate to the task, taking into account the students’ abilities, time available and other similar considerations. However, please note that if some activities are omitted, there will be implications for the assessment of the student work and the assessment guide that is provided might need adjustment.

Overview of the Years 7 and 8 suite of materials

Teacher Notes 2:
Overview of the Years 7 and 8 suite of materials includes information about the tasks, what students submit, how their work is assessed and suggested learning experiences using the resources provided.

Establishing knowledge about sun safety and skin cancer (for both the design challenge and research task)

Teacher notes

Teacher notes 1:
Establishing knowledge about skin cancer and sun safety

Slide shows (PowerPoint presentations)

Slide show 1.
Skin cancer

Slide show 2.
Sun safety myths and facts

Fact files

Fact file A:
At a glance—Skin cancer

Fact file B:
At a glance—Skin cancer statistics

Fact file C:
Sun safety myths and facts

Fact file D:
Five ways to be sun safe

Student response (activity) sheets

Student response sheet 1:
What is your understanding of skin cancer?

Student response sheet 2:
Interpreting skin cancer statistics

Student response sheets 3A and 3B:
Making sense of skin cancer statistics A and
Making sense of skin cancer statistics B

Student response sheet 4:
Delving deeper into sun safety: Think, pair, share

Student response sheet 5:
Skin cancer and sun safety—Connect, Extend, Challenge!

Design challenge: Campaign against skin cancer—The textiles way

Teacher notes 3:
Campaign against skin cancer—The textiles way (including curriculum links, suggested learning experiences and ways to use the resources):

Design challenge 1 (with two checklists):
Campaign against skin cancer—The textiles way

Assessment guide 1:
Campaign against skin cancer—The textiles way

Fact files

Fact file E:
Sun-smart behaviours of young Australians (12–17 year-olds)

Fact file F:
Making my own beach bag

Fact file G:
Making a reversible bucket hat

Student response (activity) sheets

Student response 6:
Campaign against skin cancer— The textiles way. Project management plan A

Student response 7:
Sun-smart behaviours of young Australians (12–17 year-olds)

Student response 8A:
Campaign against skin cancer—Investigating, evaluating and defining my client’s needs

Student response 9A:
Campaign against skin cancer— Developing criteria for success

Student response 10A:
Techniques for producing a slogan or logo on textiles: An analysis

Student response 11:
Investigating effective slogans and/or logos

Student response 12:
Designing and communicating effective sun smart slogans and/or logos

Student response 13:
Campaign against skin cancer—How did I go? An evaluation of my work

Student response 30:
Which message to promote?

Sample student responses

Sample student response 8B:
Campaign against skin cancer—Investigating, evaluating and defining my client’s needs

Sample student response 9B:
Campaign against skin cancer— Developing criteria for success

Sample student response 10B:
Techniques for producing a slogan or logo on textiles: An analysis

Research task: Researching sun-safety knowledge and behaviours

Teacher notes 4:
Researching sun-safety knowledge and behaviours (including curriculum links, extensive notes on how to scaffold the research and the research report, suggested learning experiences and ways to use the resources)

Research task (including a checklist):
Researching sun-safety knowledge and behaviours

Assessment guide 2:
Researching sun-safety knowledge and behaviours

Fact file:

Fact file D:
Five ways to be sun safe

Student response (activity) sheets

Student response 29:
Developing survey questions about sun safety

Guidelines

Guidelines A:
Guidelines for writing your research report

Guidelines B:
Sample introduction when surveying by interview

Guidelines C:
Sample recording template for researching sun-smart behaviours by interview

Guidelines D:
Sample data collation tool for researching sun-smart behaviours by interview