Be SunSmart final print file.indd - Cancer Council SA

Be
SunSmart
SunSmart
A teaching resource for year levels 6 to 10

Be SunSmart
Updated/revised September 2006 by:
Betty Lipparelli, The Cancer Council South Australia
and Julie Marker.
This resource was originally developed by Ian Hughes, Learning Curve Education Services Pty Ltd,
Catriona Scott and Patsy Yaksender for the Anti-Cancer Council of Victoria.
Illustrations by Helen Dixon. 1996.
Thank you to the following for their assistance in the revision of this resource:
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B
Jo Rayner, SunSmart Coordinator, The Cancer Council South Australia
Karen Vonderwall, St Mary's College
Fran Beales
Sue Hazel
The Cancer Council Victoria
The Fact sheets and Worksheets in this resource may be photocopied for use in schools and for
communicating with parents and others in the wider community, provided that acknowledgement is
made of The Cancer Council South Australia as the source.
All newspaper, case stories and journal articles have been printed with permission. NB: Reprinting the
article from The Age in Activity 23 is restricted and further printing of this article requires clearance
from The Age. Contact the Secondary Schools Project Officer or Resources Coordinator at The Cancer
Council South Australia 08 8291 4111 for information.
Copyright © 2006 The Cancer Council South Australia
202 Greenhill Road
Eastwood SA 5063
t 08 8291 4111
f 08 8291 4122
www.cancersa.org.au
The Cancer Council Helpline 13 11 20
ISBN 1 74061 015 6
SCIS 1290016

Contents
Background information for teachers – teaching adolescents to be SunSmart ............................. 1
How to use this resource ...................................................................................................................... 2
Relationship to the South Australian curriculum framework ........................................................... 3
D
South Australian Curriculum Standards and Accountability (SACSA) Framework Outcomes ........... 6
Essential Learning and Key Competencies ........................................................................................12
Fact sheets ............................................................................................................................................15
Fact sheet 1: Skin cancer ..............................................................................................................16
Fact sheet 2: How to check for skin cancers ................................................................................19
Fact sheet 3: Melanoma .............................................................................................................. 21
Fact sheet 4: Ultraviolet radiation ................................................................................................ 24
Fact sheet 5: Sun exposure and vitamin D .................................................................................. 26
Fact sheet 6: Suntanning and sunburn. ....................................................................................... 28
Fact sheet 7: Sunscreens ............................................................................................................ 29
Fact sheet 8: Hats ........................................................................................................................ 32
Fact sheet 9: Sun protection from clothing ................................................................................. 33
Fact sheet 10: Sunglasses ............................................................................................................. 34
Fact sheet 11: Solariums ............................................................................................................... 36
Fact sheet 12: Fake tanners .......................................................................................................... 39
Unit 1: What do you know about skin cancer? ............................................................................... 41
Activity 1: Facts about skin cancer .............................................................................................. 42
Worksheet 1: The facts about skin cancer .......................................................................... 43
Activity 2: Melanoma rates .......................................................................................................... 47
Worksheet 2A: Melanoma incidence and mortality .............................................................. 49
Worksheet 2B: Melanoma rates by body site ....................................................................... 53
Worksheet 2C: DVD: "60 Minutes Sunburnt Country" – about melanoma ............................ 54
Worksheet 2D: Ben's story ................................................................................................... 55
Activity 3: Types of skin cancer ................................................................................................... 58
Activity 4: Are you SunSmart? ..................................................................................................... 60
Worksheet 4: Are you SunSmart?....................................................................................... 61
Activity 5: UV radiation and vitamin D exposure ......................................................................... 63
Worksheet 5A: Sun exposure and vitamin D ........................................................................ 65
Worksheet 5B: UV radiation research task ............................................................................ 66
Worksheet 5C: Design a UV radiation alert postcard ............................................................ 67
Activity 6: What influences you? ................................................................................................. 68
Worksheet 6A: What influences you? ................................................................................... 70
Worksheet 6B: Fashion and the media ................................................................................. 71

Contents (cont.)
Worksheet 6C: The media ......................................................................................................74
Activity 7: Personal sunburn danger zones ...................................................................................76
Worksheet 7: Personal sunburn danger zones ................................................................... 77
Activity 8: School sunburn survey ................................................................................................ 80
Worksheet 8: School sunburn survey ................................................................................. 81
Activity 9: Skin cancer rates ........................................................................................................ 83
Worksheet 9: Doubling in skin cancer sparks warning ....................................................... 84
Unit 2: Being SunSmart. .................................................................................................................... 87
Activity 10: SunSmart quick quiz ................................................................................................... 88
Worksheet 10: SunSmart quick quiz ..................................................................................... 89
Activity 11: Issues about suncreens .............................................................................................. 91
Activity 12: Sunscreen/skin product testing .................................................................................. 92
Worksheet 12: Product testing ............................................................................................. 93
Activity 13: Choosing a hat ............................................................................................................ 95
Worksheet 13A: Choosing a hat .............................................................................................. 97
Worksheet 13B: SunSmart hat study ...................................................................................... 99
Worksheet 13C: Historical perspective in wearing of hats .................................................... 101
Activity 14: Shade provision by hats .............................................................................................103
Worksheet 14: Shade provision by hats...............................................................................104
Activity 15: Shade in the school ground .......................................................................................106
Worksheet15: Shade in the shool ground ..........................................................................108
Activity 16: Shade in other places ................................................................................................ 110
Worksheet 16: Shade in other places .................................................................................. 111
Activity 17: Tanning – why do people want a tan? ....................................................................... 112
Worksheet 17A: Future you – ageing ..................................................................................... 114
Worksheet 17B: Sun damage ................................................................................................. 117
Worksheet 17C: A tan to die for ............................................................................................ 118
Activity 18: Solariums – safe tans? ...............................................................................................121
Worksheet 18: Solariums .....................................................................................................123
Activity 19: Issues for further research in skin protection: Sun exposure and vitamin D
and fake tans. ............................................................................................................125
Activity 20: SunSmart crossword .................................................................................................127
Activity 21: SunSmart role plays ...................................................................................................131
E

Contents (cont.)
Unit 3: SunSmart in the workplace ..................................................................................................133
F
Activity 22: Outdoor jobs ..............................................................................................................134
Worksheet 22A: Outdoor jobs ................................................................................................135
Worksheet 22B: Being safe at work .......................................................................................137
Activity 23: Work safely in the sun ...............................................................................................141
Unit 4: Promoting sun safety in your school community .............................................................143
Activity 24: Introductory activities – raising awareness of the importance of health
promotion in your school. ..........................................................................................144
Worksheet 24: A 'snapshot survey' of SunSmart behaviours in your school ......................147
Activity 25: A SunSmart policy for your school .............................................................................148
Worksheet 25: A SunSmart policy for your school ..............................................................150
Activity 26: A community health campaign ..................................................................................153
Worksheet 26: A community health campaign ....................................................................154
Activity 27: Planning your own SunSmart campaign ....................................................................157
Worksheet 27: Planning your own SunSmart campaign ......................................................159
Activity 28: Developing advertisements for SunSmart promotion ................................................160
Worksheet 28: Your SunSmart promotion ...........................................................................161
Activity 29: What’s in an advertisement? .....................................................................................163
Worksheet 29: What's in a SunSmart advertisement ..........................................................164
Activity 30: Develop your own SunSmart advertisement .............................................................166
Worksheet 30: Develop your own SunSmart advertisement ...............................................167
Glossary ...............................................................................................................................................170
Resource materials .............................................................................................................................172

Background information for teachers - teaching
adolescents to be SunSmart
The only effective way to reduce skin cancer is to
reduce people’s exposure to the sun.
Adolescents are particularly vulnerable to sun
damage because of the amount of outdoor
activity typically enjoyed at this stage of life.
The links between ultraviolet (UV) radiation and
skin cancer are well researched and documented.
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Australia has the highest rate of skin cancer
in the world.
Over 380,000 Australians are diagnosed with
skin cancer each year and approximately 1200
die from it.
One in two Australians will develop a skin
cancer at some time during their lives.
In South Australia in 2003, the lifetime risk of
developing a melanoma was one in thirty one
(1:31) for men and one in thirty nine (1:39) for
women.
There is strong evidence to suggest that
exposure to UV radiation in childhood and
adolescence is a major factor in the development
of skin cancer. Research shows that younger
people are sunburnt more often than older people
and that adolescents are a particularly high risk
group.
Sun protection during childhood and adolescence
is a crucial factor in reducing the risk of skin
cancer. Due to the fact that students are at
school for the critcal part of the day (between
10 am and 3 pm) sun protection strategies should
be implemented.
Research has revealed that secondary students
have a high level of knowledge related to skin
cancer and sun protection, but a disappointingly
low level of personal skin protection behaviours.
As a result, the activities in this resource are
directed to sun-related attitudes and behaviours
rather than to the accumulation of further
knowledge, in the hope that adolescents will take
more responsibility for their own behaviour.
No skin type is immune to skin cancer. People
with dark, olive or fair skin are all at risk, although
some are more at risk than others.
Teachers are encouraged to consider the culture
of the school and current SunSmart school policy
before beginning a class project that may develop
from activities in Unit 4.
What does being SunSmart mean?
Being SunSmart means protecting yourself from
the sun when the UV radiation level is 3 and
above by:
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Using natural protection such as shade.
Wearing clothing that protects arms and legs
as much as possible.
Wearing a hat that shades the face, neck
and ears – broad brimmed or bucket hats are
best.
Liberally applying a broad-spectrum, water
resistant sun protection factor (SPF) 30+
sunscreen for parts of the skin exposed
to the sun. Zinc cream is good for the
nose, ears and lips. However NEVER use
sunscreen to prolong the amount of time
spent in the sun.
Protecting your eyes with a shady hat and
wrap-around style sunglasses.
UV radiation is strongest between 10 am and
3 pm. Take particular care when in the sun during
these times.
1

This resource has been written for teachers to
use with years 6–9 students to help increase
awareness of the importance of sun protection
and consequently encourage SunSmart
behaviour.
There are a thirty activities which include a wide
range of teaching ideas. The activities relate to
one or more of the Learning Areas. The table
labelled ‘South Australian Curriculum Standards
and Accountability Framework Outcomes’
on page 8–13 outlines how each activity is
aligned with the learning areas and associated
assessment outcomes.
Activites have been organised into four topicbased
units.
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How to use this resource
2
What do you know about skin cancer?
Being SunSmart.
SunSmart in the workplace.
Promoting sun safety in your school
community.
Each activity relates to a particular topic e.g.
Choosing a hat. Assessment outcomes, aims,
requirements, teacher guidelines and extension
activities are included on the activity sheets.
Many of the activities have associated fact sheets
and worksheets which teachers are free to
photocopy for classroom use.
The activities can be used individually or as part
of a comprehensive unit.
Activities and worksheets are listed on the
Contents Page in the order in which they appear
in this resource and teachers are encouraged
to use combinations of activities that best suit
their needs and student interests. Unit 1 is
recommended as a group of exercises that is
preliminary to any other activity. This will ensure
that students are informed about the risks of
overexposure to the sun and the incidence of
skin cancer.
This resource is intended to complement your
school’s SunSmart policy. Teachers of students
with language or literacy problems may wish to
consider using the SunSmart primary teaching
resource SunSmart Fun for Everyone available
from The Cancer Council South Australia.
Support in developing a comprehensive skin
protection policy is available from the schools
program at The Cancer Council South Australia.
The Cancer Council South Australia produces
a wide range of educational and promotional
materials. Details of these and other resources
available are listed at the end of this resource.
Please phone The Cancer Council Helpline
13 11 20 for more information.

Relationship to the South Australian
Curriculum Framework
Be SunSmart is intended to fit within the context
of the South Australian Curriculum Standards
and Accountability (SACSA) Framework, which
is used for planning and programming across the
eight Learning Areas in all government schools
and in many non-government schools in South
Australia.
The SACSA curriculum is constructivist in
its approach, i.e. learners are seen as active
participants in the process of taking in information
and building their own knowledge and
understanding.
Enterprise and Equity are central curriculum
considerations across all Learning Areas and
the framework explicitly identifies five Essential
Learnings that provide the connecting threads for
the whole curriculum.
The SACSA curriculum is designed to provide
coherent developmental learning from the very
early years through to year 12. It is divided into four
Learning Bands: Early Years, Primary Years, Middle
Years and Senior Years. Milestones for learners
are represented by Standards at points along the
continuum of learning and expected Learning
Outcomes for each Learning Area are described
around those Standards.
The Be SunSmart resource is designed for
presentation to Middle Years students in years 6
to 9. Learners will be working towards or will have
achieved Standard 4, and within each Unit of the
resource the general expectation is that students
will demonstrate learning outcomes at Standard 4
level. There will, however, be considerable variation
among students, with some achieving above or
below this level.
Essential Learnings
The SACSA Framework identifies a set of
understandings, dispositions and capabilities
(Essential Learnings) that today’s learners need
in order to take advantage of the wide and everchanging
range of options open to them. These
learnings incorporate the previously adopted Key
Competencies that underpin the education required
for post-school choices and lifelong learning.
Students will acquire the Essential Learnings
through well-planned constructivist learning
programs across the eight Learning Areas.
In offering Be SunSmart to Middle Years learners,
educators will be expected to consider the
following key questions about the Essential
Learnings in their teaching and learning program.
Futures
What knowledge, skills and dispositions are
required to maximise opportunities in creating
preferred futures?
Identity
What knowledge, skills and dispositions are
required to critically understand self-identity,
group-identity and relationships?
Interdependence
What knowledge, skills and dispositions are
required to critically understand the systems to
which lives are connected, and to participate
positively in shaping them?
Thinking
What knowledge, skills and dispositions are
required to develop particular habits of mind, to
create and innovate, and to generate solutions?
Communication
What knowledge, skills and dispositions are
required to construct and deconstruct meaning,
and to critically understand the power of
communication and its technologies?
(From South Australian Curriculum Standards
and Accountability Framework, Department
of Education, Training and Employment, 2001,
General Introduction p.15)
More detailed information about the Key Competencies
and Essential Learnings is on pages 12 and 13.
Characteristics of learners in the Middle Years
Band
All Middle Years learners are individuals who
bring to learning their own prior knowledge
and experiences, needs, interests, concerns,
expectations and aspirations.
In addition, Middle Years learners are:
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experiencing adolescence and the accompanying
emotional, physical and sexual changes
learning to form, articulate and manage
relationships
3

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•
Relationship of this resource to the South
Australian curriculum framework (cont.)
4
keen to develop greater interdependence with
their peers and independence in their lives
questioning schooling and their engagement
with schooling, reflecting on who they are,
where they belong, what they value and
where they’re going
developing their own voice, often challenging
the voices of their parents/caregivers, teachers
and society
aiming for a stronger sense of belonging
through participation in wider adolescent
cultures
becoming aware that they can make changes
for themselves and others.
To meet the needs of this range of learners, the
learning process involves students continuously
extending, elaborating, reformulating and
reflecting upon their frameworks of knowledge
and values. They also need to be supported in
developing responsibility for their own learning
and enthusiasm for continuous learning.
(Adapted from South Australian Curriculum
Standards and Accountability Framework,
Department of Education, Training and
Employment, 2001, Middle Years, p. 5)
In presenting the Be SunSmart learning activities
educators need to be aware of the powerful force
of social norms and behaviours within this cohort
of students.
Learning Areas
While the Key Ideas and Learning Outcomes
in Health and Physical Education at Middle
Years level form the focus for activities in this
book, teachers are encouraged to plan for
learning across all Learning Areas, with particular
consideration of the Key Ideas and Learning
Outcomes in Middle Years English, Society and
Environment, Science and Mathematics.
The following are examples of the relationship
between particular activities in this book and the
Key Ideas and Learning Outcomes of particular
Learning Areas.
Health and Physical Education
Unit 1 - Activity 4: Are you SunSmart?
Students are invited to reflect on their attitudes
and behaviours in relation to suntanning and to
consider the implications. This aligns with a Key
Idea and associated Learning Outcome of the
‘Health of individuals and communities’ strand of
Middle Years Health and Physical Education.
Key Idea: Students consider the range of
influences on their health associated with
increasing freedom of choice, critically examine
information available about those choices, and
devise personal and community strategies based
on them.
Outcome 4.6: Identifies health issues relevant
to adolescence in their community and develops
strategies to deal with those issues for self and
others.
Unit 1 - Activity 6: What influences you?
Students are invited to investigate factors,
including the influence of role models and the
media, that encourage or inhibit SunSmart
behaviour. This aligns with a Key Idea and
associated Learning Outcome in the ‘Personal
and social development’ strand of Middle Years
Health and Physical Education.
Key Idea: Students further develop an
understanding of their different identities in and
beyond local environments. They critically analyse
the different ways people view each other.
They establish a sense of increasing rights and
responsibilities in relation to family, peers and the
wider community.
Outcome 4.3: Investigates key ways in which
groups and cultures contribute to forming
identities.
Unit 2 - Activity 11: Issues about sunscreens.
Students are invited to critically examine
sunscreen products and attitudes towards their
use. This aligns with a Key Idea and associated
Learning Outcome in the ‘Health of individuals
and communities’ strand of Middle Years Health
and Physical Education.

Relationship of this resource to the South
Australian curriculum framework (cont.)
Key Idea: Students learn to assess and build their
understandings of skills to effectively manage
risky and challenging situations for themselves
and others.
Outcome 4.7: Analyses and articulates the
consequences of risk-taking and demonstrates
behaviours to minimise harm.
Mathematics
Unit 1 - Activity 2: Melanoma rates.
Students are invited to examine and interpret
statistics on the incidence of melanoma and
develop relevant graphs. This aligns with a Key
Idea and associated Learning Outcome in the
‘Exploring, analysing and modelling data’ strand of
Middle Years Mathematics.
Key Idea: Students use statistical methods to
reduce, analyse and interpret data, while critically
evaluating the cultural and social inclusivity of the
samples used.
Outcome 4.2: Reads and describes information
in given tables, diagrams, line and bar
graphs. Makes predictions based on the
information, understanding the limitations of
data interpretation and the possible social
consequences of these limitations.
English
Unit 2 - Activity 18: Solariums – Safe tans?
Students are presented with a selection of
solarium advertisements to analyse and critique.
This aligns with a Key Idea and associated
Outcome in the ‘Language’ strand of Middle Years
English.
Key Idea: Students independently read, view and
interpret a range of written, visual and multimodal
texts dealing with more complex themes and
issues. They identify and critically appraise
combinations of language choices in these texts,
and discuss how these work to influence readers’
and viewers’ responses and understandings.
Outcome 4.7: Analyses and evaluates features of
written texts and visual images when reading and
viewing independently a range of texts dealing
with more complex themes and issues.
Society and Environment
Unit 4 - Activity 25: A SunSmart policy for your
school.
Students are invited to research and develop a
SunSmart policy for their school. This aligns with
a Key Idea and associated Outcome in the ‘Social
systems’ strand of Middle Years Society and
Environment.
Key Idea: Students work cooperatively to
collect, analyse and describe information about
particular issues which have social, economic
and environmental dimensions. They identify key
ideas, justify positions, predict outcomes and
suggest enterprising solutions.
Outcome 4.11: Identifies factors that should
be analysed by consumers, producers and
governments regarding their decisions about
goods and services, including people’s work.
In many middle years secondary settings and
in primary schools, teachers have responsibility
across a number of Learning Areas. This
situation is advantageous for the effective and
comprehensive delivery of the Be SunSmart
resource and for a flexible approach to assessing
students’ learning achievement.
The South Australian Curriculum Standards
and Accountability (SACSA) Framework
Outcomes on pages 5-10 provide suggestions of
Outcomes to be achieved in Health and Physical
Education and other Learning Areas for each
activity. They are suggestions only. Teachers are
encouraged to use Be SunSmart as they think fit
to suit their own teaching and learning program.
Copies of the SACSA Framework are available
in all government schools and can be accessed
online through . The
document South Australian Curriculum, Standards
and Accountability Framework: the required
elements (Department of Education and Children’s
Services, 2005) is a useful resource that is
available in all schools.
5

South Australian Curriculum Standards and
Accountability (SACSA) Framework Outcomes
Outcomes in the grid are mainly Standard 4 as the content is most relevant to that Standard.
Please note: There may be considerable variation amongst students and therefore teachers need to
provide opportunities to achieve Standards above and below this level.
Unit 1
What do you know about skin cancer?
Unit 2
Being SunSmart
6
Learning
areas
Strands and
key ideas
Activity 1
Facts about skin cancer
Activity 2
Melanoma rates
Activity 3
Types of skin cancer
Activity 4
Are you SunSmart?
Activity 5
UV radiation and vitamin D
Activity 6
What influences you?
Activity 7
Personal sunburn danger
zones
Activity 8
School sunburn surveys
Activity 9
Skin cancer rates
Activity 10
SunSmart quick quiz
Activity 11
Issues about sunscreens
Activity 12
Sunscreen product testing
Activity 13
Choosing a hat
Activity 14
Shade provision by hats
Activity 15
Shade in the school ground
Arts Design and
technology
(D&T)
English
Arts practice Critiquing Designing Texts and
contexts
4.1 4.2
4.1 4.2
4.1 4.2
4.2 (for
Worksheet
5C)
4.2
4.3
4.3
4.3
4.3
4.3
4.3

South Australian Curriculum Standards and
Accountability (SACSA) Framework Outcomes
Unit 1
What do you know about skin cancer?
Unit 2
Being SunSmart
Learning
areas
Strands and
key ideas
Activity 1
Facts about skin cancer
Activity 2
Melanoma rates
Activity 3
Types of skin cancer
Activity 4
Are you SunSmart?
Activity 5
UV radiation and vitamin D
Activity 6
What influences you?
Activity 7
Personal sunburn danger
zones
Activity 8
School sunburn survey
Activity 9
Skin cancer rates
Activity 10
SunSmart quick quiz
Activity 11
Issues about sunscreens
Activity 12
Sunscreen product testing
Activity 13
Choosing a hat
Activity 14
Shade provision by hats
Activity 15
Shade in the school ground
English
(cont.)
Health and
physical
activity
(H&PE)
Language Strategies Personal
and social
development
4.11 4.6
4.11 4.6
4.7
4.6 4.6
4.7
4.11 4.6
4.12 4.7
4.7 4.3
Health of
individuals &
communities
4.6
4.7
4.7
4.6
4.6
4.11 4.6
4.7
4.6
4.7 4.3 4.6
4.6
4.6
7

South Australian Curriculum Standards and
Accountability (SACSA) Framework Outcomes
Unit 1
What do you know about skin cancer?
Unit 2
Being SunSmart
8
Learning
areas
Strands and
key ideas
Activity 1
Facts about skin cancer
Activity 2
Melanoma rates
Activity 3
Types of skin cancer
Activity 4
Are you SunSmart?
Activity 5
UV radiation and vitamin D
Activity 6
What influences you?
Activity 7
Personal sunburn danger
zones
Activity 8
School sunburn surveys
Activity 9
Skin cancer rates
Activity 10
SunSmart quick quiz
Activity 11
Issues about sunscreens
Activity 12
Sunscreen product testing
Activity 13
Choosing a hat
Activity 14
Shade provision by hats
Activity 15
Shade in the school ground
Mathematics
(Maths)
Exploring,
analysing &
modelling
data
4.1
Science Society and
environment
(S&E)
Matter Place,
space and
environment
Social
systems
4.11
4.7 4.11
4.7 4.11
4.5 4.11
4.5

South Australian Curriculum Standards and
Accountability (SACSA) Framework Outcomes
Unit 2
Being SunSmart
Unit 3
SunSmart
in the
workplace
Unit 4
Promoting sun safety in your school
community
Learning
areas
Strands and
key ideas
Activity 16
Shade in other places
Activity 17
Tanning - why do people
want a tan?
Activity 18
Solariums - safe tans
Activity 19
Sun exposure, vitamin D
and fake tans
Activity 20
SunSmart crossword
Activity 21
SunSmart role plays
Activity 22
Outdoor jobs
Activity 23
Work safely in the sun
Activity 24
Raising awareness
Activity 25
A SunSmart policy for your
school
Activity 26
A community health
campaign
Activity 27
Planning your own
SunSmart campaign
Activity 28
Developing advertisements
for SunSmart promotion
Activity 29
What's in an
advertisement?
Activity 30
Develop your own
SunSmart advertisement
Arts Design and
technology
(D&T)
English
Arts practice Critiquing Designing Texts and
contexts
4.3
4.1
4.3
4.3
4.3
4.1
4.2
4.3
4.3
4.4
4.4
4.3
4.2 4.4
4.3
4.4
4.2 4.2
4.4
9

South Australian Curriculum Standards and
Accountability (SACSA) Framework Outcomes
Unit 2
Being SunSmart
Unit 3
SunSmart
in the
workplace
Unit 4
Promoting sun safety in your school
community
10
Learning
areas
Strands and
key ideas
Activity 16
Shade in other places
Activity 17
Tanning - why do people
want a tan?
Activity 18
Solariums - safe tans
Activity 19
Sun exposure, vitamin D
and fake tans
Activity 20
SunSmart crossword
Activity 21
SunSmart role plays
Activity 22
Outdoor jobs
Activity 23
Work safely in the sun
Activity 24
Raising awareness
Activity 25
A SunSmart policy for your
school
Activity 26
A community health
campaign
Activity 27
Planning your own
SunSmart campaign
Activity 28
Developing advertisements
for SunSmart promotion
Activity 29
What's in an
advertisement?
Activity 30
Develop your own
SunSmart advertisement
English
(cont.)
Health and
physical
education
(H&PE)
Language Strategies Personal
and social
development
Health of
individuals &
communities
4.6
4.4 4.6
4.7
4.8 4.11 4.6
4.6
4.6
4.7
4.6 4.6
4.7
4.6
4.7
4.6
4.7
4.6
4.7
4.6
5.7
4.11 4.6
5.7
4.6
5.7
4.5 4.6
4.7
4.6
5.7
4.5 4.6
5.7

South Australian Curriculum Standards and
Accountability (SACSA) Framework Outcomes
Unit 2
Being SunSmart
Unit 3
SunSmart
in the
workplace
Unit 4
Promoting sun safety in your school
community
Learning
areas
Strands and
key ideas
Activity 16
Shade in other places
Activity 17
Tanning - why do people
want a tan?
Activity 18
Solariums - safe tans
Activity 19
Sun exposure, vitamin D
and fake tans
Activity 20
SunSmart crossword
Activity 21
SunSmart role plays
Activity 22
Outdoor jobs
Activity 23
Work safely in the sun
Activity 24
Raising awareness
Activity 25
A SunSmart policy for your
school
Activity 26
A community health
campaign
Activity 27
Planning your own
SunSmart campaign
Activity 28
Developing advertisements
for SunSmart promotion
Activity 29
What's in an
advertisement?
Activity 30
Develop your own
SunSmart advertisement
Mathematics
(Maths)
Exploring,
analysing &
modelling data
4.1
Science Society and
environment
(S&E)
Matter Place,
space and
environment
4.5
4.5
Social
systems
4.11
4.10
4.11
4.10
4.11
4.11
4.11
4.11
11

Essential Learnings and Key Competencies
Essential learnings Key
competencies
Futures
What knowledge, skills
and dispositions are
required to maximise
opportunities in creating
preferred futures?
Identity
What knowledge, skills
and dispositions are
required to critically
understand self-identity,
group-identity and
relationships?
Interdependence
What knowledge, skills
and dispositions are
required to critically
understand the
systems to which lives
are connected and to
participate positively in
shaping them?
12
•
•
•
•
•
•
•
•
understanding world views
when analysing future
challenges
building scenarios of
preferred futures
demonstrating lifelong
learning
understanding self, group
and others
understanding that ideas
of self, group and others
can be shared to develop
identities and tolerant
relationships
understanding what is
needed for sustainable
social and physical
environments
acting cooperatively to
achieve agreed outcomes
taking civic action to
benefit community
KC1: collecting,
analysing and
organising
information
KC2:
communicating
ideas and
information
KC3: planning
and organising
activities
KC4: working
with others in
teams
KC5: using
mathematical
ideas and
techniques
•
•
•
•
•
•
using a variety
of information
sources
using a variety
of media in
presenting
learnings
developing work
skills to achieve
desired outcomes,
both personal and
work related
interacting with
others in small and
large groups
recognising and
responding to
group strengths
and needs
for effective
functioning
choosing and using
relevant strategies
to achieve desired
outcomes

Essential Learnings and Key Competencies
Essential learnings Key
competencies
Thinking
What knowledge, skills
and dispositions are
required to develop
particular habits of
mind, to create and
innovate, and to
generate solutions?
Communication
What knowledge, skills
and dispositions are
required to construct
and deconstruct
meaning, and to
critically understand
the power of
communication and its
technologies?
•
•
•
•
•
•
accessing ideas and using
a wide range of thinking
modes
demonstrating enterprising
attributes
initiating enterprising
and creative solutions for
contemporary issues
making effective use of
language, mathematical
and information and
communication technology
tools
using communication in a
range of modes to achieve
identified outcomes
understanding the power
of communication in
effecting change
KC6: solving
problems
KC7: using
technology
•
•
being able to
identify a problem,
to apply an
effective process
and work towards
an acceptable
solution
selecting relevant
technological
applications to
locate, organise
and present
information
13

Fact Fact sheets
sheets
15

Structure and function of the skin
The skin is the largest organ of the body. It has
several important functions. It acts as a protective
layer against injury and disease and also regulates
our body temperature and maintains its hydration.
The skin consists of three layers:
•
•
•
Fact sheet 1: Skin cancer
16
the epidermis, or the outer layer
the dermis, or the inner layer
the subcutaneous fat layer.
The epidermis is made up of cells that produce
keratin, a substance that covers the outside of the
skin and resists heat, cold and the effects of many
chemicals. The cells in the epidermis also produce
melanin, the substance that gives our skin its colour.
Melanin is able to absorb ultraviolet light and provide
some protection from its damaging effects.
What is cancer?
Cancer is a disease of the body’s cells. Normally
the body’s cells grow and divide in an orderly
manner so that growth and healing of injured
tissue occurs.
Occasionally some cells behave in an abnormal
way and may grow into a lump which is called a
tumour.
Tumours can be non-cancerous [benign] or
cancerous [malignant]. Benign tumours do not
spread to other parts of the body.
A malignant tumour is made up of cancer cells.
These cells have the ability to spread beyond the
original site and if left untreated may invade and
destroy surrounding tissues. Sometimes cells
break away from the original [primary] cancer and
spread to other organs. When these cells reach
a new site they may form another tumour often
referred to as a secondary cancer or metastasis.
What is skin cancer?
Skin cancer is a type of cancer that begins in
the basal layer of the epidermis. There are three
main types of skin cancer: basal cell carcinoma,
squamous cell carcinoma and melanoma.
Melanomas start in the pigment cells [melanocytes]
while basal and squamous cell carcinomas develop
from the epidermal cells. [Carcinoma is a term used
for some types of cancer].
Basal cell carcinoma [BCC]
Basal cell carcinomas are the most common but
least dangerous type of skin cancer. They grow
slowly over months to years but if left untreated
a deep [rodent] ulcer may form. Fortunately they
very rarely spread to other parts of the body. If
you have one basal cell carcinoma you may have
others, either at the same time or in later years.
Basal cell carcinomas are most commonly found
on the face, neck and upper trunk. They appear as
a lump or scaly area and are pale, pearly or red in
colour. They may have blood vessels on the surface.

Fact sheet 1: Skin cancer (cont.)
Squamous cell carcinoma [SCC]
Squamous cell carcinomas are less common but
more dangerous than basal cell carcinomas. They
usually grow over a period of weeks to months.
These cancers may spread to other parts of the
body [metastasise] if not treated promptly.
Squamous cell carcinomas appear on areas of the
skin most often exposed to the sun. They have
scaling, red areas which may bleed easily and
ulcerate, looking like an unhealed sore.
These common skin cancers generally occur in
people over the age of 40. However basal cell
carcinoma can occur in younger adults. The major
cause of these skin cancers is sun exposure over
many years.
Melanoma
Melanoma is the rarest but most dangerous skin
cancer. If left untreated melanoma can spread
to distant parts of the body to form secondary
cancers or metastases.
Melanomas can appear anywhere on the body
not only in areas that get a lot of sun. The first
sign of a melanoma is usually a change in a
freckle or mole, or the appearance of a new spot
on normal skin. Changes are normally seen over
a period of several weeks to months, not over
several days. The changes are in size, shape or
colour.
Melanoma can occur from adolescence onwards
and is the most common cancer in the 15–44 year
age group. In rare instances it may develop in
children.
How common is skin cancer?
Skin cancer rates are higher in Australia than
anywhere else in the world. It is the most common
form of cancer in Australia affecting all age groups
from adolescents upwards. Most common is basal
cell carcinoma which accounts for about 75% of all
skin cancers. Squamous cell carcinoma accounts
for 20% and melanoma less than 5%.
One out of two Australians will develop a skin
cancer in their lifetime – usually a basal cell
carcinoma. In South Australia in 2003 the lifetime
risk for developing melanoma was 1 in 31 for
men and 1 in 39 for women.
Signs and symptoms
As skin cancers are visible, they can be seen
and checked as soon as they develop. Early
symptoms of skin cancer may seem quite minor
but any suspicious spot should be seen by a
doctor immediately.
The signs to look for are:
•
•
•
A crusty, non-healing sore.
A small lump which is red, pale or pearly in
colour.
A new spot, freckle or mole changing in
colour, thickness or shape over a period of
several weeks to months. Particular attention
should be paid to spots that are dark brown
to black, red or blue-black.
Diagnosis
If a doctor suspects a skin cancer, a biopsy may
be performed. A biopsy is the removal of all or
part of the affected skin, generally under local
anaesthetic. It is a simple procedure that can be
done by your family doctor or you can be referred
to a specialist. The piece of skin that has been
removed is then examined under a microscope.
However in many cases the whole tumour is
removed and a specimen is then sent to the
laboratory for diagnosis.
Treatment
Common skin cancers
A variety of methods are available to treat the
common skin cancers. Your doctor will choose
your treatment by taking into consideration a
number of factors. These will include the type
of skin cancer, its size and position on your body
and your personal preference.
Surgery can be used to remove the skin cancer and
a small area of normal skin. This is quite simple and
can usually be done under local anaesthetic.
Sunspots or pre-cancers can be briefly frozen with
liquid nitrogen. This is called cryotherapy. Following
cryotherapy the skin can become intensely red
and peel away. Healing will begin in about a week.
Another technique is simply scraping off small
common cancers [curettage] and burning the
spot [cautery or diathermy].
17

Fact sheet 1: Skin cancer (cont.)
Radiation therapy is another option although less
commonly used now. It causes a crusting sore
which takes some weeks to heal and then leaves
a scar.
Melanoma
Surgery is the preferred method of treatment
for melanoma. Very thin melanomas are usually
removed along with a small area of normal skin,
under local anaesthetic.
For deeper melanomas a wide area of skin may
need to be removed to make sure that all the
cancer cells have been taken out. The local lymph
glands may also be removed at this time.
Outlook
Virtually all basal and squamous cell carcinomas
that are found and treated early are cured.
The majority of people with early melanoma
which is appropriately treated do not have any
further trouble with their disease. However
because there is a chance that the melanoma will
reappear, your doctor will examine you at regular
intervals.
For further details on outlook you should speak
to your own doctor who is familiar with your full
medical history.
Causes of skin cancer
The major cause of skin cancer is exposure to the
ultraviolet rays of the sun over many years.
Sunlight exposure
Childhood exposure to the sun is an important
factor in the development of skin cancer later in
life. Research also suggests there may be a link
between sunburn during childhood and melanoma
in adulthood.
Occupation
People who work outdoors have a greater risk of
developing the common skin cancers than indoor
workers. This is because of their greater exposure
to sunlight. Workers in some industries have to
take precautions against other known causes of
common skin cancers, such as arsenic, polycyclic
hydrocarbons and a number of other chemical
compounds.
18
Who is at risk?
Everyone is at risk of skin cancer, although
people with skin that burns easily and rarely
tans are at the greatest risk. Those who burn in
early summer and then tan are also at high risk if
they do not protect their skin. Unprotected skin,
whether tanned or not, is likely to be damaged by
the sun and may develop skin cancer later in life.
Skin type
Skin cancer is seen most often in fair skinned
people who have lived in Australia all their lives.
It is most common in people of Celtic [Scottish,
Irish and Welsh] background. However it also
occurs in people whose parents migrated from
Southern Europe e.g. Greece or Italy and who
have themselves spent all or most of their lives in
Australia. This is because the Australian sunlight is
very harsh.
Existing skin damage
Solar keratoses [sunspots] are dry, rough spots
on the skin that are common in people over 40.
They are not skin cancers but an indication that
the skin has had enough sun exposure to develop
skin cancer. People with keratoses should take
particular care to protect their skin from the sun.
Keratoses may progress and develop into SCCs.
They should also be examined to make sure a
skin cancer is not present.
How can you reduce your risk?
•
•
•
•
Minimise your time in the sun between
10.00 am – 3.00 pm.
Use shade as much as possible when outdoors.
Wear protective clothing - a wide brimmed
hat and cover-up clothing.
Apply SPF 30+ broad spectrum sunscreen to
skin which isn’t covered by clothing.

Fact sheet 2: How to check for skin cancers
How to check for
skin cancers
Do you check for skin cancers? It could save your life.
Carefully inspect all of your skin, looking for spots that are new or have changed colour,
size or shape. See your doctor if you notice anything unusual as skin cancer can be
cured if treated early.
Skin cancers - see your doctor
Melanoma Melanoma
Nodular melanoma Nodular melanoma
Basal cell carcinoma Basal cell carcinoma
Squamous cell carcinoma Squamous cell carcinoma
Warning signs
Harmless spots
Solar keratoses
Solar keratoses
Moles
Seborrhoeic keratoses
Call The Cancer Council Helpline 13 11 20 for
more information or visit www.cancersa.org.au
how to check for skin cancers.in1 1 16/08/2006 1:46:02 PM
19

Fact sheet 2: How to check for skin cancers (cont.)
Skin spots to watch
20
Melanoma
l The most deadly form of skin cancer. If untreated can spread to other parts of the body.
l Appears as a new spot or an existing spot that changes colour, size or shape.
l Has an uneven, smudgy outline and will be an irregular mix of colours.
l Can appear on skin not normally exposed to the sun.
Nodular melanoma
l Develop quickly - early treatment is important to prevent spread to other parts of the body.
l Look different from common melanomas - they are raised from the start and even in colour.
l Many are red or pink and some are brown or black.
l They are firm to touch and dome-shaped.
l After a while they begin to bleed and crust.
Squamous cell carcinoma
l Not as dangerous. A thickened, red scaly spot that may bleed easily, crust or ulcerate.
l Appears on skin most often exposed to the sun.
l Grows over some months.
l More likely to occur in people over 50.
Basal cell carcinoma
l Most common and least dangerous form of skin cancer.
l Red, pale or pearly in colour, appears as a lump or dry, scaly area.
l May ulcerate or fail to completely heal.
l Grows slowly, usually on the head, neck and upper torso.
Solar keratoses or sunspots
l A warning sign you are prone to sun damage and skin cancer.
l Red, flattish scaling dry skin that may sting if scratched.
l Appear on areas of skin most often exposed to the sun, like hands and face.
l Most common in people over 40.
Moles
l Harmless coloured spots that range from 1 mm to 10 mm.
l Uniform in shape and even coloured. They may be raised.
l The more moles or freckles you have the higher your risk of sun damage.
l Have uneven borders and multiple colours like brown and black.
l Observe these moles carefully for any sign of change.
Seborrhoeic keratoses
l A spot with a very discrete edge that looks like it sits on top of the skin.
l Most people have at least one or two of these spots by the age of 60.
l Colour varies from pale brown to orange or black.
l Size varies from a few millimetres to two centimetres.
Most skin cancer can be prevented by combining the following sun protection measures
l Protect your skin when the UV radiation level is 3 and above. Find some shade.
l Slip on clothes that cover your arms and legs.
l Slap on a broad brimmed hat or one that covers your face, neck and ears.
l Slop on broad spectrum SPF 30+ sunscreen. Remember to reapply every 2 hours.
l Protect your eyes with close fitting sunglasses.
l Avoid getting a suntan, using a solarium or getting sunburnt.
And remember to check your skin regularly. If you do notice any new or unusual spots or discover a spot that changes shape,
colour or size, see your doctor immediately.
how to check for skin cancers.in2 2 16/08/2006 1:46:39 PM

Fact sheet 3: Melanoma
Introduction
Australia has the highest rate of skin cancer in the
world. Melanoma is one of three main skin cancer
types accounting for approximately 5% of all skin
cancers. It was the fourth most common cancer
amongst men and women in South Australia in
2003, with 658 people diagnosed that year. There
was a total of 68 deaths from melanoma in South
Australia the same year. 1
If diagnosed and treated early, the survival rate for
people with melanoma is high.
Structure and function of the skin
The skin is the largest organ of the body. It has
several important functions. It acts as a protective
layer against injury and disease and also regulates
our body temperature and maintains its hydration.
The skin consists of three layers:
•
•
•
the epidermis or the outer layer
the dermis or the inner layer
the subcutaneous fat layer.
The epidermis is made up of cells that produce
keratin, a substance that covers the outside of
the skin and resists heat, cold and the effects of
many chemicals. The cells in the epidermis also
produce melanin, the substance that gives our
skin its colour. Melanin is able to absorb ultraviolet
light and provide some protection from its
damaging effects. The dermis is a tough, elastic
structure that contains sweat and oil glands, hair
follicles, nerves and blood and lymph vessels.
What is melanoma?
Melanoma, like other cancers, is a disease of the
body’s cells. Normally, the body’s cells grow and
divide in an orderly manner so that worn out or
injured tissue is replaced or repaired. Sometimes
cells begin to grow and behave in an abnormal
way and grow into a mass or lump of tissue called
a tumour.
Tumours can be benign (non-cancerous) or
malignant (cancerous). Benign tumours do not
spread to other parts of the body.
Malignant tumours or cancers can invade
neighbouring tissues and may also spread to
other parts of the body. This can result in new
cancer deposits called secondaries or metastases.
The epidermis consists of different types of
cells. They are: squamous cells, basal cells and
melanocytes. Skin cancers are named after the
type of cells from which they originate.
Melanoma occurs in the melanocytes (or pigment
cells). It is the most serious of all skin cancers as
it may be fast growing and it can spread to other
parts of the body.
Melanoma can occur in the skin anywhere on
the body, however it is more common in some
sites than others eg. in males it is most common
on the trunk, while in females the legs are the
most common site. Rare melanomas can occur
in the eyes, the nervous system and the mucous
membrane.
Signs and symptoms of melanoma
The first sign of a melanoma is a change in the
colour, size and shape of an existing mole. The
letters ABCD may help you remember the signs
of change to watch out for:
•
•
•
•
Asymmetry - the shape of one side of the
mole may not match the other.
Border - the edges of the mole may be
irregular, and not well defined.
Colour - the colour is often uneven. Shades
of black, brown, tan or other colours like red,
pink or blue may be present.
Diameter - there is usually an increase in the
size of the mole.
It may be that only one or all four of the above
features are present as melanomas can vary
greatly in the way they look. 2
Stages of melanoma
Like other cancers, melanoma can spread to
other areas of the body. The extent or stage of
melanoma depends upon the level of spread
at the time of diagnosis. The treatment plan
for a person with melanoma would therefore
take into account the location and thickness of
the melanoma, how deeply the melanoma has
invaded the skin and whether the melanoma has
spread to the lymph nodes or to other parts of
the body.
21

What causes melanoma?
Melanoma is associated with exposure to ultraviolet
radiation from the sun. Artificial ultraviolet light, from
solariums for example, can also cause skin damage
and increase the risk of melanoma. Melanoma
seems to be related to episodes of sunburn that are
short and sharp, especially during childhood which is
a crucial time for sun protection. It is also associated
with prolonged exposure to ultraviolet radiation.
Listed below are certain risk factors which would
increase a person’s risk of melanoma.
•
•
•
•
•
•
Fact sheet 3: Melanoma (cont.)
22
Fair complexion
People who have fair skin are at a greater
risk of developing melanoma, due to the fact
that there is less melanin in their skin, and
therefore less protection against ultraviolet
radiation.
Number of moles on skin
Having many moles (more than 10 on the
arms and more than 200 on the body) also
increases the risk.
Dysplastic nevi
The presence of abnormal, precancerous
moles or dysplastic nevi increases one’s
risk of melanoma. The larger the number of
dysplastic nevi present, the greater the risk.
History of melanoma
People who have already been diagnosed
with melanoma are at high risk of developing
melanoma again.
Family history and genetic predisposition
About 10% of people with melanoma
in Australia have a first degree relative
(parent, child, brother or sister) who also
has had a melanoma. This may be due to
family members being exposed to similar
environmental influences. It may also be due
to an inherited faulty gene in the family that
causes members to be more susceptible to
developing cancer. The more close relatives
with melanoma, the higher the risk.
Age
Melanoma is diagnosed more often in older
adults. However it also occurs in young adults
and occasionally in teenagers. It is important
to note that it is the most common cancer in
people aged between 15 and 44 years and
that it is the major cause of cancer death in
young adults. 3
What can be done to reduce the risk
of melanoma?
It is never too early or too late to protect your
skin. Here are a few simple steps that can protect
you from ultraviolet radiation:
•
•
•
•
•
Avoid the sun when the ultraviolet radiation is
at its strongest, between 10 am and 3pm.
Slip on a long sleeved shirt, preferably with
a high collar and made from closely woven
material.
Wear a broad brimmed hat when outside.
Apply SPF 30+ sunscreen 20 minutes before
going outside and reapply it regularly. Water
resistant sunscreen is best if you are active.
Remember to reapply it regularly, especially
after swimming or exercise.
Wear sunglasses with an EPF of 10 or which
comply with the Australian Standards AS1067.
Early detection
As skin cancers are visible, they can be seen and
checked as soon as they develop. Early symptoms
of skin cancer may seem quite minor but any
suspicious spot should be seen by a doctor
immediately. In particular, a new or existing mole
or freckle that changes in colour, shape or size over
a period of weeks to months should be checked.
Diagnosis and treatment
Surgery
If a doctor suspects that a mole on the skin is
melanoma, a biopsy of the mole is taken. The biopsy
is sent to a laboratory in order to confirm whether
the mole is a melanoma or not. If the melanoma is
at an early stage the whole melanoma is removed
and no further treatment is required.
A larger melanoma that has grown deeper into
the skin may require admission into hospital
for surgery under a general anaesthetic. During
surgery it may be necessary to remove a section
of normal looking skin around the cancer.
Skin grafts
Sometimes it is necessary to perform a skin graft
to cover the wound. This involves the removal of
skin from another part of the body to replace the
skin around the area that has been removed in
the operation.

Fact sheet 3: Melanoma (cont.)
Lymph node biopsy and resection
A fine needle aspiration biopsy or sentinel lymph
node biopsy may be performed if the doctor
suspects that the cancer has spread to the lymph
nodes.
A fine needle aspiration biopsy involves the
insertion of a fine needle into the lymph node
suspected of being affected by cancer. The
tissue removed is sent to a laboratory to confirm
whether there are cancer cells present. If cancer
is found the lymph nodes are surgically removed.
A sentinel node biopsy involves the insertion of
a harmless dye into the melanoma site. The dye
is taken up by the sentinel node(s), or the first
lymph node(s) that the cancer is likely to spread
to. If found to be positive for cancer, the sentinel
node(s) as well as the surrounding lymph nodes
are surgically removed.
Radiotherapy
Radiotherapy is the use of x-ray beams to kill
cancer cells. Treatment is planned to minimise
the effects on normal cells. Radiotherapy may be
used following removal of the lymph nodes. It may
also be used for certain types of melanoma at the
site where it was removed. Some side effects
of radiotherapy are temporary and may include
nausea, headache and tiredness. The skin in the
treatment area may become sore and inflamed.
Discomfort can be minimised by avoiding clothes
that irritate the skin and by taking care with gentle
washing and avoiding shaving.
Chemotherapy
This is the treatment of cancer by drugs; the
aim is to kill cancer cells, whilst doing the least
damage to normal cells. The side effects of
chemotherapy depend mainly on the drugs and
the dosages given. They may include nausea,
vomiting, tiredness and hair loss. Chemotherapy
is used in treating advanced melanomas.
Prognosis/outlook
The majority of people with melanoma can
be treated very effectively if the melanoma is
diagnosed at an early stage, when the cancer is
confined to the epidermis and upper dermis. The
location of the melanoma on the body appears to
have a bearing on one’s prognosis. Melanomas
on the limbs have a better outlook than those on
the trunk, head or neck.
Follow-up
People who have been successfully treated
for melanoma still have a greater than average
chance that another melanoma will appear. The
risk of recurrence is greater for patients whose
melanoma was thick or had spread, than for
patients with very thin melanomas.
It is important that your doctor examines your
skin at regular intervals if:
•
•
•
you have ever had a melanoma
you have a family history of melanoma
you have many moles or dysplastic nevi.
Seeking help and support
People react in different ways when they
are diagnosed with melanoma and following
treatment. It is quite normal to experience
intense anxiety, grief and depression.
It may be helpful to talk about your feelings with
your family and friends. It may also be beneficial
to talk to a caring professional such as a social
worker, nurse, psychologist or chaplain.
Website information
Melanoma information is available on the
internet. Here are a few useful websites:
The Cancer Council South Australia
www.cancersa.org.au
The Cancer Council Victoria
www.sunsmart.org.au
American Cancer Society
www.cancer.org
National Cancer Institute
www.cancernet.nci.nih.gov
The Cancer Council acknowledges the SA Cancer Registry for
information supplied in this document. Consultation with a
dermatologist occurred in the development of this resource.
References
1) South Australian Cancer Registry. Cancer in South
Australia 2003- with incidence projections to 2006 and
prevelence and mortality projections to 2011. Adelaide;
SA Dept of Health, 2005.
2) National Health and Medical Research Council,
Guidelines for the Management of Cutaneous
Melanoma, July 2000
3) Australian Institute of Health and Welfare Cancer in
Australia 1996 Canberra 1999
23

Fact sheet 4: Ultraviolet radiation
What is Ultraviolet Radiation
(UVR)?
Ultraviolet radiation is the part of sunlight which
causes sunburn and skin damage leading to
premature ageing and skin cancer.
Sunshine is made up of different rays which travel
in waves. The distance between the waves [the
wavelengths] for each ray is different and allows
us to categorise them. The diagram below
shows the different rays arranged according
to their wavelengths. The wavelengths are
measured in nanometres.
Visible rays are the light-giving rays of the sun
while infrared rays provide heat. There are three
types of ultraviolet rays, UVA, UVB and UVC.
Naturally occurring UVC does not reach the
earth’s surface as it is absorbed or scattered in
the atmosphere. However UVC can be produced
artificially by arc welders and sterilising lamps and
people working with such equipment should
protect themselves.
UVA and UVB are the naturally occurring
ultraviolet rays which are of concern because of
their potential to cause skin cancer.
The danger period for UVR is
between 10 am and 2 pm
(11 am and 3 pm daylight saving)
The amount of UVR reaching the earth’s
surface varies throughout the day. On a cloudfree
day, maximum UVR occurs when the sun
is directly overhead at solar noon,
24
12 midday (1 pm daylight saving time). High levels
of UVR also occur during the two hours before
and after solar noon. So the danger period for UVR
is between 10 am and 3 pm. These are the hours
when skin damage occurs fastest. Damage can
also occur before and after these hours - it just
takes longer!
Effective ultraviolet radiation
Daily UVB distribution
clear January sky
12
10
8
6
4
2
0
8 am 9 am 10 am 11 am 12 md 1 pm 2 pm 3 pm 4 pm 5 pm 6 pm
Time of day
Source: Australian Radiation Protection & Nuclear Safety Agency
UVR levels are not related to the air
temperature
UVR cannot be seen or felt and the intensity
of such radiation is not related to the air
temperature. The air temperature rises during
the day as a result of the earth being heated
by the sun’s infrared rays. The maximum daily
temperature usually occurs during the mid to
late afternoon whereas maximum UVR occurs at
around midday. There can be high levels of UVR
on cool days.
A cool front which will cause a sudden drop in
temperature has no effect on the level of UVR
unless it is accompanied by substantial cloud
cover.
Effective ultraviolet radiation
Adelaide UVB
28 January 1998
12
10
Extreme
8
6
Very high
Max Temp 23
4 High
2
0
Moderate
8 am 9 am 10 am 11 am 12 md 1 pm 2 pm 3 pm 4 pm 5 pm
Time
UV Index 11 recorded at 1.30 pm
oC Source: Australian Radiation Protection & Nuclear Safety Agency

Fact sheet 4: Ultraviolet radiation (cont.)
You can still get burnt while under
shade
About 50% of UVR reaches you directly from the
sun while the remaining 50% is scattered about
the sky and reaches you indirectly. Light coloured
and shiny surfaces such as concrete, sand and
water reflect UVR which can reach you even if
you are in the shade. Reflected UVR can reach
your face under a hat.
You can still get burnt on cloudy
days
Skin damage can still occur on days with a thin
cloud cover. The cloud scatters the UVR in all
directions and although you receive less direct
UVR you may receive more indirectly. Heavy cloud
does decrease the amount of UVR but scattered
cloud has little or no effect on UVR levels.
More UVR at high altitudes
At high altitudes where the atmosphere is thinner,
the amount of UVR reaching your skin can be as
much as 20% higher than at sea level.
Fresh snow reflects up to 80% of UV, thereby
increasing the amount of UVR which reaches
skiers’ faces and other exposed areas.
UVR levels are higher during the summer months
than in the winter months. In winter the UV rays
have to pass through more of the atmosphere
because of the angle of the sun in relation to the
earth’s surface. However UVR levels do vary from
day to day and a high UVR day in April or October
may be more damaging than an overcast day in
January.
Average monthly UV Index
Adelaide 1997-1998
Spring Summer Autumn Winter
12
10
Extreme
8
6
Very high
4
High
2
0
Sept Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug
Moderate
Source: Australian Radiation Protection & Nuclear Safety Agency
What are the risks from UVR?
The immediate risk from over-exposure to UVR
is sunburn. The more serious, long-term risk is
skin cancer. UVR also causes premature ageing,
causing the skin to become leathery, wrinkled and
blotchy.
The eyes can also be damaged from long-term
exposure to UVR.
Be SunSmart - protect yourself from
UVR!
•
•
•
•
•
Take particular care the sun between 10 am
and 2 pm (11 am and 3 pm daylight saving) if
possible.
Wear a broad brimmed hat - this will reduce
the UVR reaching your face and eyes by 50%.
Sunglasses will also protect your eyes.
Wear cover-up clothing - shirts with long
sleeves and a collar, made of closely woven
fabrics give good protection.
Apply a SPF 30+ Broad Spectrum sunscreen
on any exposed skin that cannot be protected
with clothing.
And remember: you can still get skin damage
on cool, slightly overcast days.
25

Fact sheet 5: Sun exposure and vitamin D
Australia has the highest rates of skin cancer in
the world with one in two Australians developing
skin cancer sometime during their life. Overexposure
to the sun’s ultraviolet (UV) radiation
is the major cause of skin cancer. UV radiation
exposure is also important to the body for the
production of vitamin D which is needed for
healthy bone growth and development. So how
much sun do we need for vitamin D production?
UVR exposure and skin cancer
The link between exposure to the sun’s UV
radiation and skin cancer is well known.
Ultraviolet radiation is the part of sunlight that
causes sunburn and skin damage. This can lead to
premature ageing and skin cancer.
Australia has high levels of UV radiation because the
country is close to the equator. UV radiation levels
vary throughout the year. This can depend on:
•
•
•
•
•
•
26
The height of the sun (the higher the sun in
the sky the higher the UV radiation levels)
Whether you’re in the north or the south of
Australia
The amount of cloud cover
The altitude
Ozone levels
UV reflective surfaces (light coloured
concrete, water, snow).
The higher the UV radiation levels, the less time
it takes for skin damage to occur. Generally UV
radiation levels are most intense around the
middle of the day (10 am to 3 pm).
UV radiation intensity is reported on an index
called the UV Index (UVI). It divides UV radiation
levels into:
•
•
•
•
•
low (1–2)
moderate (3–5)
high (6–7)
very high (8–10)
extreme (11 and above).
UV radiation is strong enough at a UV Index of 3
to cause skin damage, therefore skin protection
is recommended when the UV radiation level is 3
and above.
In Australia, the Bureau of Meteorology forecasts
the highest UV level for the following day on their
website www.bom.gov.au. When the UVI forecast
is 3 or above, you need to protect yourself
because the UV radiation is intense enough to
damage the skin.
Vitamin D and sun exposure
Vitamin D is needed for the development of
strong healthy bones. Recent studies have found
that some groups of people who have limited
exposure to the sun don’t produce enough
vitamin D.
While the sun helps your body produce vitamin D,
you only need a little exposure to get the benefit.
Most people receive enough vitamin D simply
by going about their day-to-day lives and don’t
need to make a special effort to go outside to
increase their “dose” of UV radiation for vitamin D
production.
How much sun exposure is needed
in South Australia for adequate
vitamin D?
September to April
•
•
UV radiation levels are, on average, 3 and
above from September to April in South
Australia. Skin protection is recommended
during these months.
From September to April expose your face,
arms and hands to the sun for 10 minutes
either before 10 am or after 3 pm on most
days of the week.
May to August
•
•
UV radiation levels are lower.
Expose your face, arms and hands to the sun
for two to three hours per week.
Those travelling or living in the north of Australia
should protect themselves all year round.
Will sunscreen stop you getting
enough vitamin D?
Sunscreen filters out most but not all UV
radiation. Regular use of sunscreen when the UV
radiation level is 3 (moderate) or more does not
greatly decrease vitamin D levels over time.

Most people are not at risk of low
vitamin D
Only some people living in Australia have low
levels of vitamin D.
They include:
•
•
•
•
The elderly, especially those who do not go
outdoors very often — older people also don’t
produce vitamin D as well as young people.
People with dark skin, who naturally have
more melanin, the pigment that reduces the
amount of UV radiation getting through the
skin.
People who cover their skin and heads with
clothing and veils for cultural or religious
reasons, so less skin is exposed to UV
radiation.
Babies of mothers who have low levels of
vitamin D.
These people generally have little exposure to the
sun, especially during winter if they live in the
southern half of Australia. This is usually why they
may not get enough vitamin D.
People concerned with their vitamin D status
should discuss this with their doctor.
How to protect yourself when
the UV radiation levels reach 3
(moderate) and above
•
•
•
Fact sheet 5: Sun exposure and vitamin D (cont.)
Minimise your time in the sun between 10 am
and 3 pm when UV radiation is strongest.
Use shade wherever possible.
Wear clothing that covers as much skin as
possible.
•
•
•
Wear a hat that protects the face, ears and
neck.
Wear close fitting sunglasses that meet the
Australian Standard 1067.
Use broad spectrum, water resistant SPF 30+
sunscreen, and reapply it every two hours.
When in alpine regions or near highly reflective
surfaces like snow or water, use sun protection at
all times of the year, anywhere in Australia.
References
P Gies et al. “Global Solar UV Index: Australian measurements,
forecasts and comparison with the UK.” Photochem Photobiol 2004;
79(1):32–9
R Marks, PA Foley, D Jolley, KR Knight, J Harrison, SC Thompson.
“The effect of regular sunscreen use on vitamin D levels in an
Australian population. Results of a randomised controlled trial.” Arch
Dermatol 1995 Apr;131(4):415–21.
J Farrerons, M Barnadas, J Rodriguez, A Renau, B Yoldi, A
Lopez- Navidad, J Moragas. “Clinically prescribed sunscreen
(sun protection factor 15) does not decrease serum vitamin
D concentration sufficiently either to induce changes in
parathyroid function or in metabolic markers.” Br J Dermatol 1998
Sep;139(3):422–7
J Farrerons, M Barnadas, A Lopez-Navidad, A Renau, J Rodriguez, B
Yoldi, A Alomar. “Sunscreen and risk of osteoporosis in the elderly:
a two-year follow-up.” Dermatology 2001; 202(1):27–30.
Australian and New Zealand Bone and Mineral Society,
Osteoporosis Australia, Australasian College of Dermatologists and
the Cancer Council Australia: Risks and benefits of sun exposure.
Position Statement 2005.
27

Fact sheet 6: Suntanning and sunburn
Tanning
A tan is much more than the skin just turning
brown. Skin cells located in the epidermis
produce a pigment called melanin that gives
skin its natural colour. When skin is exposed to
UV radiation, melanin production is stimulated,
causing the skin to darken.
Many people refer to a healthy tan – but even a
light tan is a sign the skin has been exposed to
too much sun. Tanning without burning may still
cause DNA and skin damage leading to premature
ageing, and potentially skin cancer.
Fair skinned people (a large proportion of the
Australian population) have a less protective form
of melanin than people with darker skins. When
fair-skinned people spend time in the sun, cells
called melanocytes produce melanin, which then
stays in the top layer of skin for four or five days,
sometimes giving a tanned appearance. The
melanin produced by fair-skinned people is much
less protective, meaning no amount of sunbaking
will result in a lasting tan – just sunburn and skin
damage.
28
Sunburn
In Australia, sunburn can occur in as little as
fifteen minutes on a fine January day (Cancer
Foundation of Western Australia 1994).
It is the UV radiation in the sun that causes
our skin to burn. UV radiation is invisible; it is
not warm and can pass through light cloud, so
sunburn can occur on cool, cloudy days.
As soon as UV radiation hits our skin, the
epidermis releases chemicals that cause the
blood vessels to swell and leak fluids, causing
inflammation, pain and redness – otherwise
known as sunburn. This type of damage will
continue to develop for twenty-four to seventytwo
hours after exposure to the sun.

Fact sheet 7: Sunscreens
What are sunscreens?
Sunscreens are products which protect the
skin against the damaging effects of the sun’s
ultraviolet radiation (UVR).
They contain chemicals which either absorb or
reflect the UV rays which would otherwise burn
and damage the skin.
Ultraviolet radiation and skin
damage
There are three types of UV radiation - UVA, UVB
and UVC.
Naturally occurring UVC does not reach the earth’s
surface as it is absorbed or scattered in the
atmosphere.
UVB is primarily responsible for sunburn, suntan
and, after many years, premature ageing and skin
cancer. UVB also depresses the immune response
which is the body’s system for fighting infection.
UVA causes skin damage contributing to
premature ageing and skin cancer.
What protection do sunscreens give?
SPF 30+ sunscreens filter out about 97% of
UVB rays. Sunscreens that are labelled BROAD
SPECTRUM also filter out at least 90% of UVA.
Sunscreens are tested on human volunteers.
Using a grid pattern, some patches of their skin
are covered with sunscreen and some are left
uncovered. They are then exposed to an artificial
source of UVB in a laboratory. The Sun Protection
Factor (SPF) is determined by comparing the time
it takes for the patches of skin with sunscreen
to show minimal redness with the time it takes
to produce the same amount of skin redness
without sunscreen.
The SPF on a sunscreen label should only be
seen as a guide to the strength of the product.
It should not be used to calculate the period of
protection offered by the sunscreen.
As many things affect the time it takes for an
individual to burn, it is impossible to calculate
accurately a ‘burn time’. Therefore the SPF rating
on a sunscreen label should not be used to
determine a ‘safe time’ before burning will occur.
Damage to the skin begins as soon as the skin is
exposed to the sun. Sunburn is the extreme
level of this damage. It is a mistake to believe
that damage only occurs if there is sunburn. The
effects of the sun on the skin are cumulative so
the damage is building up even without burning.
No sunscreen offers complete protection against UV
radiation. Even if a sunscreen is reapplied regularly,
a small amount of UV still reaches the skin. It is
still possible for the skin to be sun damaged, even
with sunscreen protection, if exposed to the sun
repeatedly for prolonged periods.
What are the regulations regarding
sunscreens?
Australia has had a standard for the testing and
labelling of sunscreens since 1983 which has been
revised regularly since then. Prior to March 1997
the maximum SPF allowed on a sunscreen label in
Australia was 15+. Since then the maximum SPF
that can be claimed for a sunscreen is 30+.
The current regulations for sunscreens are
documented in the Australian/New Zealand
Standard, AS/NZS 2604:1998 and apply to
sunscreens produced and available in Australia. It
specifies how sunscreens should be tested, the
standard they must reach and how they should be
labelled. The testing is done under strict laboratory
conditions. The Australian Standard also refers to
the water resistance of a sunscreen which relates
to the product’s ability to remain on the skin after
immersion in water and still test at its SPF number.
‘Protection times’ shown on labels relate only to
this water resistance. They do not relate to the
degree of protection against sunburn offered by
using the product, ie the SPF number.
In Australia sunscreens have to be listed on
the Therapeutic Goods Administration’s (TGA)
Australian Register of Therapeutic Goods (ARTG).
They can only be listed on this register if they
comply with the Australian/New Zealand Standard.
What is the correct way to use
sunscreens?
Sunscreens should be applied to clean, dry skin
twenty minutes before being exposed to the
sun. It is not necessary to rub sunscreen creams
into the skin until they vanish. The cream will be
absorbed into the skin over the twenty minutes
prior to exposure to sunlight.
29

Fact sheet 7: Sunscreens (cont.)
The amount of sunscreen applied should be
enough to easily cover the exposed skin, eg one
teaspoonful of cream for one arm. If it is difficult
to spread the sunscreen over the area it is likely
that not enough has been applied.
Sunscreen should be reapplied about every two
hours. The reason for this is not because sunscreens
lose their effectiveness after two hours, but because
they may have been inadvertently removed during
normal activity such as nose-blowing, sweating or
brushing up against something. It is not uncommon
for areas of skin to be missed or inadequately
covered during the first application of sunscreens.
Reapplication will reduce the risk of inadequate
protection.
How effective are roll-ons?
The testing of sunscreens as set out in the
Australian Standard does not include testing the
method of application. As it is difficult to judge how
much sunscreen has been applied when using a rollon,
it is recommended that an ordinary sunscreen
cream or lotion be used for the first application and
roll-ons used for top-up reapplications.
What are the costs and benefits of
using sunscreens?
It has been clearly shown that sunscreens reduce
the risk of sunburn. As sunburn is a risk factor
for all types of skin cancer, the recommendation
to use sunscreens has been based on the
assumption that preventing sunburn should
reduce the risk of skin cancer.
Sunscreens should not be the only approach to
preventing skin damage. They should be used in
conjunction with clothing, hats and where possible,
avoiding the direct sun in the middle of the day.
Sunscreens are not a substitute for these other
forms of protection.
Short-term side effects from sunscreens may
include skin irritation, and less commonly, skin
allergy, blackheads and acne formation and
dryness or oiliness of the skin depending on the
type of sunscreen used. The likelihood of these
reactions occurring depends on the sensitivity of
the skin and the number and concentration of the
chemicals in the sunscreen.
Although most people focus their concerns on the
active sunscreening chemicals in a product, there
30
are other chemicals in the sunscreen base which
can cause problems.
In general, the incidence of true allergy to
the chemicals in sunscreens is low. The more
common side effect is skin irritation.
The long-term side effects of regular sunscreen
use are unknown. Sunscreens have not been
available for long enough or used by a sufficient
number of people for an extended length of time
for there to be any guarantees against long-term
side effects. However to date there is no evidence
to suggest that long-term side effects are likely.
Para amino benzoic acid (PABA), a chemical rarely
used in currently available sunscreens, was linked
to a higher risk of skin allergy. There was also
some concern, in the past, about its carcinogenic
effect but this has never been supported in
laboratory testing.
Oxybenzone, which is also called Benzephenone-
3, is a chemical which absorbs UVA rays. It is
sometimes included in suncreens. It has been
used for about thirty years and has never been
shown to be toxic to humans or animals.
Current information indicates that there is much
more to be gained from using a sunscreen in
conjunction with other forms of protection, than
avoiding its use and risking sunburn, premature
ageing and skin cancer.
How do I choose a good sunscreen?
There are many different brands of broad
spectrum sunscreen available. They can be bought
as creams, milks, gels and clear lotions.
Different brands use various combinations and
proportions of chemicals. For this reason, one
brand may suit your skin better than another.
Creams are thicker and tend to be more
expensive per gram than lotions. Lotions can
be milky or clear. Clear lotions and gels have an
alcohol base and are less sticky but more drying
than creams and milks which usually contain
moisturisers.
Some manufacturers incorporate substances
like Titanium Dioxide and/or Zinc Oxide in their
sunscreen. These provide a thin film of micro-fine
particles which reflect the UV rays. These products
may leave a white film or sheen on the skin.
Chain stores and supermarkets often sell their

Fact sheet 7: Sunscreens (cont.)
own brands which are usually cheaper than
others. Sunscreens produced by cosmetic
companies are generally the most expensive.
What about sunscreens labelled for
babies and toddlers?
These sunscreens contain the same sunscreening
chemicals as ‘adult’ products. Generally the only
difference is that they use a gentler base and do
not contain perfumes.
There is no evidence to suggest that the use
of sunscreen on small areas of a baby’s skin is
associated with any long-term side effects. For
a small proportion of babies, like adults, some
sunscreens can cause minor skin irritation. In
such cases it is recommended to try a product
which is specially formulated for sensitive skin.
Babies must be protected against sunburn; the
damage that begins in childhood can lead to skin
cancer later in life.
The best protection for your baby is to avoid direct
sunlight especially in the middle of the day during
summer. When outdoors, babies and toddlers should
be protected by hats, clothing and shade as much as
possible. Sunscreen should be applied to those areas
that cannot be protected by clothing.
Do sunscreens deteriorate after time?
Sunscreens have a shelf life of between two
and three years. Sunscreen products have been
required to carry an expiry (use-by) date since
1 September 1994.
Sunscreens can deteriorate if they are exposed to
heat and/or air for long periods. Store sunscreens
in a cool dry place and ensure the cap is replaced
tightly after use.
Key points about sunscreens
•
•
•
•
•
•
No sunscreen offers complete protection
against the sun. Hats, clothing and shade
should also be used.
A thick coating of zinc cream does block out
the UV totally. It works by reflecting the rays.
However as it is thick and completely coats
the skin it is only appropriate for small areas
such as noses, ears and lips.
All brands of broad spectrum sunscreen with
a SPF 30+ which comply with the Australian/
New Zealand Standard AS/NZS 2604 provide
effective protection when applied correctly.
Using a SPF 30+ rather than a SPF 15
sunscreen halves your risk of sunburn for
the same length of time in the sun. SPF 30+
however should not be used to increase the
amount of time you spend in the sun.
Sunscreens should be applied to clean, dry
skin twenty minutes before exposure to the
sun. They should be applied liberally - e.g.
about one teaspoonful of cream for one arm.
Babies under one year old should not be
exposed to the direct sun. When taking babies
outdoors avoid doing so between 10 am and
3 pm if possible. Natural protection, that is
hats, clothing and shade, is best. However
small amounts of sunscreen can be applied to
areas that cannot be protected by clothing.
Skin cancer rates are higher in Australia than
anywhere else in the world, with skin cancers
31

accounting for around 80% of all new cancers
diagnosed each year 1 .
The major cause of skin cancer is over exposure
to the ultraviolet radiation (UVR) from the sun
over many years, particularly during childhood
and adolescence 2 . Even if exposure does not
cause obvious sunburn, damage still occurs and
accumulates over the years. It is never too late to
start protecting your skin.
Skin protection is important in South Australia
particularly from August to May.
Why hats?
Common sites of skin damage and skin cancer
are the neck, ears, temples, lips, face and nose.
These areas are constantly exposed to the
elements and therefore, generally receive more
UVR than other body parts.
Wearing a hat is one strategy that is recommended
by The Cancer Council South Australia to protect
the face, back of the neck and ears.
Hats should always be used in combination with
other forms of sun protection practices such as:
•
•
•
Fact sheet 8: Hat guidelines for schools
32
seeking shade where possible between 10 am
and 3 pm, particularly from August to May
wearing protective clothing - lightweight shirts
with collars and long sleeves, long pants or
skirts
applying SPF 30+ broad spectrum, waterresistant
sunscreen and reapplying regularly
(every two hours).
Which type of hat?
The Cancer Council recommends wearing a hat
that provides good shade to the face, back of the
neck and ears when outdoors.
Broad brimmed hats should have a brim at least
7.5 cms wide. A broad brimmed hat that provides
good shade can considerably reduce the exposure
of UVR to the face.
Bucket or surfie style hats should have a deep
crown and sit low on the head. The angled brim
should be at least 6 cm and provide the face,
neck and ears with good protection from the sun.
Broad brimmed
Legionnaire style
hats should have a
flap that covers the neck and meets the sides of
the front peak to provide protection to the side of
the face.
Baseball caps and sun visors are NOT
recommended as they leave the ears and back of
the neck exposed.
Ventilation should also be a consideration if
the hat is to be used during physical activity or
warmer weather.
Stylish, fashionable hats that meet The Cancer
Council requirements are now widely available.
UVR and temperature
In South Australia, the UVR levels are highest
from August to May.
UVR cannot be seen or felt and the intensity of
such radiation is not related to air temperature 3 .
People often get sunburnt on a cooler day
because they tend to stay out in the direct sun for
longer, rather than seeking shade or covering up
as on a hot day 4 .
References
Bucket
Legionnaire
1 Australian Institute of Health and Welfare & Australasian
Association of Cancer Registries 2000. Cancer in Australia
1998.
2 R Marks, D Jolley, S Leats, P Foley. “The role of childhood
exposure to sunlight in the development of solar keratoses
and non-melanocytic skin cancer.” Medical Journal of Australia,
152 (1990), 62-65.
3 D Hill, JM Elwood & DR English (Eds.) Cancer Prevention
- Cancer Causes. Prevention of Skin Cancer. Kluwer Academic
Publishers, 2004.
4 R Marks and D Hill. Melanoma Control, Prevention and Early
Detection, Australian Cancer Society, 1992.

Fact sheet 9: Sun protection from clothing
Wearing clothing that covers most of the body,
a broad brimmed hat, applying a SPF 30+
sunscreen and seeking shade are the best ways
to protect your skin against the harsh Australian
sun and reduce the risk of skin cancer.
The following information is provided to enable
you to make an informed choice when choosing
appropriate clothing to protect against the sun’s
ultraviolet rays.
The design of the garment is the most important
factor. It should cover as much of the skin as
possible. Shirts/blouses with collars and long
sleeves and long trousers/skirts offer the best
protection. However in some circumstances,
elbow-length sleeves and knee-length shorts
may be more appropriate and offer an acceptable
compromise.
Testing of different fabrics by the Australian
Radiation Laboratory in 1992 showed that
approximately two thirds of cotton and cottonpolyester
fabrics offered 95% protection against
ultraviolet radiation. The tests showed that
the tightness of the weave of the fabric was
the factor which most affected the amount of
ultraviolet radiation transmitted. Colour was also
a factor with dark colours giving more protection
than light colours.
In 1996 an Australian Standard (AS/NZ
4399:1996 Sun protective clothing - evaluation
and classification) was published to provide
information to consumers on the relative
capability of fabrics and clothing to protect the
skin against solar ultraviolet radiation.
This information is provided in the form
of a labelling system which uses the term
Ultraviolet Protection Factor (UPF) to rate the
sun protectiveness of fabrics and clothing. The
Standard regulates the sun protective claims that
manufacturers can make about their products.
The UPF rating is based on a test that measures
the amount of ultraviolet radiation that passes
through fabrics or clothing. Unlike the test
method used to rate sunscreens that uses
volunteers and measures the amount of
transmission of ultraviolet radiation by human skin
reactions, the testing of fabrics and clothing is
done using machines.
The test method of this Standard relates to
unstretched, dry fabrics and clothing. The UPF
rating of a garment could be lower when it is
stretched or wet.
The UPF rating only relates to the fabric that
garments are made of. The rating does not cover
the design of the garment which can affect its
sun protectiveness. Fabrics and clothing will only
provide protection to the skin areas they cover.
When choosing a garment for sun protection, the
important considerations are:
•
•
•
the design (in terms of the amount of skin
coverage)
the closeness of the weave
comfort (while dark colours offer more
protection, they also absorb heat and tend to
be less comfortable to wear in hot weather).
Fabrics and clothing which do not carry a UPF
rating do not necessarily offer less protection
than those that have been tested. Buying fabric
or clothing which has been rated does take
the “guess work” out of assessing the sun
protectiveness offered by the weave. However
you will still need to consider the design and
comfort factors.
UPF classification system
UVR
protection
% UVR
transmission
UPF ratings
Good 6.7 – 4.2 15, 20
Very good 4.1 – 2.6 25, 30, 35
Excellent

Fact sheet 10: Sunglasses
Australians have become aware of the effect
sunlight has on the skin with damage ranging
from sunburn to cancer. Australians may not
be aware that similar damage can occur to the
structures in and around the eyes from exposure
to the sun’s rays, in particular ultraviolet light. This
information sheet addresses these issues and
provides methods for minimising the risks.
Why should I wear sunglasses?
Rays of light are divided into different groups of
wavelengths. The wavelengths of concern are the
ultraviolet rays. There are three types of ultraviolet
rays – ultraviolet A (UVA), ultraviolet B (UVB) and
ultraviolet C (UVC). Naturally occurring UVC is
generally not a problem because it is absorbed by
the atmosphere and does not reach the earth’s
surface. UVC can be produced artificially by arc
welders and sterilising lamps and people working
with such equipment should protect themselves.
Naturally occurring ultraviolet (A and B) rays are
able to cause eye damage. Long-term exposure to
UVA and UVB is associated with the development
of degenerative changes on the surface of the
eye such as pingueculae 1 and pterygia 2 . They
also cause degeneration of the surface of the
cornea. Cancer on the eye surface, as well as on
the eyelid, is also strongly linked to UVA and UVB
exposure. Studies have shown cumulative UVB
exposure results in a significant increase in the
incidence of cataract development.
Wearing good quality sunglasses can substantially
protect the eye against both short-term and longterm
exposure in bright sunlight and every day
outdoor situations.
How do I choose a good pair of
sunglasses?
Appropriate sunglasses stop ultraviolet light
reaching the eye. The lens material and the fit of
the glasses are important factors in the selection
of sunglasses. Sunglass lenses should decrease
visible light to a comfortable level while allowing
adequate vision. Sunglasses should eliminate
ultraviolet radiation. The colour or darkness of the
lens gives no indication of its ultraviolet radiation
(UVR) absorbing characteristics.
34
In Australia sunscreens are labelled with a SPF (Sun
Protection Factor) which indicates the protection
provided by the sunscreen. The EPF or Eye Protection
Factor rating of 1–10 is an equivalent indication for
sunglass lenses. Sunglasses labelled with an EPF
of 10 provide 100% UV protection and comply with
Australian Standards 1067 (revised 2003). To choose
the correct sunglasses, check the swing tag. Look for
sunglasses with an EPF of 10 and which comply with
the Australian Standards AS/NZ1067:2003.
Another important factor when selecting
sunglasses is to minimise light entry from around
the frames, especially at the sides, and to ensure
the frames fit closely to the face. For maximum
protection the frames should therefore be a ‘wrap
around’ style and fit closely to the brow line.
Clip on sunglasses provide UVR protection but
they do not comply with the ‘wrap around’ style
therefore they do not provide maximum UVR
protection.
Photochromic lenses (lenses that darken when
exposed to sunlight) provide adequate, not
maximum UV protection.
Cheaper sunglasses, if labelled appropriately, can
give optimal levels of UVR protection if they fit
properly. As such, expensive sunglasses do not
necessarily provide maximum protection, although
they may be more durable and/or comfortable.
When should I wear sunglasses?
Sunglasses should be wore whenever the levels of
solar UVR are high. UVR is greater from August to
May and during the middle hours of the day. UVR
levels are greatest at high altitudes and are increased
by reflection from the surrounding surfaces.
Sand and water surfaces increase exposure
significantly, as do snow and ice. It is important
to remember high UV levels can exist even on
overcast days when the visible light is decreased.
People need to be concerned about their total
UVR exposure under the above circumstances.
(See The Cancer Council South Australia’s
information sheet on Ultraviolet Radiation.)
People who have medical conditions which
make them more susceptible to UVR may be
at a greater risk of eye damage and should be
appropriately protected with hats and sunglasses.
These people should discuss their condition and
the appropriate protection with their doctor.

Fact sheet 10: Sunglasses (cont.)
Sunglasses do not provide satisfactory protection
from eye injury. Safety glasses are designed to
provide protection for the eyes against low energy
flying particles and objects. If safety glasses provide
UVR protection they will be appropriately labelled.
Who should wear sunglasses?
Protecting children’s eyes is desirable. Infants
and toddlers should be protected by hats and
where appropriate, hoods or sun umbrellas. Older
children should wear hats and sunglasses when
outside for significant periods of time, particularly
between 10 am and 3 pm. No one is too old to
start wearing sunglasses.
People with corrective lenses should add
UVR protective coating or obtain prescription
sunglasses.
People with contact lenses should follow the
general recommendations for sunglasses.
Definitions
1 pingueculae: a small patch of yellow tissue
occurring on the conjunctiva (surface) of the
eye.
2 pterygia: a triangular patch of tissue growing
on the conjunctiva and tending to grow onto
the cornea of the eye.
Acknowledgments
Some information in the sheet is taken from a report prepared by
Professor Hugh Taylor, Professor Lawrie Hirst and Dr Geoff Cohn for
the Anti-Cancer Council of Victoria.
Recommendations for sun protection
•
•
•
•
•
Limit your time in the direct sun between
10 am and 3 pm. Use shade as much as
possible.
Cover as much of the skin as possible with
clothing made of a closely woven fabric.
Wear a broad brimmed hat. This reduces the
UVR to the eyes by up to 50%. The brim
should shield the face, back of neck and ears.
Apply broad spectrum sunscreens labelled
SPF 30+ to any skin not protected by
clothing. No sunscreen offers complete
protection against the sun. Hats, clothing and
other forms of natural protection should also
be used.
Wear sunglasses that provide the best
protection for your eyes and eliminate
ultraviolet radiation.
Solariums (or solaria) and sunbeds offer people an
35

Fact sheet 11: Solariums
artificial tanning process which is claimed to be
effective and harmless. There is, however, evidence
to suggest that the ultraviolet radiation used in
solariums and sunbeds damages the skin and
may increase the risk of developing skin cancer. In
view of this possibility, The Cancer Council South
Australia strongly recommends against the use of
solariums and sunbeds for cosmetic tanning.
Ultraviolet (UV) radiation is made up of three
types of rays - UVA, UVB and UVC. The harmful
effects of UVB and UVC rays have been known for
some time. Naturally occurring UVC from sunlight
does not reach the earth’s surface as it is a short
wavelength and is absorbed by the atmosphere.
Until recently, UVA was thought to be relatively
harmless but evidence is emerging which
suggests that UVA also causes skin damage and
increases the risk of developing skin cancer.
Is using a solarium a safe way to tan?
Most solariums claim to use only UVA. There are,
however, two issues to be considered. Firstly, the
output from solarium lamps can change over time.
If UVB and UVC (both of which are dangerous in
smaller quantities than UVA) are to be excluded,
solariums need to be tested regularly, especially
if globes or the perspex shields are changed.
Secondly, researchers no longer regard exposure to
UVA as safe.
Solarium advertising has claimed that UVA does
not cause skin ageing or skin cancer in the long
term. This is not true. UVA rays penetrate the
top layer of the skin and can cause damage to
the fibres in the lower layer. This causes the
skin to lose its elasticity, to become thickened,
roughened, blotchy and wrinkled.
Prolonged exposure to UVA may cause sunburn
as well as a tan.
In the past, solarium advertising has also
claimed that a UVA tan protects against sunburn,
premature ageing and the risk of skin cancer
which result from exposure to natural sunlight.
There is, however, clear evidence now to show
that UVA contributes to the development of the
more common non-melanoma skin cancers.
Some studies have suggested that using a
sunbed or solarium may increase the risk of
developing melanoma.
The effects of UV radiation are cumulative.
36
Whether a tan is produced by artificial sources
of UVA (solariums) or by natural UVB and UVA
(sunlight), the UV radiation dose received while
acquiring the tan adds to the lifetime total dose
and to the risk of skin cancer.
Do solariums pose any other health
hazards?
•
•
•
•
•
There is clear evidence to show that
exposure to UVA from solariums and sunbeds
contributes to the development of the
more common non-melanoma skin cancers.
Some studies have suggested that using a
sunbed or solarium may increase the risk of
developing melanoma.
If the eyes are inadvertently exposed to
UVA, the cornea and the conjunctiva may be
briefly inflamed and sight may be damaged
permanently.
Up to 50 percent of people who use
solariums develop minor skin irritations such
as redness, itchiness and dryness. Exposure
to UVA can also irritate some existing rashes.
Some prescription drugs, including some
antibiotics and diuretics, and some
substances used in cosmetics, can increase a
person’s sensitivity to UVA. Use of a solarium
by people taking these drugs or using these
cosmetics can result in severe burning.
The UV radiation from solariums has been
shown to cause changes in the body’s
immune system, although it is not known
how important these changes are.
What about the use of sunlamps for
medical treatment?
Sunlamps are used to treat some medical
conditions. This is done under strict medical
supervision.
PUVA treatment stands for psoralens (P) and
UVA. It is used to treat a variety of conditions,
most commonly psoriasis. Psoralens are drugs
which are either taken by mouth or applied to
the skin prior to shining UVA onto the skin. The
psoralens sensitise the skin to UVA.
PUVA is a very effective treatment. Although
it is associated with an increased risk of skin
cancer development, this is usually outweighed

y the unpleasant nature of the underlying skin
condition. It is important that this treatment is
only carried out under medical supervision so that
if problems do occur they can be detected and
treated early.
Drugs which may produce a photosensitive
reaction to UVA
Listed below are some of the most commonly
used drugs that may cause a photosensitivity
reaction to either naturally occurring UVA
(sunlight) or artificial UVA (solariums). These drugs
may be taken by mouth, or used as creams or
lotions applied to the skin.
Please note that this is not a complete list and
people who are taking medication are strongly
advised to ask their doctor or pharmacist about
the possibility of photosensitivity reactions
occurring.
•
•
•
•
•
•
•
•
Fact sheet 11: Solariums (cont.)
Some products containing sulphonamide
drugs, such as Septrin, Bactrim and Resprim,
and other antibacterials such as Negram
(Nalidixic acid).
The tetracycline group of antibiotics, which
includes several brands of doxycycline
(Doryx, Vibramycin, Vibra-Tabs), tetracycline
(Achromycin V, Mysteclin, Tetrex).
Some of the non-steroidal anti-inflammatory
drugs (NSAIDs), notably piroxicam (Feldene)
and tiaprofenic acid (Surgam).
Some drugs used to treat diabetes, such as
tolbutamide (Rastinon), glibenclamide (Daonil,
Euglucon) and chlorpropamide (Diabinese).
The antifungal agent, griseofulvin (Grisovin,
Griseostatin, Fulcin).
The retinoids, such as isotretinoin
(Roaccutane, Accure, Isotrex Gel), tretinoin
(Retin A, ReTrieve, Stieva-A) and etretinate
(Tigason).
The phenothiazine group of drugs,
such as prochlorperazine (Stemetil) and
chlorpromazine (Largactil).
The thiazide diuretics, chlorothiazide
(Chlotride), hydrochlorthiazide (Dichlotride) and
bendrofluazide (Aprinox).
Which cosmetics can cause a photo-
sensitive reaction?
Some oils and fragrances used in cosmetics and
other products have been identified as possible
photosensitisers. These include:
· angelica root oil · bergamot oil
· cumin oil · lemon oil
· lime oil · orange oil bitter
· rue oil · cedarwood oil
· lavender oil · neroli oil
· orange peel oil · sandalwood oil
· musk ambrette
Are there regulations for operators of
solariums and sunlamps?
There is no regulated training for solarium
operators and there is no legal requirement
for their equipment to be regularly checked or
serviced.
A new Australian Standard relating to the
installation, maintenance and operation of solaria
for cosmetic purposes (AS/NZ 2635:2002) was
published in April 2002.
The new Standard was developed in consultation
with a broad cross-section of solarium industry
representatives, manufacturing interests,
UV radiation specialists and public health
professionals including The Cancer Council
Australia. The Standard sets out the requirements
for the installation, maintenance and operation of
solariums.
Some of the key points in the new Standard
include:
•
•
•
•
No person under the age of 15 shall be
allowed to use a solarium or sunbed.
Consumers aged between 15 and 18 require
parental consent. (These age restrictions
reflect general concerns about the negative
health consequences associated with UV
exposure in adolescence and the risk of skin
cancer.)
People with fair skin which burns and who are
unable to tan shall not use a solarium.
Claims of health benefits cannot be made in
37

•
•
•
•
•
Fact sheet 11: Solariums (cont.)
38
the advertising or promotion of solariums.
Unsupervised, automatic solariums do not
comply with the Australian Standard.
Warning notices must be displayed to ensure
consumers are adequately informed of the
risks associated with solarium use.
Clients must sign a consent form.
Solarium operators must be properly trained.
The allowed effective irradiance (solarium
UV output) has increased from 0.3 watts per
metre square to 1.5 watts per metre square.
(This means that the UV radiation from
solariums can be up to 5 times stronger than
the mid-summer sun at noon.)
Further information about the Standard can be
found at
Sunlamps that are sold for use at home are not
controlled by any such guidelines. These lamps
often emit high levels of UVB and may even emit
the more damaging UVC. These products should
only be used on the advice of a doctor and then
only under strict medical supervision.
Key points
•
•
•
•
•
•
•
A solarium tan is induced by ultraviolet (UV)
light.
All forms of UV light contribute to skin cancer.
All forms of UV light cause premature
ageing of the skin. This may be evident as
wrinkling, loss of elasticity, sagging, yellowish
discolouration and brown patches.
No solarium can give a safe tan.
Artificial UV light exposure is not necessary
for optimal vitamin D production in Australia.
There is no scientific evidence in humans
to indicate that solarium usage lowers the
chance of developing cancers such as breast
or bowel cancer.
The Australasian College of Dermatologists
and The Cancer Council Australia do not
support the use of solariums.

Fact sheet 12: Fake tanners
There is a wide range of fake tanning products
promoted commercially.
Lotions - skin dyes
Fake tanning lotions, sprays and creams contain
dihydroxyacetone (DHA), a chemical or vegetable
dye that temporarily stains the skin, giving a
tanned appearance. The dye binds to the skin
and comes off when the dead skin cells flake
off. Although some brands include a sunscreeen
they do not provide adequate protection from UV
radiation.
Tablets
There are also tablets commercially available. The
tablets contain beta-carotene, a Vitamin A related
chemical responsible for the orange colour of a
number of fruit and vegetables. These tablets
produce an orange skin colour that may remain
for several weeks on the palms and soles after
use of the tablets has stopped. The tablets offer
no protection from UV radiation.
Protection from UV radiation
Lotions and skin dyes offer no protection against
UV radiation. Although some brands do include
a sunscreen, the protection from the sunscreen
does not last for the length of time the tan
remains on the skin. The sunscreen will only
provide a few hours of protection from the time
of application. To prevent sun damage a SPF 30+
broad spectrum sunscreen should be applied prior
to sun exposure.
The Cancer Council strongly recommends that
people using a fake tanning product protect
themselves when outdoors with SPF30+ broad
spectrum sunscreen, a shady hat, sunglasses and
protective clothing if they are going to be exposed
to UV radiation.
Recommendations
1 People who have a strong desire to change
their skin colour should choose a fake tanning
product in preference to UV radiation (direct
sunlight or solarium).
2 Fake tanning product users should continue to
protect their skin by:
· Taking particular care to cover up between
10 am and 3 pm,
· Wearing a broad brimmed hat, sun
protective clothing, sunglasses and
seeking shade,
· Using a broad spectrum SPF 30+, water
resistant sunscreen.
39

Unit Unit 1
What What do you you
know know about about
skin skin cancer?
cancer?
41

Aims
•
•
•
Activity 1: Facts about skin cancer
42
To provide an introductory exercise relating to skin cancer.
To increase students’ knowledge of skin cancer.
To address issues associated with the prevention of skin cancer.
Assessment outcomes English 4.11; H&PE 4.6
Reference fact sheet Fact sheet 1: Skin cancer
Worksheet Worksheet 1: Facts about skin cancer
Teacher guidelines
1 Brainstorm information that students already know about skin cancer.
Enlarge copies of Worksheet 1: Facts about skin cancer and cut into cards
2 Divide the class into pairs or threes and give each group a set of cards.
a) Instruct groups to take turns to pick up a card, read it to the rest of the group and discuss if the
statement is true or false.
b) If everyone agrees, place the card in an appropriate (true or false) pile. If there is uncertainty
among the group, then the card should be placed in an ‘unsure’ pile for later discussion.
3 When everyone is finished discuss each statement, particularly those about which the students are
unsure using the answers provided on pages 46-48 as a reference.
Extension activities:
1 Divide class into two teams and use the information from Fact sheet 1: Skin cancer to form
questions and conduct a ‘skin cancer’ quiz. Each team to take turns in answering questions.
2 Students could use the information from Fact sheet 1: Skin cancer to prepare a set of ten
questions about skin cancer to ask the class or another class member.

Worksheet 1: Facts about skin cancer
1 Ultraviolet (UV)
radiation from the sun
causes skin and eye
damage
4 It is healthy to get a tan
because it will prevent
sunburn and skin cancer
7 UV radiation is
present in the sun’s rays
throughout the year
10 In Australia
approximately 380,000
people will be diagnosed
with skin cancer each year
13. A fake tan will provide
a person with protection
against UV radiation
16. The wind can cause
sunburn (i.e. windburn)
19. Over-exposure to the
sun as a child and teenager
is an important factor in
the development of skin
cancer later in life
2 UV radiation is at its
strongest in January
5 The major cause of skin
cancer is exposure to UV
radiation from the sun over
many years
8 Australia has the highest
rate of skin cancer in the
world
11 Skin cancer can be
cured if detected early
14. As long as you keep
re-applying a good
SPF 30+ broad-spectrum
sunscreen you will be
protected from the sun all
day
17. UV radiation is still
present on cloudy days
20. A tanning lamp
(solarium) will give you a
tan without damaging your
skin
3 UV radiation cannot be
felt
6 Some skin types have
an immunity to skin cancer,
such as people with olive or
tanned skin
9 Getting sunburnt
occasionally doesn’t harm
your skin
12 The colour or darkness
of the lens in sunglasses
gives no indication of its
ultraviolet (UV) radiation
absorbing characteristics
15. It is important to
reduce exposure to the
sun between 10 am and
3 pm
18. Sunburn can increase
the risk of melanoma later
in life
21. UV radiation can
reflect off sand, snow,
water and other lightcoloured
surfaces such as
concrete
43

Answers for worksheet 1
1
2
3
4
5
6
7
8
9
10
44
The facts about skin cancer – answer sheet True False
Ultraviolet (UV) radiation from the sun causes skin and eye
damage
Sunlight is made up of different types of radiation. As well as the warming
infrared radiation, there is a type of radiation we can neither see nor feel,
known as ultraviolet radiation or UV. UV is not hot, so it is not affected
by temperature. Overexposure to UV radiation can cause sunburn, skin
cancer and eye damage.
3
UV radiation is at its strongest in January
The level of UV varies from day to day. Even on a clear day in September
or April the UV is strong enough to burn your skin. Due to the angle of the
earth to the sun it is strongest in January.
UV radiation cannot be felt
Sunburn is caused by UV radiation which cannot be felt.
It is healthy to get a tan because it will prevent sunburn and
skin cancer
A suntan is a sign of skin damage. The longer your skin is exposed to
the sun, the greater your chance of developing skin cancer. Excessive
sunbaking also damages and ages the skin prematurely. Sun damage
causes premature ageing, wrinkles and loss of skin elasticity.
The major cause of skin cancer is exposure to UV radiation
from the sun over many years
Skin cancer is the result of UV damage that has occurred over an
extended period of time. See answers 18 and 19 on page 46 re: link
between sunburn during childhood and melanoma.
Some skin types have an immunity to skin cancer, such as
people with olive or tanned skin
No skin type is immune to skin cancer. People with olive, fair or tanned
skin are all at risk, but people who burn easily and rarely tan are at the
greatest risk. Those who burn in early summer and then tan are also at
high risk if they do not protect their skin.
UV radiation is present in the sun’s rays throughout the year
Although UV radiation is always present, the distance of the earth from
the sun during winter makes it far less of a hazard.
Australia has the highest rate of skin cancer in the world
One out of two Australians will develop a skin cancer at some time during
their lives. Australian sunlight is very harsh.
Getting sunburnt occasionally doesn’t harm your skin
Sunburn causes irreversible damage to the skin and increases the risk of
skin cancer later in life.
In Australia approximately 380,000 people will be diagnosed
with skin cancer each year
About 380,000 Australians will be diagnosed with skin cancer each year.
Approximately 1200 will die from skin cancer each year.
3
3
3
3
3
3
3
3
3

Answers for worksheet 1 (cont.)
11
12
13
14
15
16
Skin cancer can be cured if detected early
Because skin cancers are visible, you can see them and have them
checked as soon as they develop. Early symptoms of skin cancer may
seem quite minor, but any suspicious spot should be seen by a doctor
immediately. The signs to look for are:
a crusty, non-healing sore
a small lump which is red, pale or pearly in colour
a new spot, freckle or mole changing in colour, thickness or shape
over a period of several weeks to months. Particular attention should be
paid to spots that are dark-brown to black, red or blue-black. It is important
to check your body for any skin changes.
The colour or darkness of the lens of sunglasses gives
no indication of its ultra violet radiation (UVR) absorbing
characteristics.
Wearing good quality sunglasses can substantially protect the eye against
both short-term and long-term exposure in bright sunlight and everyday
outdoor situations. The important indicator of a safe pair of glasses is the
Eye Protection Factor (EPF) rating of 1-10 for sunglass lenses. Sunglasses
labelled with an EPF of 10 provide 100% UV protection and comply with
Australian Standards 1067 (revised 2003).
A fake tan will provide a person with protection against UV
radiation.
People mistakenly believe that their fake tan will provide them with
protection against UV radiation. Some fake tan lotions and sprays do
contain sunscreen, but they only provide short-term protection from the
time of application. As a result, people may not take appropriate sunprotection
measures, which places them at risk of skin cancer.
As long as you keep re-applying a good SPF 30+ sunscreen
you will be protected from the sun all day
Sunscreen only protects for a limited period. For example, without any sun
protection a person with fair skin will begin to burn in about five minutes
in midsummer. If they apply a SPF 30+ sunscreen before going out in
the sun, the time before burning can be extended up to approximately
150 minutes – 30 times their normal exposure time. Similarly, a person
with olive skin who begins to burn in midsummer in about 10 minutes,
can extend this period to approximately 300 minutes with an SPF 30+
sunscreen applied before going into the sun. Sunscreen should NEVER be
used to extend the time you spend in the sun and should always be used
in combination with other skin protection.
It is important to reduce exposure to the sun between 10 am
and 3 pm
This is when the sun is strongest. 60% of the days total UV radiation
occurs during these hours..
The wind can cause sunburn (ie. windburn)
There is no such thing as windburn; it is in fact sunburn from undetected
UV. It may be cloudy but UV radiation can still get through, or UV could be
reflecting off sand, water or other light-coloured surfaces. Have you ever
been burnt on a windy night?
True False
3
3
3
3
3
3
45

Answers for worksheet 1 (cont.)
17
18
19
20
21
46
UV radiation is still present on cloudy days
Up to 80% of solar UV radiation can penetrate light cloud cover and still
cause damage.
Sunburn can increase the risk of melanoma later in life
Every case of sunburn in childhood increases the risk of melanoma later
in life. It is particularly important that children are protected against overexposure.
Over-exposure to the sun as a child and teenager is an
important factor in the development of skin cancer later in life
Childhood exposure to the sun is an important factor in the development
of skin cancer later in life. Research also suggests that there may be a link
between sunburn during childhood and melanoma — the most dangerous
type of skin cancer — in adulthood.
A tanning lamp (solarium) will give you a tan without
damaging your skin
A tanning lamp (solarium) emits UVA and UVB radiation to make your
skin produce melanin, which is the pigment that gives skin its brown
colour. This is the same as sunbaking. The result will be skin damage and
premature ageing. There is no such thing as tanning safely.
UV radiation can reflect off sand, snow, water and other
light-coloured surfaces such as concrete
UV radiation bounces off these surfaces in all directions, thereby
increasing the amount of radiation reaching your skin.
True False
3
3
3
3
3

Activity 2: Melanoma rates
Aims
•
To increase student knowledge about skin cancer statistics with respect to different demographic
groups.
Assessment outcomes English 4.11; H&PE 4.6, 4.7
Reference fact sheet Fact sheet 3: Melanoma
Worksheets Worksheet 2A Melanoma incidence and mortality
Worksheet 2B Melanoma rates by body site
Worksheet 2C DVD: 60 Minutes Sunburnt Country
Worksheet 2D Ben’s story
Teacher guidelines
1 Distribute Worksheet 2A: Melanoma incidence and mortality.
2 Discuss with students the meaning of the following:
Incidence – the number of new cases of a disease occurring during a given period (usually one
year) in a given population.
Mortality – the incidence of death in the population over a given period.
3 Develop an understanding of what is meant by population group, specifically with respect to age,
gender, geographic location, culture and socioeconomic status.
4 Complete Worksheet 2B: Melanoma rates by body site.
5 For Worksheet 2C watch the DVD “60 Minutes Sunburnt Country”* (available on loan from The
Cancer Council South Australia, call The Cancer Council Helpline 13 11 20).
*Warning: Important information relating to the DVD “60 Minutes Sunburnt Country”
There are images and stories in this DVD that could upset students for various reasons. Due
to the sensitive nature of the issues in the DVD and footage of some surgical procedures, it is
recommended that you watch the DVD beforehand to ensure it is suitable for students in your
class. This DVD is recommended for year levels 9-12. It is not recommended for primary school
students without parental permission.
a) Answer the questions on Worksheet 2C: 60 Minutes Sunburnt Country while watching the
DVD.
b) Work through the following discussion questions below after watching the DVD.
Discussion questions – 60 Minutes Sunburnt Country
These are questions for the class to be discussed after viewing the DVD.
•
•
•
•
•
•
What part of the video made an impact on you? Why?
What did you discover from the video that you didn’t know before?
What might be some of the reasons tanning is popular with teenagers especially when most
know the risks?
What will happen if a person deliberately tries to get a tan?
Melanoma is the number one cancer affecting 12–24 year olds. Does this surprise you? Why /
Why not?
Other than the physical symptoms of melanomas, what are some of the other consequences?
Consider personal, social, family, and financial factors.
47

Activity 2: Melanoma rates (cont.)
48
•
•
•
•
•
Dr Jonathon Stretch says ‘there’s a difference in enjoying activity out in the sun and wilfully just
lying around and deliberately baking’. Discuss what this statement means. How can people
enjoy activity safely in the sun?
What are some sun protection strategies we can use to protect our skin from the sun?
At what times of the year is it particularly important to use sun protection? (Consider which
months and times throughout the day UV radiation levels reach their peak in your area.)
How would you encourage your friends and family to adopt sun protective behaviours?
As a class develop your own sun protection plan to keep you safe from the harmful effects of
the sun.
6 For Worksheet 2D: Ben's story, read the article and answer the associated questions.
Extension activities
1 Research and compare Australian melanoma statistics within each state. Look at the similarities
and differences and try to explain these.
2 Research and compare Australian melanoma statistics with other countries. Look at the similarities
and differences and try to explain these.
References
The Cancer Council South Australia, February 2002, The incidence of melanoma in South Australia by
country of birth,
The Cancer Council South Australia, August 2002, Sun related cancers of the skin and lip, .

Worksheet 2A: Melanoma incidence and
mortality
Melanoma is more common in Australia than anywhere else in the world. For men,
melanoma ranks fourth for new cancers and for women it is third. The data below shows
incidence and mortality rates for males and females in South Australia in 2003.
Incidence
During 2003 there were 658 newly diagnosed cases. There were more new cases among men (377) than
women (281). The lifetime risks of developing this cancer were 1 in 31 for men and 1 in 39 for women.
Mortality
In 2003 melanoma caused 49 deaths among men and 19 among women.
Table: South Australia 2003 – Melanoma incidence and mortality
Incidence
(new cases)
Mortality
(deaths)
Years of age Males Females Persons Males Females Persons
0–4 0 0 0 0 0 0
5–9 0 0 0 0 0 0
10–14 0 0 0 0 0 0
15–19 3 3 6 0 0 0
20–24 4 3 7 0 0 0
25–29 4 8 12 0 1 1
30–34 16 14 30 0 0 0
35–39 15 15 30 2 0 2
40–44 16 20 36 1 1 2
45–49 29 22 51 5 2 7
50–54 37 32 69 2 1 3
55–59 36 36 72 4 1 5
60–64 32 26 58 5 1 6
65–69 26 28 54 4 3 7
70–74 45 18 63 6 2 8
75–79 63 21 84 8 4 12
80–84 26 15 41 6 2 8
85+ 25 20 45 6 1 7
Total 377 281 658 49 19 68
SA Cancer Registry, Department of Health, South Australia. October 2005, Cancer in South
Australia 2003.
Questions
1 What is the meaning of the word incidence?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
49

Worksheet 2A: Melanoma incidence and
mortality (cont.)
2 What is the meaning of the word mortality?
50
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
3 What do the statistics indicate about particular age groups in relation to melanoma incidence?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
4 Using the incidence data, complete a bar graph of the information on the previous page. Put the
age group on the x-axis, and the incidence data on the y-axis. Use different colours to distinguish
the data for males and females.
Incidence of melanoma for males and females in South Australia in 2003.

Worksheet 2A: Melanoma incidence and
mortality (cont.)
5 At which age is the incidence highest for males?
_____________________________________________________________________________________
6 At which age is the incidence highest for females?
_____________________________________________________________________________________
7 What reasons can you suggest for this difference in incidence?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
8 How many new cases of melanoma were recorded in 60–80 year old males and females? (Fill in
the table)
60–64
65–69
70–74
75–79
Total
Males Females
There is a difference in the incidence of new cases of melanoma for males and females in this age
group. What reasons can you suggest for this difference?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
9 There is a significant difference in the incidence and the number of people dying of melanoma.
Suggest reasons for this. (Hint: think about early detection and treatment).
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
10 Select any one of the following population groups that are listed below. (Students to work
individually or in groups).
•
•
•
•
•
•
boys/men 15–29 years old spending a day at the cricket
girls/women 15–24 years old spending a day at the beach
3–5 year olds at child care/kindy
15–19 year olds at the Big Day Out
20–29 year olds at the Schutzenfest
45–49 year old sportsmen and women who regularly play outdoors
51

Worksheet 2A: Melanoma incidence and
mortality (cont.)
52
Answer the following questions in relation to the group you have chosen:
a) What is the incidence of melanoma for this group?
__________________________________________________________________________________
b) Develop a comprehensive list of factors that may influence the health (in relation to skin
cancer) of this group. Ideas include thoughts, feelings, behaviours, attitudes, provision of
shade/sunscreen/clothing, etc.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
c) What strategies would be required to maximize protection of the skin and eyes?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
d) Design appropriate clothing specifying protection factors.
e) Outline suggestions to make their environment more sun safe.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
f) Present your case study and proposed strategies to the class for further discussion and
evaluation.
g) Write an article for the school newsletter outlining your chosen scenario and the strategies you
have developed for being more SunSmart.

Worksheet 2B: Melanoma rates by body site
The pie graph and table show areas of the body where melanomas are most common. Both the graphs
and the table show the same information.
Percentage (%) melanomas by body site; South Australia 1977-2000
Source: South Australian Cancer Statistics, Centre for Cancer Control Research, Monograph 2, August 2002. .
Males
Upper limb
19.3%
Lower limb
15.0%
Head & neck
25.4%
Trunk
40.2%
Percentage (%) melanomas by body site; South Australia 1977-2000
Source: South Australian Cancer Statistics, Centre for Cancer Control Research, Monograph 2, August 2002. .
Male Female
Head and neck 25.4% 18.5%
Trunk 40.2% 17.4%
Upper limb 19.3% 24.1%
Lower limb 15.0% 40.0%
a) Where are melanomas most commonly found:
Females
Head & neck
18.5%
Trunk
17.4%
Upper limb
24.1%
Lower limb
40.0%
Males ________________________________________________________________________________
Females ______________________________________________________________________________
b) Melanomas are not always found in areas exposed to the sun. What does this imply for people
when they are checking their skin for changes?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
53

Worksheet 2C: DVD 60 Minutes – Sunburnt
Country – about melanoma
Answer these questions while you are watching the DVD.
1 Why is tanning so popular in Australian society?
54
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2 How many Australians will die of melanoma this year?
_____________________________________________________________________________________
_____________________________________________________________________________________
Ben Foley – 16 years old
3 What is Ben Foley’s risk of getting another melanoma?
_____________________________________________________________________________________
_____________________________________________________________________________________
Steven Nielson – 28 years old
4 a) Where has Steven’s melanoma spread?
_____________________________________________________________________________________
_____________________________________________________________________________________
b) How did Steven spend his summer afternoons as a young person?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Renee Marchment – 24 years old
5 What happened to a freckle that she noticed?
_____________________________________________________________________________________
_____________________________________________________________________________________
6 Professor John Thompson examines some young people’s skin. He makes a number of comments
during this segment.
a) What did he find when examining the skin of these young people?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
b) What do these findings mean for young people? What is the prognosis or outcome?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Worksheet 2D: Ben's story
Just 18, and a victim of melanoma’s cruel odds
Ben’s courage a lasting legacy
By Sarah Blake
Extract from: Sunday Telegraph,
Sunday 28/5/2006, p11.
The red hair and alabaster skin
shared by the four Foley children
drew attention all their lives,
but for one of them, the striking
combination took a fatal toll.
Ben Foley was just 18 when he
died last week of melanoma.
And his death comes at a time
when cancer experts are concerned
Australians are continuing to ignore
clear and unequivocal evidence that
the sun here is a killer.
“We have the highest rate of
skin cancer deaths in the world,
but you still see parents letting
their children play in the sun at the
beach. It’s really just criminal,”
said Professor John Thompson, the
director of the Sydney Melanoma
Unit at Royal Prince Alfred
Hospital.
Ben Foley, a popular, athletic
teenager who managed to complete
his HSC last year during months of
gruelling treatment, had no doubt
what caused the disease that would
end his life.
“I spent too much time in the
sun without sunscreen,” he told 60
Minutes when the current affairs
program interviewed him last year.
Showing the courage that his
mother, Sue, said was innate
and inspiring, he then took the
television crew to Cronulla to
warn other teenagers about how
dangerous it was to get a suntan.
“Seeing him over the past year,
how strong he was, it showed
me that he was an extraordinary
person,” Mrs Foley said last week
at her Bexley home.
“He wanted to
help other people
understand about skin
cancer, about how
it wasn’t something
that only happened to
older people.”
“He never felt
embarrassed about
showing the scars
on his back from
his operations, even
though they were
terrible.”
Ben’s sister, Erin, said she had
never really accepted that her baby
brother was going to die.
“He just seemed so strong. He
never complained about anything:
you never would have known that
he was suffering,” she said.
“I didn’t think he would die.
Young boys don’t get skin cancer
and die – it just doesn’t happen...”
Professor Thompson said it was
rare for someone Ben’s age to die
from melanoma.
“The vast majority of people
we treat are older, but we have
teenagers and even children with
melanoma,” he said.
He said Ben’s skin type made
him more susceptible to the disease.
“People with fair complexions
are at much higher risk,” Professor
Thompson said. “If you have a
single Celtic ancestor, you are at
signifi cantly higher risk, and 75 per
cent of the Australian population is
of Celtic ancestry – that’s why we
have the highest incidence in the
world.”
Skin cancer accounts for about
81 per cent of all new cancers
in Australia each year, with
more than 374,000 Australians
diagnosed with non-melanoma
skin cancer.
And more than 8800 Australians
are diagnosed with melanoma,
with nearly 1000 of these dying,
according to The Australian
Cancer Council.
Survival rates have risen
signifi cantly since the early 1980’s
as a result of skin cancers being
detected earlier and improved
treatment methods.
However, the Council advises
people to stay out of direct sun
between 10 am and 3 pm when
UV levels are at their highest,
wear water-resistant sunscreen, a
hat and sunglasses.
Note: Over-exposure to the
sun as a child and teenager
is an important factor in the
development of skin cancer
later in life. The Cancer
Council South Australia.
55

Worksheet 2D: Ben's story (cont.)
Just 18, and a victim of melanoma’s cruel odds. Ben’s courage a lasting legacy
Extract from: Sunday Telegraph – Sunday 28th May 2006
This is the story about the death of Ben Foley – one of the young people interviewed in the 60 Minutes
Sunburnt Country documentary.
Ben’s death is especially sad, as we consider such a young loss of life. His courage was notable, as he
became an advocate for sun protection before his death.
Read the article and answer the following questions
1 How old was Ben Foley when he died of melanoma?
56
_______________________________________________________________________________________
2 What comments does Professor John Thompson make about the rates of skin cancer in Australia?
_______________________________________________________________________________________
_______________________________________________________________________________________
3 What did Ben Foley say caused his skin cancer?
_______________________________________________________________________________________
_______________________________________________________________________________________
4 What did Ben Foley want people to understand before he died?
_______________________________________________________________________________________
_______________________________________________________________________________________
5 What are other ways that Ben’s message can be shared?
_______________________________________________________________________________________
_______________________________________________________________________________________
6 Everyone is at risk of developing skin cancer, even those with darker complexions. How can you be
sure your risk of developing skin cancer is lower?
_______________________________________________________________________________________
_______________________________________________________________________________________
7 a) What percentage of all new cancers diagnosed in Australia are skin cancer related?
___________________________________________________________________________________
b) How many Australians are diagnosed with non-melanoma skin cancers each year?
___________________________________________________________________________________
c) How many Australians are diagnosed with melanomas and how many people die of melanoma
each year?
___________________________________________________________________________________
8 Why have survival rates improved since the early 1980s?
_______________________________________________________________________________________
_______________________________________________________________________________________

Worksheet 2D: Ben's story (cont.)
9 a) What does the article say people should do to protect themselves from the sun?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
b) Can you think of other protection strategies apart from these?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
c) What are two changes you can make in your regular outdoor routine to help protect yourself
from the sun? (e.g. during leisure time, sports sessions, at school)
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
57

Aim
•
Activity 3: Types of skin cancer
58
To increase student awareness and knowledge of skin cancer.
Assessment outcomes H&PE 4.6, 4.7
Reference fact sheets Fact sheet 1: Skin cancer
Fact sheet 2: How to check for skin cancer
Teacher guidelines
1 Ask students about their knowledge of skin cancer. Can they name any of the types of skin
cancer? What causes skin cancer? How common is skin cancer in Australia?
2 Distribute and read through Fact sheet 1: Skin cancer.
3 While referring to Fact sheet 1 discuss with students:
•
•
•
•
•
•
Who can get skin cancer?
What causes skin cancer?
What can be done to prevent skin cancer?
Whose responsibility is it to prevent the incidence of skin cancer?
Who has helped you in understanding the importance of protecting yourself from the sun?
(Hint: government, local council, school, coaches, parents…etc.)
What ways can governments i.e. local, state and federal assist in helping individuals understand
the importance of sun protection?
4 Refer to the diagrams in Fact sheet 2: How to check for skin cancer. Allow students to familiarise
themselves with the three kinds of skin cancers shown in the illustrations.
Give students the opportunity to quiz each other about recognising the three different cancers.
5 Reinforce the message that skin cancer is rare in young people, but that sun damage is cumulative
and SunSmart behaviour will reduce the chance of skin cancer later in life. Also remind students
that early detection is very important in successful treatment of skin cancer. Emphasise the
importance of checking their skin, knowing their skin and looking for changes.
6 Discuss with students the importance of role models, and how important it is for them to role
model correct behaviour to younger children.
7 Students could develop an advertisement with a clear message i.e. poster, bus shelter or magazine
advertisement or a single page information sheet on skin cancer. Focus on the ways to prevent skin
cancer through SunSmart behaviour. These posters or pamphlets could be displayed in the school
or possibly in the local community health centre.
Evaluation of this promotion could be performed by conducting a mini survey as to the likely
effectiveness of their poster or pamphlet on influencing others to take precautions before going out
into the sun.

Extension activity
Students to work in groups of three to conduct a survey of ten people of different age groups about
their knowledge of skin cancer. Students will need to
•
•
•
•
create the questionnaire based on information in Fact sheets 1 and 2
conduct survey
collate results
write up a conclusion.
Results from the whole class could be tabulated and conclusions from results could be prepared in the
form of a short school newsletter article.
Please note
•
•
Activity 3: Types of skin cancer (cont.)
It is essential that students are guided through appropriate interview techniques and are well
prepared before proceeding with this activity.
It is important that groups negotiate who they will interview so the same person is not interviewed
by several students.
59

Aims
•
•
•
Activity 4: Are you SunSmart?
60
To develop an awareness of personal susceptibility to skin damage.
To increase students’ awareness of SunSmart behaviours.
To be conscious of the cumulative and progressive effects of sun exposure.
Assessment outcomes English 4.11; H&PE 4.6
Reference fact sheets Fact sheet 1: Skin cancer
Fact sheet 6: Suntanning and sunburn
Fact sheet 4: Ultraviolet radiation
Worksheet Worksheet 4: Are you SunSmart?
Teacher guidelines
1 Ask the students to respond to the question, ‘Do you like to get a suntan?’ Those answering ‘yes’
move to one side of the room, those answering ‘no’, to the other.
2 Now ask students in the 'yes' group to respond to the question, ‘How deep a tan do you like
to get?’ by placing themselves at one of five places along an imaginary line, with one end
representing ‘a very dark tan’ progressively through ‘a dark tan’, ‘a moderate tan’, ‘a light tan’.
3 Ask the students to share their thoughts about where they have placed themselves and why.
4 Read the students the following statements and ask them to decide whether they agree or
disagree with them by moving to appropriate ends of the room. Students could share with class
the reasons why they agree/disagree.
•
•
•
•
•
•
•
Friends think a suntan is a good idea.
A suntanned person looks more healthy.
It is easier to enjoy summer once you get a suntan.
I feel more healthy with a suntan.
Close family members think a suntan is good.
It is worth a lot of effort to get a suntan.
A suntanned person is more healthy.
5 Discuss with students personal characteristics that may make them more at risk to sun damage
than others, and behavioural activities that also increase the risk of sun damage. For example, the
fairer the skin and hair of an individual the more likely they are to be at risk.
6 a) Students complete Worksheet 4: Are you SunSmart? and identify their own areas of risk.
b) Once students have completed Worksheet 4 discuss the following questions with the
students.
•
•
•
•
What damage does exposure to the sun do to individuals?
Do you consider being sun safe an important aspect of health?
What would encourage you to slip, slop, slap and to avoid being outside during peak UV times?
Identify how you can reduce your personal risk of being affected by UV radiation.

Worksheet 4: Are you SunSmart?
Circle your answer to the questions to give you an idea of how SunSmart you are.
Question Answer
Do you like to get a tan? A. Never
B. Sometimes
C. Usually
D. Always
How often were you sunburnt anywhere on your body during A. Not at all
the last 12 months?
B. 1–2 times
C. 3–6 times
D. More than 6 times
When you are outside, do you use SPF 30+ or higher A. Always
sunscreen on skin exposed to the sun?
B. Usually
C. Sometimes
D. Never
When you are outside, do you wear a broad brimmed or A. Always
bucket hat that protects you from the sun?
B. Usually
C. Sometimes
D. Never
When you are outside, do you wear close-weave clothing that A. Always
covers most of your skin (e.g. long-sleeved shirts rather than B. Usually
singlet tops)?
C. Sometimes
D. Never
When you are outside on a sunny day, do you wear
A. Always
sunglasses?
B. Usually
C. Sometimes
D. Never
Do you try to stay in the shade or indoors between 10 am A. Always
and 3 pm?
B. Usually
C. Sometimes
D. Never
How would you describe your skin and natural hair colour? A. Fair skin, light hair
B. Fair skin, dark hair
C. Light-olive skin, any hair colour
D. Medium-olive skin, any hair colour
E. Dark-olive skin, dark hair
F. Black skin, dark hair
61

Worksheet 4: Are you SunSmart? (cont.)
Work out your SunSmart score by doing the following calculations.
Score Questions 1-7: A=1, B=2, C=3, D=4
Score Question 8: A=6, B=5, C=4, D=3, E=2, F=1
Add all the scores together to work out your total score. Check the table below to see how you rated.
SunSmart behaviour rating
Score SunSmart rating
8–15 You are probably being quite SunSmart. Keep up the good work!
16–24 You need to take greater care and be more SunSmart. Protect your skin from the
sun now, and you will reduce the chance of skin cancer.
25–34 You need to take greater care and be more SunSmart. Protect your skin from the
sun now, and you will reduce the chance of skin cancer.
62

Aims
•
•
Activity 5: UV radiation and vitamin D
exposure
To increase knowledge of how UV radiation levels change during the day and months of the year.
To increase understanding about the amount of UV radiation needed to produce recommended
levels of vitamin D in the human body.
Assessment outcomes English 4.3, 4.12; H&PE 4.7; D&T 4.2 (Worksheet 5C)
Reference fact sheets Fact sheet 4: Ultraviolet radiation
Fact sheet 5: Sun exposure and vitamin D
Fact sheet 12: Fake tanners
Worksheets Worksheet 5A: Sun exposure and vitamin D
Worksheet 5B: UV radiation research task
Worksheet 5C: Design a UV radiation alert postcard
Vitamin D production
Vitamin D is made in the skin after exposure to the UV radiation in sunlight. Vitamin D is important
for the regulation and absorption of calcium for the development of strong healthy bones. Most
people receive enough vitamin D from sunlight exposure simply by going about their day-to-day lives.
However there are some people who are at risk of vitamin D deficiency due to their skin colour, health
circumstances or cultural traditions.
Ultraviolet radiation
Ultraviolet radiation levels vary throughout the year. The SunSmart UV Alert graph shows the amount of
UV radiation produced by the sun on a typical September day in Adelaide.
When the UV radiation level reaches 3 or above skin damage can occur and therefore skin
protection is recommended.
The amount of UV radiation not only varies over a day, but also over the year. In South Australia
UV radiation levels are highest from September through to April. It is important to check the daily
SunSmart UV Alert when planning outdoor activities to ensure
adequate skin protection is used.
UV Index
20
15
11
8
6
3
Extreme
Very high
High
Moderate
Low
UV Alert: 9.10am to 3.00 pm
MAX UV Index: 7
6 am 8 10 12 2 4 6 8 pm
Adelaide Thu 28 9 2006
UV DANGER
INDEX CATEGORY
11+ Extreme
8 to 10 Very high
6 to 7 High
3 to 5 Moderate
1 to 2 Low
63

Activity 5: UV radiation and vitamin D
exposure (cont.)
Teacher guidelines
1 Discuss the above information about vitamin D and UV radiation with students and then go through
the following questions with the class.
64
Note: Most of the answers to the questions can be accessed from the Reference Fact Sheets (see
above) or from general biology or nutrition text books. Also see
•
•
•
•
What is the function of vitamin D? How long is it stored in the body and what are the effects
of vitamin D deficiency?
Would people with fake tans need more or less sunlight to achieve their recommended levels
of vitamin D? Explain why.
Would people with black skin need any more or less sunlight to achieve their recommended
levels of vitamin D? Explain why.
Some groups of people are at risk of vitamin deficiency due to their skin colour, health or
cultural traditions. Think of three groups of people who may be at risk and explain why.
2 Distribute Worksheet 5A: Sun exposure and vitamin D.
a) Analyse the table on Worksheet 5A and ensure that students understand the information.
b) Students could complete worksheet either individually or in groups.
3 Distribute other Worksheets 5B: UV radiation research task and 5C: Design a UV radiation postcard
as required.
Extension activities
1 Work with your teacher to organise a meeting with your Principal or SRC/Student Voice to develop
a sun-protection policy to protect students from UV radiation. Questions to consider:
•
•
What information would need to go into a policy? i.e.
- hats
- sunscreen
- clothing
- shade
- all-day events
- school programs
- organisation of outdoor lessons and breaks.
How would you go about implementing your policy?
- What steps would need to happen to ensure the policy was successfully adopted?
- Who would need to be involved?
- How would you promote it?
- How would you monitor the success of the policy?
2 Design a range of SunSmart clothing that would appeal to teenagers. Consider the following:
• type of fabric
• coverage of arms and legs
• fashion/ style
• comfort

Worksheet 5A: Sun exposure and vitamin D
Vitamin D is important for the development of strong healthy bones. Vitamin D is a
vitamin that is found in some food but is best made in the body from exposure to the sun.
Sunshine is a significant source of vitamin D as ultraviolet radiation hitting the skin begins
the process of vitamin D production in the body. While the sun helps the body to produce
vitamin D, only a little exposure is needed to get the benefit. Most people receive enough
vitamin D simply by going about their day-to-day lives and don’t need to make a special
effort to go outside to increase their “dose” of UV radiation for vitamin D production.
Recent studies have found that some groups of people who have limited exposure to the
sun don’t produce enough vitamin D.
Study the table before attempting to answer the questions.
Sun exposure needed to produce adequate amounts of vitamin D in South Australia
(The Cancer Council South Australia 2006)
UV radiation levels in these
months
Sun exposure needed to
produce adequate vitamin D
Discussion questions
1 a) How is vitamin D made?
September to April May to August
UV levels average 3 and
above, so skin protection is
recommended.
Expose face, arms, and hands
to the sun for 10 minutes either
before 10.00 am or after 3.00
pm on most days of the week.
UV radiation levels are below
3 on most days.
Expose face, arms and hands
to the sun for 2–3 hours per
week.
___________________________________________________________________________________
b) What is the main function of vitamin D?
___________________________________________________________________________________
c) Are there any times of the year that you would expect vitamin D to be lower in the body?
Explain why.
___________________________________________________________________________________
___________________________________________________________________________________
d) At what UV radiation level should skin be protected?
___________________________________________________________________________________
e) What is the difference between UV radiation levels in September to April compared with May
to August?
___________________________________________________________________________________
f) At which time of the year would more sun exposure be needed to obtain the recommended
amounts of vitamin D? Explain why.
___________________________________________________________________________________
___________________________________________________________________________________
2 A parent in Adelaide has concerns about their child not receiving adequate amounts of vitamin D.
Write a letter to this parent on the back of this worksheet explaining the recommended amounts of
sunlight required at various times of the year, according to this table.
65

Use the following websites to research the questions below about UV radiation:
•
•
•
•
Worksheet 5B: UV radiation research task
66
Australian Radiation Protection and Nuclear Safety Agency (ARPANSA): Radiation Basics –
Ultraviolet Radiation
Bureau of Meteorology: Forecasts for Sun Safety
The SunSmart website – skin protection information – UV radiation. There
is also information on the UV Alert on this page.
WHO information on UV radiation - http://www.who.int/uv/en/
Answer the following questions about UV radiation:
1 What is UV radiation?
_______________________________________________________________________________________
_______________________________________________________________________________________
2 How does it reach us?
_______________________________________________________________________________________
_______________________________________________________________________________________
3 How does UV radiation differ from infrared radiation (heat)?
_______________________________________________________________________________________
_______________________________________________________________________________________
4 What time of the year is the sun’s UV radiation most intense in South Australia?
_______________________________________________________________________________________
5 What is the SunSmart UV Alert and how can it help us? (Hint: Check the weather page of your daily
newspaper)
_______________________________________________________________________________________
6 At what UV Index level do we need to start using sun protection?
_______________________________________________________________________________________
7 What effect does overexposure to UV radiation have on your skin?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
8 What combination of five skin protection measures are necessary to protect your skin from the
sun's UV radiation?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

Use what you have learnt about UV radiation to develop a UV radiation alert postcard.
Consider the following points when designing your postcard:
•
•
•
Worksheet 5C: Design a UV radiation alert
postcard
Target audience: 14–16 year olds
Purpose: to inform young people about the dangers of UV radiation
Distribution points: surf shops, sports stores and cafes in coastal towns
As you design the postcard, remember that you have limited space and need to create
something that presents the information clearly and succinctly and that also appeals to
your target audience. You want teenagers to actually pick it up and read it!
How would you convince someone that exposure to something we can’t see or feel, can be
harmful to our skin and possibly lead to skin cancer?
67

Aims
•
•
•
•
Activity 6: What influences you?
68
To investigate the factors which influence SunSmart behaviour.
To identify the barriers which inhibit the adoption of SunSmart behaviour.
To identify role models who influence SunSmart behaviour.
To investigate the influence of the media on SunSmart behaviour.
Assessment outcomes English 4.7; H&PE 4.3
Reference fact sheets Fact sheet 7: Sunscreens
Fact sheet 8: Hat guidelines for schools
Fact sheet 9: Sun protection from clothing
Fact sheet 6: Suntan and sunburn information
Worksheets Worksheet 6A: What influences you?
Worksheet 6B: Fashion and the media
Worksheet 6C: The media
Teacher guidelines
1 In small groups ask students to identify various practices that are an important part of SunSmart
behaviour. These could include:
• use of SPF 30+ sunscreen
• wearing a SunSmart hat
• staying in the shade between 10 am and 3 pm DST
• wearing SunSmart clothing i.e. long sleeves with close-knit weave
• wearing sunglasses in summer
• remaining indoors between 10 am and 3 pm DST.
2 Ask each group to identify influences (personal, social, family and cultural) that encourage or
discourage adolescents to adopt SunSmart behaviour.
3 Role models
Role models influence an individuals behaviour e.g. sports personalities, pop stars etc.
As a class, or in groups:
a) Discuss family influences, as the first role models are parents.
b) Discuss who their role models are and why. Examine these role models and decide if they are
good models for SunSmart behaviour.
c) List people in the public eye who are SunSmart and discuss what they do to be SunSmart. If a
role model does not exhibit SunSmart behaviour, suggest what changes need to be made.
d) Complete a literary exercise: write a letter to a role model who you admire, explaining why
they should exhibit sun safe behaviour for their own personal health, and because they
influence others.

Activity 6: What influences you? (cont.)
4 Complete Worksheet 6A: What influences you? for a chosen SunSmart behaviour e.g. wearing
long-sleeved shirts. Students should be encouraged to formulate ‘influences’ by themselves,
however a set of examples is listed for use if required.
Positive forces
Negative forces
Fear of melanoma ‘Brown is beautiful’ fashion
Sunscreen advertising Belief that tans are healthy
Dislike of wrinkled skin/fear of
premature ageing
Sunny resort advertising
Desire to avoid sunburn
Hats and hat-wearing are more
fashionable
Current
behaviour
Solarium industry
Belief that tans make it easier to
enjoy outdoor life
Availability of shade Laziness
Fear of other skin cancers Desire to show off body
Lack of adequate shade
Cost of sunscreens
Tanned role model
5 Complete Worksheet 6B: Fashion and the media.
6 Complete Worksheet 6C: The media.
Extension activity – media role play
After completing the media investigation, students could plan and perform a short scenario using one
of the scenes depicted on a chosen TV program.
In the role play use the following guidelines:
– set the scene using the TV program scenario as a base
– include behaviours that relate to sun protection
– incorporate strategies for increasing sun protection.
69

Worksheet 6A: What influences you?
1 Identify a SunSmart behaviour such as wearing a sunscreen or use of hats and write it
in the centre box.
2 Discuss issues that encourage adolescents to be SunSmart and complete the ‘positive’
forces.
3 Discuss issues that discourage adolescents to be SunSmart and complete the ‘negative’
forces.
4 Collate the positives and the negatives on the board.
70
Positive forces
Fear of melanoma
Questions
Your SunSmart behaviour
_________________________
_________________________
Negative forces
1 What are the influences that form the negative barriers? Do they originate from personal, family,
social or cultural factors?
_______________________________________________________________________________________
2 Each group should choose two of the negative influences and develop some strategies that may
help them to overcome these influences e.g. lack of adequate shade:
•
•
•
Choose to go to shadier venues or shadier areas wherever possible.
Put submissions to school board for permission for class to plant shady fast-growing trees in
areas needed, or request the placement of sail cloth shades to cover areas where students
gather.
Negotiate with sporting club on providing shade at sporting venues.
Write your strategies on the back of your worksheet.

Worksheet 6B: Fashion and the media
The influence of fashion trends is not new. The following examples show that in the past people went
to extraordinary lengths to ensure they had a fashionable look. In the 19th century and earlier, being as
pale as possible was desirable in certain countries, particularly in some western and European nations.
If you were tanned, it meant you spent time outside doing manual labour such as farming. Only the
wealthy could afford to have other people do that work for them. So the paler you were, the richer you
seemed. Among aristocracy it was considered quite vulgar and indecent to have suntanned skin or
freckles. A woman always covered up when outside using capes, umbrellas, scarves and gloves.
Read the following information about practices used in the past to gain a pale complexion.
Louis XIV (B 1638 – D 1715)
Some Elizabethan women highlighted their delicate, translucent
skin by painting over the veins on their forehead with blue paint.
This is an ancient recipe for a cream from the court of Louis XIV, ruler
of France from late 17th century to early 18th century. It was put on
people’s faces to give them a pale look. Scrape 6 juicy raw carrots and
½ a pink beetroot, squeeze the juice out through a muslin bag and put
it aside. Take 3 ounces of finely powdered cornstarch, mix it with the
carrot and beet juice, expose it to the sun and stir occasionally until
fluid evaporates, leaving the tinted starch dry. Sift through a piece of
silk gauze and add: powdered Venetian talc (300 grains), powdered
lycopodium (300 grains), powdered
bergamot (45 grains) and
powdered bismuth (7 grains). Sift
grain and keep in a sandalwood
box.
People even applied lead oxide or arsenic to the skin to achieve
the European and Asian fashion trends of previous centuries. For
example vinegar and powdered lead were applied to the face. The
mixture eventually ate away the skin and required thicker layers be
applied and it did result in an earlier death. However it ensured a
fashionably pale look back in the 1400s!
1700s
Frances Loockerman
1803
Elizabethan era 1558–1603
Early 1900s
71

Worksheet 6B: Fashion and the media (cont.)
Coco Chanel
2006
Answer the following questions:
72
A new look
Things changed in the 1920s, when the designer Coco Chanel returned
from a vacation to the French Riviera with a deep tan and started a new
fashion craze. Suddenly, tans were a sign of the rich who could afford to
go on luxury holidays and follow the summer sun.
Fashion trends today
1 What is a fashionable look for skin colour in Australia today?
When you look back at fashions, some of the trends were quite
weird, totally crazy or just plain silly! We can look at them now and
wonder what they were thinking and laugh.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
2 Who has a big influence in keeping this fashion popular?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
3 How do people achieve this look?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
4 Does this fashion have any impact on people’s health?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

5 What suggestions could you make to young people to help them to try and wear fashions that
protect them from the sun?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
6 Imagine that you are writing an article for a magazine in 2060 about fashion trends in Australia
today.
– What would you say about people and their passion for tanning today?
– How did their ideas of a fashionable tan have an impact on their health?
– How have we learnt from the people back then? Are we any smarter in 2060?
– What are the trends in 2060?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Some useful websites to help with your article:
•
•
•
•
•
Worksheet 6B: Fashion and the media (cont.)
Australasian College of Dermatologists:
Australian Radiation Protection and Nuclear Safety Agency (ARPANSA ) Radiation Basics:
The Cancer Council Australia:
ACT:
SA:
Tas:
Vic:
WA:
Qld:
NT:
World Health Organisation (WHO) Ultraviolet Radiation:
Solariums: Fashion to Die For:
73

Worksheet 6C: The media
People are very influenced by the media in terms of their look, behaviour and attitudes.
For example outdoor living and dressing in brief clothing is heavily promoted in the media
at the moment. Young girls in particular look up to stars such as Paris Hilton and Britney
Spears who are often pictured in skimpy clothing with very tanned skin. To understand the
far reaching effects of the media can be difficult because we are often unaware of the many
forms of media that influence our lives.
Part 1: Discussion questions
1 List different types of media that influence our lives.
74
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
2 Which type do you think has the most powerful influence?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
3 What images or information have you seen or heard that promote SunSmart messages?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
4 What images or information have you seen or heard that do not promote SunSmart messages?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
5 Outline ways the media could portray more positive messages about being SunSmart.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Media investigation
1 Choose a range of TV programs e.g. Neighbours, Home and Away and observe the behaviour of
the actors in relation to being SunSmart.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
2 Make comments about the images, messages, behaviours and attitudes in relation to sun safety.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

Worksheet 6C: The media (cont.)
3 Write a summary about your observations.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
4 a) What influence would your findings have on people watching TV?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
b) Write a conclusion about the impact of TV on people’s SunSmart behaviour.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
How could you help young people be more aware of the influence of the media in shaping their health
behaviours?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
75

Aims
•
•
Activity 7: Personal sunburn danger zones
76
To enable students to identify areas of the body where sunburn is most likely to occur.
To consider strategies for sun protection.
Assessment outcomes English 4.3; H&PE 4.6, 4.7
Reference fact sheets Fact sheet 1: Skin cancer
Fact sheet 6: Suntanning and sunburn
Worksheet Worksheet 7: Personal sunburn danger zones
Teacher guidelines
1 Inform students that there is strong evidence to suggest that sunburn and overexposure to the sun
in childhood and adolescence is a major risk factor in the development of skin cancer.
2 Distribute Worksheet 7: Personal sunburn danger zones and complete the tasks.
3 Discuss the answers with the class, and reinforce the sun protection strategies of wearing a hat,
protective clothing, SPF 30+ sunscreen, using shade and protecting the skin when UV radiation
levels are 3 and above.

Worksheet 7: Personal sunburn danger zones
The following table shows the results of a survey of people after a sunny day. It shows the
percentage of people who were burnt on a specific part of their body.
Percentage of people sunburnt
Body part Male Female
face 39% 35%
arms 34% 38%
shoulders 23% 24%
neck 24% 16%
legs 14% 27%
nose 18% 15%
back 14% 17%
chest 6% 7%
head 6% 2%
stomach 3% 4%
back of knees 2% 4%
feet 1% 4%
hands 2% 3%
Source: The Cancer Council Victoria
1 Draw an arrow to each body part listed and write its name and percentage on the illustration.
77

Worksheet 7: Personal sunburn danger zones (cont.)
2 Draw a bar graph of these results to show, graphically, the percentage of people sunburnt on
specific parts of the body.
3 Which are the five most common parts of the body to be sunburnt, for both males and females?
78
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
4 Why do you think these are the most common places for sunburn?
_______________________________________________________________________________________
_______________________________________________________________________________________
5 Why do you think there is a difference between males and females? (Refer to survey results to
assist you.)
_______________________________________________________________________________________
_______________________________________________________________________________________
6 a) Do you think the survey results would be the same for different cultures?
___________________________________________________________________________________
b) List possible reasons for any cultural differences.
___________________________________________________________________________________
___________________________________________________________________________________

7 In the table below, add sun protection strategies for each body part, such as a hat, sunscreen, longsleeved
shirt, shade, or others you can think of. Try to think of more than one strategy for each body part.
Body part Sun protection strategies
face
arms
shoulders
neck
legs
nose
back
chest
head
stomach
back of knees
feet
hands
8 Identify behaviours to minimise the risk of getting sunburnt. Does the risk depend on your activity?
Where? How?
_______________________________________________________________________________________
_______________________________________________________________________________________
9 Write a newspaper article advising the public about the risk of sunburn. In your newspaper article,
make particular reference to the areas of the body that are at most risk of getting burnt according
to the survey. This could be submitted to the local paper.
or
Create cartoons of various scenarios where people are at risk of getting burnt, and in your cartoon,
illustrate a strategy to help the person avoid being sunburnt.
Research question:
Compare sunburn danger zones to actual skin cancer sites — both melanoma and non-melanoma sites.
Write a short report explaining the relationship between sunburn sites and the incidence of skin cancer.
Include any statistics that are relevant to your findings.
•
•
•
•
Worksheet 7: Personal sunburn danger zones (cont.)
Australasian College of Dermatologists:
Australian Radiation Protection and Nuclear Safety Agency (ARPANSA ) Radiation Basics:
The Cancer Council Australia:
ACT:
SA:
Tas:
Vic:
WA:
Qld:
NT:
World Health Organisation (WHO) Ultraviolet Radiation:
79

Aims
•
•
•
Activity 8: School sunburn survey
80
To enable students to identify areas of the body where sunburn occurs.
To enable students to identify the influences on behaviour which causes sunburn.
To enable students to consider strategies for sun protection.
Assessment outcomes H&PE 4.7; Maths 4.1
Reference fact sheets Fact sheet 1: Skin cancer
Fact sheet 6: Suntan and sunburn information
Worksheet Worksheet 8: School sunburn survey
Teacher guidelines
1 Teachers should spend some time outlining survey methods.
2 In small groups, preferably at a time when other students are outside, students should survey their
peers using Worksheet 8: School sunburn survey to establish answers to the questions on the
following page. Do a visual scan of the types of behaviour in the school and approach those who
look as if they practise SunSmart behaviour as well as those who do not.
3 If students suggest alternative questions (or answers) that they believe are valuable then they
should also be included.
4 Results should be collated on a master sheet and then graphed for easy analysis.
5 It would be useful to compare behaviour statements with attitude statements to emphasise the
gaps that exist between the two.
6 These results can be plotted as bar or pie charts to give a visual representation of the proportions
of students with alternative answers.

Worksheet 8: School sunburn survey
Complete the following survey
What you do (Behaviour)
1 How often during summer would you be outside
between 10 am and 3 pm?
2 How often do you seek shade during recess and lunch
breaks?
3 How often do you wear a hat?
4 How often do you wear clothes covering most of your
body?
5 How often do you deliberately wear briefer clothing?
6 How often do you use SPF 30+ sunscreen?
7 How often do you wear sunglasses?
Your opinions (Attitude/belief)
8 I like to be out of the sun between 10 am and 3 pm.
9 I like to stay mainly in the shade.
10 I will wear a SunSmart hat to protect myself in the
sun.
11 I wear clothing to protect my skin from the sun.
12 I like to wear briefer clothing during summer.
13 Sunscreen should be used and reapplied to prevent
burning by the sun.
14 Sunglasses are an important part of sun protection.
Questions
Rarely Sometimes Usually
Disagree Not sure Agree
1 Plot the class results of each behaviour statement with the corresponding attitude statement
(Statement 1 corresponds with Statement 8).
2 a) Which SunSmart behaviours are usual according to your results?
___________________________________________________________________________________
___________________________________________________________________________________
b) Which SunSmart behaviours are rare according to your results?
___________________________________________________________________________________
___________________________________________________________________________________
3 What are some of the major attitudes/beliefs that are evident in the group you surveyed?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
81

Worksheet 8: School sunburn survey (cont.)
4 Do students behave in the way that they know they should with respect to sun protection? Explain
why/why not.
82
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
5 To what extent do you think peer pressure influences ‘suntanning’ behaviour?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
6 What other situations have an influence on personal attitudes, beliefs and behaviour?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
7 We know what we should do in relation to sun protection but we don’t always do it because our
attitudes and beliefs get in the way. Think about your knowledge and attitudes and about your
actual behaviour. Where do the gaps occur?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

Aims
•
•
Activity 9: Skin cancer rates
To learn about current trends in skin cancer in the population.
To develop students’ analytical skills.
Assessment outcomes English 4.3, H&PE 4.6
Reference fact sheet Fact sheet 1: Skin cancer
Worksheet Worksheet 9: Doubling in skin cancer sparks warning
Teacher guidelines
1 Distribute Worksheet 9: Doubling in skin cancer sparks warning.
2 Discuss with students the meaning of any words not understood.
3 Ask students to read and discuss the article and then answer the questions.
83

Worksheet 9: Doubling in skin cancer sparks
warning
Read the following article and then answer the questions below:
Doubling in skin cancer sparks warning
SYDNEY: Figures showing a
doubling in skin-cancer rates have
sparked renewed warnings about the
dangers of sun exposure.
But while the most common forms
of skin cancer increased steeply among
the over-50s they were stable or
declining slightly in younger people
– an indication that the slip, slop, slap
message may finally be paying off.
Figures issued by the Cancer Council
of Australia yesterday show the number
of people being treated for nonmelanoma
skin cancer has increased
by more than a third since 1995 and
doubled in the last two decades.
About 374,000 Australians over the
age of 14 were treated for at least one
non-melanoma skin cancer in 2002,
compared with 270,000 in 1995 and
168,000 when the first national survey
1 What do the skin cancer statistics indicate for the over 50’s age group?
84
was conducted in 1985.
The number of people treated for
non-melanoma skin cancer last year
was more than four times the number of
people with all other cancers combined,
NSW Cancer Council chief Andrew
Penman said.
“People have got to be conscious
of the fact that we are living in an
increasingly irradiated environment,”
he said. “It means that Australians have
to be ever vigilant about the need for
sun protection.”
The chair of the Cancer Council’s
skin-cancer committee, Craig Sinclair,
said the increase in skin cancer in the
over-50 age group was the result of
post-war change in clothing and sun
exposure habits and the absence of sun
protection campaigns.
In particular, social changes like
_______________________________________________________________________________________
2 What do the skin cancer statistics indicate for younger people? Explain why.
_______________________________________________________________________________________
_______________________________________________________________________________________
3 a) How many Australians over the age of 14 were treated for at least one non-melanoma skin
cancer in 2002?
___________________________________________________________________________________
b) How does this compare with numbers in 1995 and 1985?
___________________________________________________________________________________
c) What is this saying about the incidence of non-melanoma skin cancer over 20 years?
___________________________________________________________________________________
___________________________________________________________________________________
4 What does NSW Cancer Council chief say about sun protection?
the growth of beach culture and the
advent of the bikini exposed post-war
Australians to increased risks.
“We’re seeing the increase where
we’d expect to see it,” he said.
“Only people whose childhood
was spent after the sun protection
campaigns began can expect to benefit
from the … increased awareness about
sun protection.”
Mr Sinclair said while damage caused
by the sun during childhood – the most
critical time – could not be reversed
by covering up in later life, it could be
reduced.
Similarly, good protection during
childhood did not provide a licence to
slacken off during adulthood.
Canberra Times, 20 November, 2003
_______________________________________________________________________________________
_______________________________________________________________________________________

Worksheet 9: Doubling in skin cancer sparks
warning (cont.)
5 a) What does the chair of The Cancer Council’s skin cancer committee say is the cause of the
increase in skin cancer in the over 50 age group?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
b) When does he say is the critical time for sun damage?
___________________________________________________________________________________
6 What is the overall message of this article about sun protection?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
85

Unit Unit 2
Being Being
SunSmart
SunSmart
87

Aim:
•
•
Activity 10: SunSmart quick quiz
88
To increase knowledge of skin cancer.
To determine what students understand about skin cancer.
Assessment outcomes English 4.3; H&PE 4.6
Reference fact sheets Fact sheet 1: Skin cancer
Fact sheet 4: UV radiation
Fact sheet 6: Suntanning and sunburn
Fact sheet 11: Solariums
Worksheet Worksheet 10: SunSmart quick quiz
Teacher guidelines
1 Distribute Worksheet 10: SunSmart quick quiz. Ask students to decide whether each statement is
true or false.
2 After completing the quiz, discuss the correct answers with the class.

Worksheet 10: SunSmart quick quiz
Read the following statements and write whether each statement is true or false.
Eight facts about skin cancer quiz
Are these statements True or False? True False
1 There is no such thing as a safe tan.
2 UV radiation is still present when cloudy.
3 The USA has the highest rate of skin cancer in the world.
4 People of all skin types -– pale or dark -– are at risk of developing skin cancer.
5 Most skin cancers can be cured if detected early.
6 There is no such thing as windburn.
7 Temperature is a safe way to gauge the level of UV radiation.
8 A solarium provides a safe way to tan.
89

Answers for worksheet 10
Eight facts about skin cancer quiz
1 There is no such thing as a safe tan.
Any deliberate exposure to UV radiation damages skin and adds to the risk of skin
cancer. It is not only sunburn that causes skin damage.
2 UV radiation is still present when cloudy.
Don’t be fooled! UV radiation can penetrate clouds and still cause damage. Gaps
in the clouds also allow more UV radiation to get through.
3 The USA has the highest rate of skin cancer in the world.
Australia has the highest rate of skin cancer in the world. Half of all Australians
will develop skin cancer at some time during their lives. Over 380 000 Australians
are treated for skin cancer and 1300 die from the disease every year.
4 People of all skin types – pale or dark – are at risk of developing skin cancer.
Darker skin means more melanin so those with dark skin have some natural
protection from the sun. However no skin type is immune to skin cancer.
5 Most skin cancers can be cured if detected early.
Self examination is important. Early symptoms of skin cancer may seem quite
minor, but any suspicious spot should be seen by a doctor immediately. The signs
to look for are: a crusty, non-healing sore, a small lump which is red, pale or pearly
in colour, or a new spot, freckle or mole changing in colour, size or shape.
6 There is no such thing as windburn.
Skin is burnt by UV radiation. The wind may dry the skin but it does not burn it.
Ever been burnt on a windy night?
7 Temperature is a safe way to gauge the level of UV radiation.
UV radiation cannot be seen or felt and isn’t related to air temperature. Maximum
UV radiation occurs at solar noon. Maximum daily temperature occurs mid-to-late
afternoon once the earth’s surface has been heated.
8 A solarium provides a safe way to tan.
A solarium uses high levels of UV radiation to induce a tan on your skin. A
solarium can emit UV radiation that is five times as strong as the midday summer
sun. There is no safe way to tan.
90
True False
3
3
3
3
3
3
3
3

Aims
•
•
Activity 11: Issues about sunscreens
To increase the students’ awareness of issues associated with the manufacture and purchase of
sunscreens.
To dispel myths associated with sunscreens.
Assessment outcomes English 4.3, 4.11; H&PE 4.6, 4.7; S&E 4.11
Reference fact sheet Fact sheet 7: Sunscreens
Teacher guidelines
1 This activity is designed to work as a brainstorming session where students can write comments
about different prompts placed around the room. The prompts can be generated by the students
or supplied by the teacher. The questions should be written clearly on butcher’s paper and placed
around the room allowing access by students.
Possible prompts:
• How do sunscreens work?
• Why is the use-by date on sunscreen important?
• What is SPF 30+?
• Are sunscreen sprays better than lotions or creams?.
• Should sunscreen be applied to young children?
• Will sunscreen protect you all day?
• What does broad-spectrum mean?
• How often should sunscreen be re-applied?
• How much sunscreen should be applied?
• When should sunscreen be applied on school days?
• When should water-resistant sunscreen be used?
• Is price an indication of the quality of sunscreen?
• Should sunscreen be available free at all outdoor or recreation facilities?
• What are some of the common ingredients found in sunscreens?
• Where should sunscreen be stored to maximize its effectiveness?
2 Students should then write their comments on smaller pieces of paper and in turn tape their
comments to the large pieces of butcher’s paper. This allows all students to make a comment.
3 Each group is then given one prompt sheet and should summarise the comments to present to the
class.
4 In the concluding discussion, emphasise the reasons why some prompts are true and dispel the
myths.
Answers to some of these questions, along with supplementary information, can be found in Fact
Sheet 7: Sunscreens.
5 What would be an effective school policy in relation to sunscreen?
6 Choose one of the following activities:
•
•
Design the label for a bottle for sunscreen, or
Design a bag with a place for sunscreen (like a mobile phone compartment).
91

Aims
•
•
•
92
To increase students’ understanding of the need to use sunscreens and how they work.
To teach students how to ‘read’ labels and critically evaluate products such as fake tanning lotions.
To help students become more discerning consumers of sun protection products.
Assessment outcomes English 4.3; H&PE 4.6; Science 4.7; S&E 4.11
Reference fact sheet Fact sheet 7: Sunscreens
Worksheet Worksheet 12: Product testing
Requirements
Bring in five different skin products, such as SPF 30+ broad spectrum, water resistant sunscreen,
SPF 8 sunscreen, suntan oil, after sun moisturisers or fake tan.
Teacher guidelines
•
•
•
•
•
Photocopy or discuss the information in Fact sheet 7: Sunscreens.
Place each product on a different table around the room.
Ask students to form groups.
Photocopy Worksheet 12: Product testing, and distribute to each group.
Ask group to ‘test’ each product and fill out the worksheet.
Extension activity
Make your own zinc cream
Note: this activity is best completed in a science laboratory as care should to be taken when heating
paraffin and wax to high temperatures.
Materials
50 mL light liquid paraffin
10 g soft microwax
20 g zinc oxide
large beaker
thermometer
burner
tripod
heatproof mat
closed container (lid)
Method
•
•
•
•
•
Activity 12: Sunscreen/skin product testing
Melt the light liquid paraffin and soft microwax in the beaker. Do not heat above 80°C.
Turn off the burner and, stirring vigorously, pour the zinc oxide into the mixture.
Keep stirring until cool.
Store in a closed container.
Colouring could be added by using food dyes.

Worksheet 12: Product testing
Explanation of terms
Intended
purpose
Is the product designed for a particular purpose or type of consumer? Explain.
Appearance What does it look and feel like? What colour is it?
Consistency Is it thick and creamy, a clear liquid or like milk? What is the base – oils, water or
alcohol? How easily does it spread onto skin? Does it soak in or feel sticky?
Dispenser Is it in a tube, bottle or stick? How does the sunscreen come out – flip-top, pump
pack or squeeze tube? How easy is it to use?
Directions for
use
Are they clear? Do they contain any other sun protection advice (eg wear a hat and
protective clothing, avoid the summer sun between 10 am and 3 pm DST, or the
importance of using shade)?
Fragrance Describe the fragrance or smell.
Water-resistant If so, for how long?
Use-by date Is a ‘Use by’ date provided by the manufacturers?
Cost/volume $__. _ _/_ _ _ _ mls, = $ _ _ _/100ml. Does there appear to be a better value
product?
Testing the skin products
1 Smell or feel the product and read the label for directions and properties.
2 Discuss each product in your group and complete the table below according to your findings.
3 Continue until the group has tested all samples.
Name of
product
Intended
purpose
Appearance
Consistency
Type of
dispenser
Directions for
use
Fragrance
What does it
feel like?
Use by date
provided
Is it water
resistant?
Does it
protect from
UV radiation?
Cost/volume
93

Worksheet 12: Product testing (cont.)
1 What are the common ingredients? Refer to Fact Sheet 7 to determine the functions of some of
the ingredients.
94
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
2 Consider the directions given on the package. Is there enough information? Are the directions easy
to understand?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
3 Do you believe consumers should be given additional information, such as other sun protection
methods e.g. to wear a hat?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
4 Think of factors which would influence the effectiveness of sunscreens e.g. perspiration.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
5 Which sunscreen do you personally believe to be ideal? Explain which features were important in
your choice.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
6 What other factors would effect consumer choice e.g. media, availability, peers, family, additives.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
7 Write an article for a magazine like Dolly or Fisherman's World examining sunscreens. In your
article, explain:
•
•
•
•
•
•
•
the importance of using sunscreen
when to use sunscreen
type of sunscreen
active ingredients
directions for application
discuss long term effects of using sunscreens properly
the importance of using other sun protection methods.

Aims
•
•
•
To raise students’ awareness of the importance of wearing a suitable hat to protect themselves
from the sun.
To encourage students to become involved in the design of a suitable hat to protect themselves
from the sun as part of the school uniform.
To increase awareness of the history in relation to wearing hats.
Assessment outcomes D&T 4.1, 4.2; English 4.7; H&PE 4.3, 4.6; Science 4.7; S&E 4.11
Reference fact sheet Fact sheet 8: Hats
Worksheets Worksheet 13A: Choosing a hat
Worksheet 13B: SunSmart hat study
Worksheet 13C: Historical perspective in wearing hats
Requirements
•
•
•
Activity 13: Choosing a hat
Obtain a variety of hats (students could all bring a hat to class). The teacher will need to supply
some different types of hats as well.
The teacher could also bring in a range of photos and posters of fashionable/trendy hats for young
people. These could be enlarged and displayed.
Teacher needs to reinforce issues around implications of not wearing a hat in relation to skin cancer
and premature ageing.
Teacher guidelines
1 Ask students to comment on wearing a hat to protect themselves from the sun while at primary
school. Was it compulsory to wear a hat? What types of hats did they wear and how did they feel
wearing that hat? How is this different now that they are in secondary school? Do students wear
hats? Why and when?
2 Establish with students what constitutes a good SunSmart hat -– one that provides shade to the
face, ears and back of the neck. The Cancer Council South Australia recommends the following as
offering the best protection from the sun:
•
•
•
broad brimmed hat with wide brim measuring at least 7.5 cm
bucket style hat with a deep crown that sits low on the head and a brim of at least 6 cm and
legionnaire-style hats.
3 Students should discuss the criteria that makes a hat suitable for protection from the sun
(e.g. fibre, fabric, brim size and colour).
4 Organise the students into small groups and assign each group a variety of hats.
5 Distribute Worksheet 13A: Choosing a hat. Each group should answer the questions and rate each
hat according to the ‘star’ rating system detailed on the worksheet.
6 Students could then vote on the hat most likely to be worn by members of the group, taking into
consideration the sun protection ratings. (This may necessitate the class designing their own style
provided it meets the required sun protection criteria).
7 Complete Worksheet 13B: SunSmart hat study which analyses a study on the effectiveness of
different hats for sun protection.
8 In groups, discuss and complete Worksheet 13C: Historical perspective in wearing hats.
95

Activity 13: Choosing a hat (cont.)
Extension activities
1 Design a hat you like the look of which satisfies sun safe requirements.
2 Make a collage of hats from different magazines and indicate which ones are SunSmart. Display
your collage in your school or classroom.
3 Debate the following:
96
a) That the government should sponsor all school students by supplying sunscreen and hats.
b) That SunSmart hats should be compulsory. (If results are favourable, students could pursue
their argument and have it published in school newsletter).
4 Write a letter to Lleyton Hewitt asking why he doesn’t wear a SunSmart hat.

Worksheet 13A: Choosing a hat
From the hats assigned to your group, complete the following table.
Use the following star ratings when you see this symbol X
Type of hat
(description)
Who might wear
it?
For what
activities?
X Sun protection
rating
X Comfort rating
X Fashion rating
X Stability in the
wind rating
Other features
(explain)
* poor ** okay *** good **** very good ***** excellent
Hat 1 Hat 2 Hat 3 Hat 4
1 Which hat gave the best protection from the sun? Explain your answer.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
2 Which hat gave the least protection from the sun? Why?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
3 Which hat was the most popular? Why?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
4 Which hat would you wear? Where and when?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
97

Worksheet 13A: Choosing a hat (cont.)
5 Do you currently wear a hat? What style? When and where do you wear it?
98
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
6 What determines your choice of hat?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
7 a) Design a SunSmart hat suitable for school and create advertising posters aimed at a particular
year level.
b) Find out what the students in that year level think about this hat as an optional or compulsory
addition to the school uniform.

Worksheet 13B: SunSmart hat study
In 2005 a study was undertaken by the
Australian Radiation Protection and
Nuclear Safety Agency to determine the
style of hat that is most effective for
protecting the face, neck and ears from
the sun. Solar patches were used to
monitor UV radiation on the skin.
See examples of hats used in the study:
a) bucket hat
b) cap
c) broad brimmed hat
d) legionnaires hat.
From the adjacent pictures, which hat do you
think offers the most protection and why?
________________________________________
________________________________________
________________________________________
The table below presents results from this
study and shows the relative sun protection
that different hats provide.
Analyse the table and then answer the questions below.
Solar UV radiation protection factors provided by hat styles for different facial areas of the model
headforms, compared to headforms with no hat.
Note - the higher the protection factor (PF) number the better the protection.
Protection factor (PF)
Hat type Forehead Cheek Nose Ear Chin Neck
Brimmed 16 2.5 6.8 8.2 1.1 2.3
Bucket 15 2.2 6.7 8.1 1.1 2.2
Legionnaire 13 1.6 10 4.6 1.1 4.3
Cap 8.8 1.1 4.6 1.1 1.1 1.3
Others 11 1.7 3.0 4.2 1.0 2.0
Source: Gies P, Javorniczky J, Roy C, Henderson S. (2006) "Measurements of the UVR protection provided by hats used at
school." Photochemistry and Photobiology 82:750-754.
1 Which hat was found to provide the most protection on the:
Source: Gies P, Javorniczky J, Roy C, Henderson S. (2006)
"Measurements of the UVR protection provided by hats used at
school." Photochemistry and Photobiology 82:750-754.
Forehead: ______________________________________________________________________________
Cheek: ________________________________________________________________________________
Nose: _________________________________________________________________________________
Ear: ___________________________________________________________________________________
Chin: __________________________________________________________________________________
Neck: _________________________________________________________________________________
99

Worksheet 13B: SunSmart hat study (cont.)
2 a) Which hat offers the least protection?
100
___________________________________________________________________________________
___________________________________________________________________________________
b) Would you have expected this result? Explain why.
___________________________________________________________________________________
___________________________________________________________________________________
3 Which hat offers best all round protection?
_______________________________________________________________________________________
4 Which hat would you prefer to wear? Explain why.
_______________________________________________________________________________________
_______________________________________________________________________________________
5 With the knowledge you have gained, would you increase your use of wearing a hat? Why?
_______________________________________________________________________________________
_______________________________________________________________________________________
6 After completing this activity, what recommendations would you make to your uniform committee
about the type of hat that offers the best sun protection for students at your school.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

Worksheet 13C: Historical perspective in
wearing hats
1945
1990
101

Worksheet 13C: Historical perspective in
wearing hats (cont.)
Work in groups to complete the following worksheet.
Compare the two different eras in the photographs with the type of hats we wear today.
1 Examine three hats shown in the photographs and score them below.
102
Use the following star ratings when you see this symbol X
* poor ** okay *** good **** very good ***** excellent
Type of hat (description)
X Sun protection rating
X Comfort rating
X Stability in the wind
rating
Hat 1 Hat 2 Hat 3
2 a) Think back to a scene of a crowd watching a sporting event last summer. Do you think
people would be wearing hats as they were in the past? Consider the type of hats and number
of people wearing hats.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
b) Can you explain why there are any differences between hat wearing today and past eras
ie. consider culture, climate, fashion, advertising campaigns.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
3 How have attitudes to tanning changed in the past 100 years? Do you think this has affected the
frequency of hat wearing and the type of hat which is worn?.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

Aims
•
•
Activity 14: Shade provision by hats
To improve students’ awareness of the safety reasons behind hat design.
To increase knowledge of hat function.
Assessment outcomes D&T 4.1, 4.2; H&PE 4.6; S&E 4.5, 4.11
Reference fact sheets Fact sheet 8: Hats
Fact sheet 9: Sun protection from clothing
Worksheet Worksheet 14: Shade provision by hats
Requirements
A variety of hats
A pump pack of sunscreen
Butcher’s paper
Teacher guidelines
1 Distribute Worksheet 14: Shade provision by hats.
2 Stimulate student discussion about the openness and size of different fibres and fabrics using the
examples below.
Straw open weave Canvas closer weave
poor protection better protection
3 Discuss questions 1–3 either in small groups or as a class and review student answers.
4 Complete the activity, ensuring that students use sunscreen (if appropriate) before going outside.
103

Worksheet 14: Shade provision by hats
Working in pairs, choose one of the hats for this activity.
Stand outside in the sun with the hat on and your back to the sun and draw around the
shadow of your partner’s head including the hat, on a piece of butcher’s paper.
Cut out the shape of the shadow and take indoors.
Compare the sizes of all the shadows to decide which hat provides the best protection
from the sun. It may be necessary to calculate the area of the shadow. (This can be done by
drawing a 5 cm x 5 cm grid and calculating the small shapes at the edges by subdividing
them into rectangles and triangles.)
1 Which hat provides the greatest area of shade?
104
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
2 Do all the hats provide shade that blocks the sun completely?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
3 Compare the shade provided by a broad brimmed hat and a baseball cap.
What connection can you make between the
width of the brim and the amount
of protection provided?
_______________________________
_____________________________________
_____________________________________
______________________________________
________________________________________
_________________________________________
____________________________________________________
_____________________________________________________________
4 Is the hat that offers the most sun protection one that you would wear? Why or why not?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
5 Why do you think The Cancer Council South Australia recommends wearing a broad brimmed hat
with a brim that is at least 7.5 cm wide?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

Worksheet 14: Shade provision by hats (cont.)
6 What fabric or fibre would you construct a SunSmart hat from and why?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
7 What do you consider to be the most important factor in the design of a SunSmart hat?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
8 Would you consider wearing the hats that offer the best sun protection all the time?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
9 In which situations would or wouldn’t you wear such a hat? Explain.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
10 What constitutes a fashionable SunSmart hat?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
11 Design a hat for school and one for the beach or leisure that satisfies fashion and sun safety.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
105

Activity 15: Shade in the school ground
Aims
•
•
•
106
To raise awareness of the importance of shade as a means of protection from UV radiation.
To plot the shade available in the school ground and develop strategies for improvement.
To consider ways to implement strategies to increase shade in school grounds.
Assessment outcomes D&T 4.1, 4.2; H&PE 4.6; S&E 4.5
Worksheet Worksheet 15: Shade in the school ground
Requirements
•
•
•
This activity is best carried out at a time of day that is close to break times so that students can
observe where others gather.
Sunscreen and hat.
A photocopied map of the school.
Teacher guidelines
1 Discuss with the class the need for avoiding overexposure to UV radiation and the importance
of shade. Explain the task to be undertaken and distribute maps of the school or have students
develop their own.
2 Distribute Worksheet 15: Shade in the school ground. As a class, decide how to represent shaded
areas on the map, e.g. natural shade = green (indicate the effectiveness of the shade with light,
medium and dark colour tones), shade structure = brown, etc.
3 Divide the class into pairs or small groups. Allocate each group to a section of the school ground.
Instruct groups to inspect their section of the school ground, noting and recording the following
observations on their maps, using different the symbols or colours as agreed:
A Where shade areas exist, either naturally, such as trees, or artificially, such as a structure.
B Where students like to spend their time at recess and lunchtimes.
C Where student seating already exists.
D Which particular places, if any, are high risk zones, that is, high student use and lacking in
shade.
E Note what types of shade seem to be most popular with students, based on the shaded areas
currently used by them.
4 Groups to report on their findings back to class as a whole.
5 Ask students to consider why any identified high risk zones are popular. For example, is it because
this is where the seats are?
6 Discuss and record strategies to make any high risk zones safer such as:
•
•
•
•
Tree planting in suitable sites (consider trees which give more shade).
Whether a shade shelter should be built - consider cost effectiveness and maintenance.
Moving existing seating from high risk zones to shaded areas.
Providing additional seating in shady spots.
7 Display the class results, that is, the maps and suggestions for improvements to the school,
perhaps in the library or on a student noticeboard. This could be done in conjunction with a display
of SunSmart promotional material available from The Cancer Council South Australia.

Activity 15: Shade in the school ground (cont.)
8 You could also ask the Principal or a representative of school council to visit the class and listen to
the presentation of findings from the students or students could present their report to a school
council or relevant subcommittee meeting.
Extension activity
Students and teachers could work together to organise a meeting with the principal or SRC/Student
Voice to determine if some of the suggested strategies could be implemented to improve the school
environment such as: tree planting, moving seating or placing additional seating in areas of existing
shade.
107

Worksheet 15: Shade in the school ground
Your task will be to complete a shade audit for your school and make suggestions on how
to improve shade access for everyone.
1 Work with others in your class to decide how to represent different kinds of shade on your map
e.g. natural shade = green (indicate the effectiveness of the shade with light, medium and dark
colour tones), shade structure = brown.
108
Draw your key here:
2 Illustrate on your map the areas where shade exists either naturally or artificially, using the different
colours or symbols that the class has agreed upon.
A Mark on your map with crosses where students like to spend their time at recess and
lunchtimes. This may need to be observed at the appropriate time.
B Use a symbol of your choice to mark where student
seating already exists.
C Using blue shading, distinguish which
particular places, if any, are high risk zones,
that is, high student use and lack
of shade.
D Make a note on your map as to what
types of shade seem to be most
popular with students, based on the
shaded areas currently used by them.
3 Estimate, if you can, the percentage area of your school
which offers shade at lunchtime.
_________________________________________________
_________________________________________________
4 Where are the favourite places to spend
time at lunchtime? (Mark them on the map.)
5 Why are these places so popular?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
6 Are there any high risk areas? i.e. areas with high student use and lack of shade.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
7 Which areas of the school grounds don’t have much shade?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

8 What could be done to reduce the high risk areas in the school?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Discuss and record strategies to make any high risk zones safer such as:
•
•
•
•
•
Worksheet 15: Shade in the school ground (cont.)
tree planting in suitable sites (consider trees which give more shade)
appropriate areas to be covered
whether a shade shelter should be built - consider cost effectiveness and maintenance
moving existing seating from high risk zones to shaded areas
providing additional seating in shady spots.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
9 Could a shade structure be constructed, or more trees planted? Where would be the best place?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
10 Mark in red on your map where shade is needed. Estimate the percentage of the school that
needs shade.
Extension activity
Draw a map of the current school environment and then show the ideal shaded environment, keeping
in mind areas of multi-purpose use.
109

Aims
•
•
Activity 16: Shade in other places
110
To evaluate shade provision in public places.
To propose ideas to increase shade provision in public areas.
Assessment outcomes D&T 4.1; H&PE 4.6; S&E 4.5
Worksheet Worksheet 16: Shade in other places
Teacher guidelines
1 This activity is best carried out at times when the sun is at its strongest. Provision of sunscreen
and the wearing of hats and sunglasses will be imperative.
2 Distribute Worksheet 16: Shade in other places. Students should decide on the type of public place
they would like to investigate, for example the local park, the local shopping centre, a children’s
playground, swimming pool, sportsground, the beach or even outside dining areas of restaurants.
3 Students should consider each of the questions provided on Worksheet 16 with respect to the
shade provided at their place of investigation.
4 Following this activity the class should attempt to provide an answer to the question, ‘What is
shade?’ and ‘What is adequate shade?’

Worksheet 16: Shade in other places
1 Draw a map of your place of investigation showing permanent buildings, other structures, seating
areas and natural shade. Label your map to identify the location.
2 Where do your observations indicate that most people seem to gather? Mark this on your map.
3 Why do you think most people gather here?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
4 Describe the shade provided at this location. Is there a difference in the ages of the people who
choose to be in the shade and those who choose to be in the full sun. If so, how would you explain
the difference?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
5 Is there a sufficient amount of shade for the activity being performed in the area? Explain why or
why not.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
6 a) What suggestions could you give to the managers of the facility for improvements in shading
the area?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
b) Do you think that this would be likely to increase usage of the area?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
111

Aims
•
•
•
Activity 17: Tanning – why do people want a
tan?
112
To encourage students to consider different cultures’ attitudes to tanning.
To explore the reasons why people tan.
To help increase student awareness about the effects of tanning.
Assessment outcomes H&PE 4.4, 4.6; S&E 4.5
Reference fact sheet Fact sheet 6: Suntanning and sunburn
Worksheets Worksheet 17A: Future you – ageing
Worksheet 17B: Sun damage
Worksheet 17C: A tan to die for
Requirements
Familiarity with background information on the effects of tanning – see Fact sheet 6: Suntanning and
sunburn.
Teacher guidelines
1 Discuss the behaviours outlined below about tanning behaviours in different cultures as a class or
ask students to read through the information.
2 Students to work in small groups to answer the discussion questions and then bring responses
back to the larger group.
Tanning behaviours in different cultures
The desirability of a suntan has varied dramatically over the years and from country to country.
United Kingdom
During medieval and Elizabethan times the only people who had tans were those from the working
class. The upper classes had pale skin, indicating they did not have to labour in the fields.
Greece and Rome
Women of these countries sometimes put their health at risk to make sure their skin was pale.
They painted their faces with lead paints and chalk. A few centuries later women even used arsenic
(a strong poison) to have pale skin.
Europe
French fashion designer Coco Chanel is thought to be the first person to make a tan fashionable. Even
earlier, after the Industrial Revolution, when transport to holiday destinations became more available, the
beginning of a change in attitudes began to take place. People could afford to take holidays and spend
time in the sun (getting a tan) and the association with wealth changed the way society viewed a tan.
Asia
In many Asian countries a tan is still undesirable because people who are most tanned are those
who work in the fields. People who are wealthier do not spend time in the sun unprotected,
making pale skin more desirable. There are still places today where women attempt to lighten their
skin (Japanese women sometimes use powders made of crushed pearl).
Australia
This country still carries a reputation for sun worship. You only have to think of statements like
“sun-bronzed Aussie” that are frequently used in the media and general discussion. This reputation
has come with a price, with Australia recording the highest rate of skin cancer in the world.

Discussion questions
•
•
•
•
Activity 17: Tanning – why do people want a
tan? (cont.)
Are you aware of different cultures’ attitudes toward tanning? If so, give examples.
Why do you think people want to change the way they look, especially in relation to tanning?
a) Have you been motivated to change your appearance by tanning?
b) If so, can you identify the factors that motivated you to tan?
Now that you understand about the cumulative damaging effects of tanning on the skin, use one
of the factors the group has identified in 3 (b) i.e. peer pressure, media influence etc. and design a
slogan to help educate others about tanning.
3 Students to complete Worksheet 17A: Future you – ageing, Worksheet 17B: Sun damage and
Worksheet 17C: A tan to die for as required.
Extension activities
1 Design a poster to help others in your school understand the cumulative damage that tanning
causes to the skin.
2 Using the information above as a starting point, research different cultures’ attitudes to tanning.
113

Worksheet 17A: Future you - ageing
Your behaviour today will have an impact on your future health and appearance.
1 List five things you hope you have achieved when you reach an older age.
114
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
2 List five places you hope you have visited.
These people were once
your age.
Although it is hard to imagine
now, some day you’ll be an
older person like them.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

Worksheet 17A: Future you - ageing (cont.)
3 List five ways you hope you will have looked after yourself.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
4 Describe how you think you will look.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
5 Describe how you would like to look.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
6 What would you need to start doing now to achieve this?
(Don’t forget to consider sun protection measures, healthy eating, exercise, not smoking, etc.)
_______________________________________________________________________________________
_______________________________________________________________________________________
7 Interview an older relative or friend and ask them to tell you some things they have done that they
are most proud of and places they are really glad they have visited.
•
•
What advice can they offer about staying healthy and young at heart?
Is there anything they know now that they wish they had known then?
Write a summary of your interview.
A 61 year old surfing champion,
teacher and coach who spent
much of his spare time at the
beach.
115

Worksheet 17A: Future you - ageing (cont.)
Even though old age is so far away, sun damage can start when a person is very young and each sunburn,
each attempt at a tan, each episode in the sun without shade, protective clothing, broad brimmed hat,
sunglasses or SPF 30+ broad spectrum sunscreen adds to how a person will look later in life.
If you mentioned on your list that you would like to have smooth skin with as few wrinkles as possible,
you need to do the preparation work now. If you mentioned that you would like to have clear eyes
and good vision, you need to take care of your eyes in the sun to reduce the risk of cataracts and eye
damage.
If you mentioned that you’d like to live a long life, you need to do what you can now to prevent possible
skin cancer later on.
Skin cancer is mostly preventable - you can take steps to try and prevent it.
116
Image of a young boy
Image of the same boy as he looks
under the skin scanner – damage has
already been done.
A 15 year old girl with permanent
sun freckling resulting from a few
bad sunburns.
Sun protection strategies when the UV radiation level is 3 or more
1. Use shade
2. Wear sun protective clothing
3. Wear a broad brimmed hat
4. Wear sunglasses (EPF 10)
5. Apply SPF 30+ sunscreen
Particular care should be taken between 10 am and 3 pm when UV
radiation levels reach their peak.

Worksheet 17B: Sun damage
Fill in the missing words.
What damage
does the sun
cause to the
skin?
S_ _ _ c_ _ _ _ _
S_ _ b _ _ _
P_ _ _ _ _ _ _ _
a _ _ _ _ _
What major types of
skin What cancer damage are there? does
the sun cause?
n_ _ - _ _ _ _ _ _ _ _
m_ S_ _ _ _ _ c_ _ _
_ _ _
What is premature ageing?
What damage does the sun
Changes cause? in the skin are caused by
the s_ _ and make the s_ _ _ look
as though it belongs to an older
person. S_ _ _ c_ _ _ _ _
What S_ _ are b some _ _ _ of the features of
premature P_ _ _ _ ageing? _ _ _ _ a _ _ _ _
______________________________
______________________________
______________________________
When the UV level hits 3 and above, it is strong enough
to What damage damage the skin. does A combination the sun cause? of five sun protection
measures is needed to keep you well covered.
What S_ _ are _ c_ the _ five _ _ sun _ protection measures?
______________________________________
S_ _ b _ _ _
______________________________________
P_ _ _ _ _ _ _ _ a _ _ _ _
______________________________________
______________________________________
______________________________________
See the SunSmart UV Alert in the newspaper or
on the BOM website at
Sunburn is caused by
What damage does
exposure to -
the sun cause?
UV r_ _ _ _ _ _ _ _ from
the sun.
S_ _ _ c_ _ _ _ _
UV r_ _ _ _ _ _ _ _ can
S_ _ b _ _ _
penetrate clouds so it is
possible P_ _ _ _ to _ be _ _ burnt _ a _ on _
c_ _ o _ _ d y days.
Most Australians (1 in 2) will
What damage does the sun
develop s_ _ _ c_ _ _ _ _.
cause?
We have the h_ g _ _ _ t rates in
the world.
S_ _ _ c_ _ _ _ _
117

Worksheet 17C: A tan to die for
Read the following article A tan to die for and then answer the questions:
1 What kind of attitude did Sophie have toward tanning in her younger years?
118
_______________________________________________________________________________________
_______________________________________________________________________________________
2 What happened to Sophie when she was 19 years old?
_______________________________________________________________________________________
_______________________________________________________________________________________
3 a) What did Sophie notice on her outer left ankle?
___________________________________________________________________________________
___________________________________________________________________________________
b) What were some of the signs and symptoms that caused her concern?
___________________________________________________________________________________
___________________________________________________________________________________
c) What was Sophie told about the growth on her ankle?
___________________________________________________________________________________
d) Where is one of the common places that melanomas are found on women?
___________________________________________________________________________________
4 Describe some of the medical treatments that Sophie received once she was diagnosed with
melanoma.
_______________________________________________________________________________________
_______________________________________________________________________________________
5 a) Where had the melanoma spread?
___________________________________________________________________________________
___________________________________________________________________________________
b) What kind of surgery had to be performed as a result of this discovery?
___________________________________________________________________________________
___________________________________________________________________________________
c) How does Sophie manage the swelling that occurs as a result of the removal of her lymph
glands?
___________________________________________________________________________________
___________________________________________________________________________________
6 How has Sophie’s attitude to sun protection changed as a result of her experience?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

Worksheet 17C: A tan to die for (cont.)
That’s Life, Issue 12, Wednesday 22 March 2006 — True story as told to Kathy Stone
Within minutes of
arriving at Club
Med, Lou and I
had spread our towels beneath the
blistering New Caledonian sun. “Here
we go!’ I said, recalling our pact to
get as brown as possible during our
break from Sydney College of the Arts,
where we both studied design. We had
one week of sun, sand and nothing to
do but work on the perfect tan. I was
well equipped with tanning lotion and
even tanning pills.
It was 1989, the age of the bronzed
supermodel, and I was determined to
unlock my inner Elle Macpherson.
Back in Sydney 10 days later, I
looked more like a lizard than a beach
babe.
"Oh, that can’t be good," a college
friend sympathised as she eyed my
burnt and mottled skin. I had to agree.
My body looked like it’d been doused
in paint stripper – even my ears were
peeling.
As I suffered, I recalled all the
terrible sunburns I’d had in the past,
including the time I got sunstroke. I
can’t keep doing this to my body, I
thought. There’s nothing appealing
about being burnt to a crisp.
It was a turning point.
At 19, I made peace with
my pale complexion. I
resolved to protect my
skin from then on.
Unfortunately, I was
already years too late, although I didn’t
know it then. It wasn’t until 2003 that
the Aussie summers of my youth came
back to haunt me. I’d finished study
and was working as a producer for a
small graphic design firm in Sydney.
It’d been 15 years since my visit to
New Caledonia and I’d hardly been to
the beach since. Skin problems were
I looked more like
a lizard than a
beach babe
the last thing on my mind.
Then one day I was putting on my
sandals when I noticed a small black
dot on my outer left ankle. "That’s
odd," I said, rubbing it. It was next to a
freckle and no bigger than a pinprick. I
didn’t give it much thought at the time,
but over the coming months it spread
like an ink stain across
my skin, transforming
to a 4mm lump that
itched and throbbed.
I knew it wasn’t
normal but didn’t want
to acknowledge the awful possibilities,
even to myself. "What do you think
about this?" I finally asked my dad, a
retired cardiologist.
"I think we better get it removed
immediately," he told me seriously.
Before I knew it, I was lying in the
dermatologist’s surgery getting the
growth excised under local anaesthetic.
119

Worksheet 17C: A tan to die for (cont.)
Treacherous sunshine
•
•
•
•
I was surprised when told melanomas
in women were mostly found on the
lower leg.
"I’m glad it’s gone," I said to my
friend Natasha later. "I hope that’s the
end of it."
"So what happens next?" she asked.
"It’s sent away for testing," I replied.
"Well, I’m sure it’ll be fine," she
said.
"I don’t know, Tash," I said. "I don’t
have a good feeling about this."
The cloud was still hanging over me
as I set off on a week-long holiday on
the NSW south coast to celebrate my
dad’s 70th birthday. The whole family
was gathering- Dad, Mum, my brother
Patrick, sister Alex and her two boys,
Thomas, four, and Harry, two, along
with my brother-in-law Andy and
sister-in-law Sarah.
On the car journey there, I recalled
a conversation I’d had with Patrick a
while ago. "Remember that summer
you sunbaked so much you almost
turned black?" he’d asked. "What year
was that?"
"Eighty-five," I’d replied, cringing. I
could hardly forget. I was 15 and had
called it my 'brown summer'. A group
of us from Wahroonga in Sydney
would travel two hours by bus each
day to Palm Beach
Looking back, I think that was the
summer my skin problems started.
Now I was about to pay for it. Just
minutes after arriving at the holiday
cottage, my mobile rang. It was my
results. "Look, I’m really sorry to tell
you this, Sophie, but we believe it’s a
melanoma," Dr John Doyle told me.
"I’m going to refer you to a skin cancer
specialist, Professor Bill McCarthy."
I turned and saw Mum and Dad in
the doorway. "It’s a melanoma," I
cried as Mum took me in her arms.
Suddenly I was terrified. "We’re here
120
Australia has the highest incidence of melanoma in the world.
Malignant melanoma is the most dangerous form of skin cancer and it kills more than 1000
Australians each year.
Sun damage before the age of 20 is the most significant cause of melanoma
The Sydney Melanoma Unit is the world’s largest treatment centre for melanoma. For more
information, go to www.melanomafoundation.com.au
'It's a melanoma,' I
cried as Mum took me
in her arms
for you Soph – we always are," Dad
reassured me.
I arrived at Royal Prince Alfred
Hospital the following week and was
put under the care of the specialists
from the world-renowned Sydney
Melanoma Unit.
The first step was injecting a
radioactive dye into my left ankle to
determine the position of my lymph
nodes. Waiting for me were two male
nurses with a needle big enough to fell
a Clydesdale.
"Whoa!" I laughed nervously. The
one with the needle gave me an
encouraging smile. "Swear, cry, do
whatever you want," he said. "No-one
will be offended."
It can’t be that
bad, I thought.
But it was.
By the end, I
was squeezing
his hand and
crying.
Still, my radioactive leg did provide
some welcome amusement a few days
later on my 34th birthday. As I was
shopping, my leg set off a chorus of
store security alarms. "Don’t worry,’
I told one sales assistant." "I’m just
radioactive."
But the humour was short-lived.
Professor McCarthy rang me the
following week.
"I’m sorry Sophie, we’ve found a
tumour in your groin." Strangely, I
didn’t freak out. I found myself on
automatic pilot, rattling
off a list of questions.
"Okay, who do I need to
call? And when do I need
to go there?"
I was in a weird head
space – diagnosed with
a stage-three malignant
melanoma, but all I could
worry about was taking
more time off work.
Perhaps it was denial.
It was the day before
I want my loved ones, like
my nephew Harry, to learn
from my mistakes
Good Friday, and the following
Tuesday I was in surgery to have the
lymph nodes in my left groin removed.
When I came to, I cautiously checked
under the sheet. There was a mass of
padding around a 30 cm scar running
from my inner thigh to my hipbone.
It was confronting but I knew it could
have been a lot worse.
After a couple of days I was told that
the cancer hadn’t spread. I gave Mum
and Dad the good news as soon as they
came through the door and watched as
the worry drained from their faces.
Back at my parents’ house, we
struggled to pull on a compression
stocking to combat the swelling.
Without the
nodes there was
a build-up of
lymphatic fluid
and my thigh
had ballooned. It
was then I realised
the magnitude of what I’d done – a
few days of tan for a lifetime of regret.
It was a poor trade-off.
These days, with the help of a
brilliant lymphatic drainage specialist,
I’ve learnt to manage the swelling. It’s
a huge relief.
My life has changed in so many
ways. I always cover up when I’m
in the sun, applying sunscreen even
before I leave for work. And I don’t
worry about the trivial things so much
– certainly not about whether I’m
tanned enough!
Of course I’m
As a teenager,
Sophie wanted
nothing more
than a great tan.
Years later, she
paid the price.
•
Sophie Noble, 35,
Paddington, NSW
fanatical about
keeping my two
gorgeous nephews
sun-safe. "You don’t
want to end up like
Auntie Soph," I hear
.Alex tell them. So I’m
a life lesson now and,
you know, if that helps
protect my friends and
loved ones, that’s okay
by me.

Aims
•
Activity 18: Solariums – safe tans?
To encourage students to apply their knowledge of sun protection to critically appraise
advertisements about solariums.
Assessment outcomes English 4.3, 4.8, 4.11; H&PE 4.6, 4.7
Reference fact sheet Fact sheet 11: Solariums
Worksheet Worksheet 18: Solariums
Teacher guidelines
1 Divide the class into small groups.
2 Give each group a copy of the Voluntary Standard for solarium operators.
3 Assign one advertisement from Worksheet 18: Solariums to each group. (See advertisement below.)
4 Ask each group to critically analyse the advertisement and answer the discussion questions on
Worksheet 18: Solariums.
Advertisement one
The solarium assists in the treatment of psoriasis, acne, arthritis, eczema, dermatitis and bone deficiency. It is
now proven that UV rays can be good for your health. However one of the biggest disadvantages of tanning
in the natural sunlight is that it emits a relatively high proportion of UVB rays which unfortunately cause rapid
sunburn. Using our solarium, UVB is low (0.8%) and UVA (tanning rays) are high which produces a natural
healthy tan all year round. Also available is our exclusive range of bronzing tanning products, designed for use
in the solarium.
Advertisement two
Whether it’s your special day or someone close to you, why not look your best by having a beautiful tan
to match the perfect outfit? Here at (X) you can trust your skin with our trained and certified staff and feel
comfortable in knowing you will receive nothing but the best.
After completing our skin type analysis, a tanning program will be designed specifically for your individual
needs plus a comprehensive information pack is provided. Choose from our wide range of tanning accelerants
and skin care to not only enhance your tan but to ensure that your skin is completely looked after.
(X) has a wide range of sun beds to cater for everyone’s tanning needs, including the stand-up solariums.
Advertisement three
(Y) ensures your safety and comfort by adhering to the standards of Smart Tan International. The Golden Rule
of Smart Tanning is simple: Don’t EVER sunburn. This professional indoor tanning facility is dedicated to helping
you avoid sunburn whether you’re tanning here or outdoors under the sun. On your first visit to the studio you
will have your skin type analysed to determine what type of tanning program is optimal for you.
Advertisement four
The capsules work from within to stimulate the skin’s natural production of melanin, the protective pigment
responsible for skin colour. (Z) prepares your skin for the sun, reduces sun sensitivity and redness, helps
protect against sun-induced ageing, and boosts and optimizes your tan. With continued use after sun
exposure, you can maintain a healthy and golden glow.
Extension activities
1 Ask each group to create their own anti-tanning advertisement. It could be a print, radio or
television advertisement.
2 Find out about the safety messages regarding UV radiation that solariums provide to clients e.g. when
you go to one, is there any information about possible skin damage? What does the disclaimer say?
121

Activity 18: Solariums – safe tans? (cont.)
Information from "Australian/New Zealand Standard - Solaria for Cosmetic Purposes". AS/NZS 2635:2002
122
Voluntary Standard for solarium operators
Many people think solariums are a ‘safe’ way to tan, but all forms of UV radiation contribute to
skin cancer (NRPB 2002), and a solarium tan is induced by UV radiation. In fact, solariums may
emit much higher concentrations of UV radiation than the sun (Walter et al. 1990).
Solariums emit both UVA and UVB radiation, both known causes of skin cancer. The Cancer
Council does not support cosmetic tanning in solariums under any circumstance.
It is recognised, however, that while solariums continue to be available to the public, there
is a need for guidelines to reduce the risks associated with their use. In 2002, the Australian
standard on Solaria for Cosmetic Purposes (AS 2635: 2002) was updated to include:
No person under the age of 15 shall be allowed to use a solarium or sunbed.
Consumers aged between 15 and 18 require parental consent.
People with fair skin which burns and who are unable to tan shall not use a solarium.
Solarium operators are obliged to display warning notices stating that exposure to UV radiation
from suntanning contributes to skin ageing and may cause skin cancer.
Operators are required to ensure that clients sign a consent form outlining the risks before
using the tanning equipment.
However, this standard is voluntary, which means solarium operators can choose whether or
not to abide by it.
References:
National Radiological Protection Board (NRPB) 2002. Report of the Advisory Group on Non-ionising Radiation
(AGNIR): Effects of ultraviolet radiation on human health. Documents of the NRPB 13(1):3-276.
Walter SD, Marrett LD, From L, Hertzman C, Shannon HS, Roy P 1990. The association of cutaneous malignant
melanoma with the use of sunbeds and sunlamps. American Journal of Epidemiology 131(2):232-43.

Worksheet 18: Solariums
Your group should have been allocated one of the following advertisements and received a
copy of the Voluntary Standard for solarium operators.
Advertisement one
The solarium assists in the treatment of psoriasis, acne, arthritis, eczema, dermatitis and bone
deficiency. It is now proven that UV rays can be good for your health. However one of the biggest
disadvantages of tanning in the natural sunlight is that it emits a relatively high proportion of UVB rays
which unfortunately cause rapid sunburn. Using our solarium, UVB is low (0.8%) and UVA (tanning rays)
are high which produces a natural healthy tan all year round. Also available is our exclusive range of
bronzing tanning products, designed for use in the solarium.
Advertisement two
Whether it’s your special day or someone close to you, why not look your best by having a beautiful
tan to match the perfect outfit? Here at (X) you can trust your skin with our trained and certified staff
and feel comfortable in knowing you will receive nothing but the best.
After completing our skin type analysis, a tanning program will be designed specifically for your
individual needs plus a comprehensive information pack is provided. Choose from our wide range
of tanning accelerants and skin care to not only enhance your tan but to ensure that your skin is
completely looked after.
(X) has a wide range of sun beds to cater for everyone’s tanning needs, including the standup
solariums.
Advertisement three
(Y) ensures your safety and comfort by adhering to the standards of Smart Tan International. The
Golden Rule of Smart Tanning is simple: Don’t EVER sunburn. This professional indoor tanning facility
is dedicated to helping you avoid sunburn whether you’re tanning here or outdoors under the sun. On
your first visit to the studio you will have your skin type analysed to determine what type of tanning
program is optimal for you.
Advertisement four
The capsules work from within to stimulate the skin’s natural production of melanin, the protective
pigment responsible for skin colour. (Z) prepares your skin for the sun, reduces sun sensitivity and
redness, helps protect against sun-induced ageing, and boosts and optimizes your tan. With continued
use after sun exposure, you can maintain a healthy and golden glow.
Answer the following questions in relation to your advertisement:
1 What is the main message of the advertisement?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
2 Does this message comply with the Voluntary Standard for solarium operation?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
123

Worksheet 18: Solariums (cont.)
3 What emotions or attitudes are the advertisers appealing to?
124
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
4 Does it make you feel that using this product would be safe?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
5 Does the information in this advertisement “fit” with the other information you have learned about
sun protection?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
6 What makes people want a tan?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

Aims
•
•
•
To increase knowledge of sun exposure, vitamin D and fake tanners.
To research contemporary issues relating to sun protection and tanning.
To identify health issues and develop strategies to deal with those issues for self and others.
Assessment outcomes English 4.3; H&PE 4.6; S&E 4.11
Reference fact sheets Fact sheet 5: Sun exposure and vitamin D
Fact sheet 12: Fake tanners
Teacher guidelines
Research the questions which follow regarding:
•
•
Activity 19: Issues for further research in skin
protection: Sun exposure and vitamin D and fake
tans
sun exposure and vitamin D, or
fake tanners.
Sun exposure and vitamin D
Over-exposure to the sun’s UV radiation is the major cause of skin cancer. However UV radiation
exposure is also important to the body for production of vitamin D which is needed for healthy bone
growth and development. The question is, how much sun do we need for vitamin D production?
Recently concern has been raised about the numbers of vitamin D deficient people in some groups
in the community. These groups include those who are housebound, cultural groups who cover their
skin or heads with clothing and veils for religious reasons, those with dark skin and children born to
mothers with vitamin D deficiency.
a) Why is sunlight needed to manufacture vitamin D?
b) What is the function of vitamin D?
c) What happens to the body if there is a deficiency of vitamin D?
d) How much sunlight is required to obtain adequate amounts of vitamin D in different regions of
Australia?
e) Which population groups are at particular risk of not receiving sufficient vitamin D?
f) Outline ways you can receive adequate vitamin D but still be SunSmart.
Fake tanners
Some people use fake and/or spray-on tans as an alternative to tanning in the sun. The concern with
this practice is that product users often think that the tan will protect them from the sun. Fake tanning
lotions and/or spray-on tans offer no protection against UV radiation.
a) Find out about fake tanning products and how they work.
b) Why do people use fake tanning products?
c) Do fake tanning products offer any protection from UV radiation?
125

Activity 19: Issues for further research in skin
protection: Sun exposure and vitamin D and fake
tans (cont.)
d) Explain why people using fake tanning products need to protect themselves from UV radiation.
e) How should people using fake tanning products protect their skin?
f) Is there any evidence that fake tanners damage the skin?
g) Think of a strategy that could be used to help people become more aware of the risks involved
with using fake tanners.
h) Write a response to the following question: Should there be a label on fake tanning products
warning of the dangers of inadequate sun protection? Explain why.
126

Activity 20: SunSmart crossword
Complete the crossword using the clues on the next page.
7
19
4 5
1 2
8 9
15 16
6
3
10 11 12
13 14
17 18
20
21 22 23 24 25 26
27
31 32
45
41
42
44
30
28 29
33 34 35
36
37 38 39 40
43
46
127

Activity 20: SunSmart crossword (cont.)
Crossword clues
Across:
1 Together a broad brimmed hat and _ _ _ _ _
_ _ _ _ _ (10) can reduce the amount of UV
reaching the eyes by about 98%.
4 _ _ _ _ (4) is like a physical barrier placed on
the skin to reflect and scatter UV radiation
away from the skin. This type of sunscreen
can be suitable for sensitive skins.
6 Sunscreen should be applied generously. A
_ _ _ _ _ _ _ _ (8) of sunscreen should be
applied to the face, neck and ears, and the
same for each leg and arm, and the front and
back of the body.
7 If placed in _ _ _ _ _ _ _ (7) heat (such as in
the glovebox of a car), sunscreen may lose its
effectiveness.
8 UV radiation in a _ _ _ _ _ _ _ _ (8) can be up
to 5 times as strong as the midday summer
sun.
10 The Cancer Council Australia recommends
applying SPF (Sun Protection Factor) _ _ _ _ _
_ _ _ _ _ (6,4) water resistant sunscreen.
15 The _ _ _ _ _ (5) the sunscreen is, the less
effective it may be. Remember to only use it
within its expiry date.
16 The _ _ _ _ (4) way to keep your skin
protected is to use a combination of 5 sun
protection measures.
17 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ (4,11) of your skin
is important to keep track of any changes.
21 Using just _ _ _ (3) sun protection measure
alone doesn’t provide enough protection from
UV. It is best to use a combination of 5 sun
protection measures. Particular care should
always be taken in the middle of the day
between 10 am and 3 pm when the sun’s UV
radiation reaches its peak.
22 _ _ _ _ (4) your day by using the SunSmart UV
Alert. This tells you when the UV index levels
reach 3 and above and when sun protection is
required.
23 There is no such thing as windburn. UV
radiation can burn your skin – not the wind.
Have you ever got windburn on a warm, _ _ _
_ (4) windy night?
24 Sand, snow and water can _ _ _ _ _ _ _ (7)
some UV radiation. UV radiation can also be
scattered by particles in the air.
27 Sunscreen must be used within its expiry _ _
_ _, (4) and stored at a temperature less than
25 degrees.
128
29 When your skin has been damaged by the
sun and sunburnt, it will usually _ _ _ _ (4).
31 Sunscreen should be applied every _ _ _ (3)
hours, and more frequently if swimming or
perspiring. Don’t wait the 4 hours that might
be recommended on the sunscreen bottle!
32 The higher the _ _ _ (3) (Sun Protection
Factor), the more protection the sunscreen
provides.
33 UV radiation can’t be seen or felt and can still
damage our skin on cool, _ _ _ _ _ _ (6) days
so sun protection is still needed.
34 _ _ _ (3) radiation penetrates the top layer of
the skin. It can cause premature aging and
wrinkling, and contributes to the development
of skin cancer.
37 Sunscreen works by _ _ _ _ _ _ _ _ (8) the
amount of UV radiation reaching exposed
skin. It does not totally block out UV.
39 _ _ _ _ (4) on a hat!
41 _ _ (2) sunscreen gives complete protection,
it must be used in combination with other sun
protection measures.
43 _ _ _ (3) radiation can cause sunburn and skin
cancer.
44 The Slip! Slop! Slap! _ _ _ _ _ _ _ _ (8) was
developed by the then Anti-Cancer Council of
Victoria in 1980.
45 Solariums use artificial UVA and UVB radiation
which are both known to be _ _ _ _ _ _
_ _ (8) responsible for causing skin cancer and
prematurely ageing the skin.
46 The _ _ _ _ _ (5) of sunscreen does not always
indicate its effectiveness. If the container
says it is SPF 30+ broad spectrum, water
resistant sunscreen and follows the Australian
Standard, you know it will do the job it is
supposed to do regardless of the cost.

Activity 20: SunSmart crossword (cont.)
Down:
1 Ultraviolet (UV) radiation from the _ _ _ (3) can
lead to wrinkles, skin blotches and blemishes,
sunburn and skin cancer.
2 _ _ _ _ on a shirt! (4)
3 Bucket, legionnaire and _ _ _ _ _ (5) brimmed
hats offer the best protection for the head and
neck. (A bucket hat should have a brim of at
least 6 cm and the _ _ _ _ _ brim should be at
least 7.5 cm wide.)
5 Skin cancer is not only caused by the number
of sunburns a person has but also the _ _ _ _
_ _ _ _ _ _ (10) amount of UV exposure over
time.
7 Sunscreen is not effective if used beyond its _
_ _ _ _ _ (6) date.
8 There is no such thing as a _ _ _ _ (4) tan. A
tan is your body’s reaction to overexposure to
the sun.
9 _ _ _ _ (4) on some sunglasses!
10 The level of UV radiation is not related to air
_ _ _ _ _ _ _ _ _ _ _ (11) so even on cool days
UV can still damage your skin.
11 Whenever UV index levels reach 3 and
above we need to use sun protection. In the
northern parts of Australia UV index levels
reach 3 and above throughout the entire
_ _ _ _ (4).
12 _ _ _ _ (4) on some sunscreen!
13 Even if the weather is slightly _ _ _ _ (4) or
even cold, UV radiation levels can still be
high because they are not linked to the
temperature.
14 An _ _ _ _ _ _ _ _ (8) sunscreen filters UV
radiation and prevents most (but not all) UV
from reaching the skin. It must be applied 20
minutes before going out in the sun.
15 About 60% of the sun’s UV radiation reaches
the earth a few hours either side of solar noon
when the sun is directly _ _ _ _ _ _ _ _ (8)
18 _ _ _ _ _ _ _ _ _ _ _ _ (12) to UV radiation
from the sun during childhood and teenage
years has a big impact on the likelihood of
developing skin cancer.
19 Clothing that covers as much skin as possible
and has _ _ _ _ _ _ _ _ _ _ _ _ (7,5) fabric is
recommended.
20 Not all sunscreens have the same ingredients
– if your skin has an _ _ _ _ _ _ _ _ (8)
reaction to one, try another brand. (Reflective
sunscreens e.g. zinc cream seem to be more
suitable for sensitive skins.)
23 _ _ _ (3) t-shirts can offer better protection
than wet t-shirts as the water pulls the
threads and allows more UV radiation to reach
the skin.
25 You can get _ _ _ _, (4) information about sun
protection from the SunSmart website at
www.sunsmart.com.au .
26 Sunscreen should be applied _ _ _ _ _ _ (6)
minutes before going outside.
28 You should never be too _ _ _ _ (4) to use sun
protection measures – it should be a part of
your daily routine.
30 _ _ _ _ _ (5) spectrum sunscreens help protect
against both types of UV radiation: UVA and
UVB.
35 Sunscreen is a chemical barrier that can _ _ _
_ _ _ (6) UV radiation.
36 For shade, try sitting _ _ _ _ _ (5) a tree or
take some portable shade with you!
38 Sunscreen should be applied to _ _ _ _ _ (5)
and dry skin.
40 Sun _ _ _ _ _ _ _ _ _ _ (10) clothing covers as
much skin as possible.
42 You can _ _ _ _ _ _ (6) sunburnt in as little as
15 minutes on a fine January day.
129

Activity 20: SunSmart crossword (cont.)
Answers
S U N G L A S S E S
U L B
Z I N C I R
U T E A S P O O N F U L
E X T R E M E A
X U D
P S O L A R I U M W
I A A T H I R T Y P L U S
R F T E A E L
Y E I M P A O
V W P R A P
O L D E R A B E S T B
V R R S
S E L F E X A M I N A T I O N O
C R T V R
L H A U E B
O E P L A N D A R K R E F L E C T
S A L R E E R R W
E D A T E Y X E E
L R B P E E L N
Y G B U O T
T W O I R S P F S Y
O C L O U D Y U V A
V A U R B
E R E D U C I N G E S L A P
N O L D O R
B E E R O
E A R U V B T
C A M P A I G N E
O C
M T
D I R E C T L Y I
V
P R I C E
130

Aims
•
•
Activity 21: SunSmart role plays
To encourage students to adopt SunSmart practices.
To help students make good choices about sun protection.
Assessment outcomes Arts 4.3; English 4.6; H&PE 4.6, 4.7
Teacher guidelines
1 Ask students to form pairs and role-play one of the following scenarios.
2 In each role-play, one student will need to convince the other to make sensible SunSmart choices.
Each scenario takes place in January.
3 After each role-play discuss the situation and invite students to make further suggestions.
•
•
•
•
Pool party
You are planning a pool party for the weekend, with all your friends. How could you make it fun
and SunSmart?
Beach
You and a few friends are planning to go to the beach. None of your friends have thought about
being SunSmart. How could you help to ensure that you and your friends are protected from
the sun?
Sport
One of your friends rings at 8:30 am and wants to play tennis on the local courts at lunchtime.
How could you make this activity SunSmart?
Student choice
Invite students to create their own role-play scenarios.
131

132

Unit Unit 3
SunSmart SunSmart
in the work work
place
place
133

Aims
•
•
Activity 22: Outdoor jobs
134
To increase students’ awareness of occupations with high risk of exposure to the sun and UV
radiation.
To present skin cancer as an occupational health and safety issue.
Assessment outcomes English 4.3; H&PE 4.6, 4.7; S&E 4.10, 4.11
Reference fact sheets Fact sheet 1: Skin cancer
See also Safeguards Information Sheet after Worksheet 22
Worksheets Worksheet 22A: Outdoor jobs
Worksheet 22B: Being safe at work
Teacher guidelines
1 Distribute Worksheet 22A: Outdoor jobs. In small groups, brainstorm a list of 10–15 jobs which
involve outdoors work for part or all of the time.
2 Alongside each job, rank the risk of skin cancer according to the time spent in the sun as either
high, medium or low. Students should reflect on their own experiences of work in part-time jobs,
holidays or work experience, or experiences of family or friends.
3 Discuss what measures should be undertaken for workers to be protected, especially for those
jobs involving high or medium risk. Safety measures could include wearing hats, using sunscreen,
wearing clothing which covers exposed skin, providing shade and reorganising work schedules so
that workers are not in the sun between 10 am and 3 pm.
4 Ask students who should be responsible for protecting workers from over-exposure to UV radiation
– the employers, the workers or both? Remind them that both employers and employees have dual
responsibility for health and safety issues. This issue could form the basis of a writing task, class
discussion or a class debate.
5 Distribute Worksheet 22B: Being safe at work and copies of 'Preventing Skin Cancer' provided
by Safework SA. This relates to safe practices for preventing skin cancer in the workplace. Either
discuss this information or ask students to read through it, then students can answer the questions
provided.

Worksheet 22A: Outdoor jobs
In small groups, brainstorm a list of 10–15 jobs which involve either part-time or full-time
outdoor work.
For each job, tick whether the risk in relation to skin cancer is high, medium or low
according to the time spent in the sun.
Indicate by ticking what measures should be undertaken for workers to be protected,
especially those for jobs involving high or medium risk.
Job
Risk of skin cancer
High Medium Low
1 a From your list, which occupations place employees at most risk?
Hat Sunscreen Clothing Shade Schedules Other
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
b Give examples of where work schedules could be reorganised to reduce skin damage from
the sun.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
135

Worksheet 22A: Outdoor jobs (cont.)
2 Who do you think should provide the sun protection materials for the worker (the worker or the
employer)? Why?
136
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
3 What knowledge and strategies related to sun protection would someone who was employed in a
high-risk occupation need or need to develop?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
4 Some workers are generally not considered to be outdoor workers (e.g. bus drivers, taxi drivers).
When would these workers require sun protection? Consider times of the day or month and
particular situations?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

Worksheet 22B: Being safe at work
The information ‘SAFEGUARDS Preventing Skin Cancer’ provided at the end of this
worksheet is from SafeWork SA. The Occupational Health, Safety and Welfare Act (1986)
requires employers to ‘provide a safe working environment.’ Workers also have an
obligation to protect their own health and safety. Both employers and employees are
becoming aware of the responsibility for providing and using sun protection strategies.
Read the ‘SAFEGUARDS Preventing Skin Cancer’ information sheet and then answer the following
questions:
Questions:
1 Why do outdoor workers have a high risk of developing skin cancers?
_______________________________________________________________________________________
_______________________________________________________________________________________
2 What does the Occupational Health, Safety and Welfare Act, 1986 require:
a) employers to do?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
b) workers to do?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
3 What are four ways to reduce the risk of skin cancer by minimising exposure to the sun?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
4 There are certain types of hats recommended in the article i.e. broad brimmed hats with a brim of
10–12 cms. Why are these types of hats recommended?
_______________________________________________________________________________________
_______________________________________________________________________________________
5 What type of sunglasses are recommended?
_______________________________________________________________________________________
_______________________________________________________________________________________
6 Write down four points that are made about using sunscreen.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
137

7 a) What types of protective clothing should be worn?
138
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
b) What other points are made about protective clothing?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
8 The information in this document offers guidance to employers and workers. Whose responsibility
do you think it is to ensure each person working outdoors is protected from the sun? Explain why.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
9 To what extent do you think the workplace could be held responsible if an employee develops a
skin cancer? Explain why.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

SAFEGUARDS
PREVENTING SKIN CANCER
OBJECTIVE
To provide guidelines for outdoor workers on minimising
the risk of skin cancer.
BACKGROUND
Exposure to ultraviolet radiation (UVR) from the sun is
the major cause of skin cancers in Australia. Outdoor
workers have a high risk of developing skin cancers, as
they are continually exposed to UVR.
Exposure to UVR from the sun is at its peak between
10 am and 2 pm (11 am and 3 pm daylight saving time).
Clouds can reduce the intensity of direct UVR, but
sunburn can still occur from scattered and reflected UVR.
Outdoor workers should check for:
Sun Spots are rough, dry and firm spots on the skin.
They are not skin cancers, but they do show that your
skin has received an overdose of UVR. Very occasionally,
sun spots turn into cancers.
Basal Cell Carcinomas (BCCs) are the most common
type of skin cancer. BCCs rarely spread internally. These
small, round or flattened lumps are red, pale or pearly in
colour and may have blood vessels over the surface.
Squamous Cell Carcinomas are less common than
BCC skin cancers, but more dangerous, as they can
spread. They are red scaly areas that may bleed easily
and turn into ulcers. They can look like a sore that does
not heal.
Melanomas are the rarest and most dangerous of all
skin cancers. Melanomas can be fatal, though most can
be cured when treated early.
A melanoma looks like a spot, unusual freckle or mole
that changes colour, size and shape over weeks to
This information is provided to offer guidance on a particular aspect of legislation. It is not to be all taken sunglasses as a statement provide of law and sufficient must not protection be construed to from waive or modify
any legal obligation.
A business unit of the Department for Administrative and Information Services
Information
months. It can be dark brown, black-red, blue-black
or a combination of these colours.
Melanomas can appear anywhere on the body – even in
areas that have been protected from the sun.
IMPORTANT
If you have a freckle, mole or sun spot that changes
shape, colour, size, itches or bleeds or doesn’t heal
– see your doctor!
STATUTORY REQUIREMENTS
Section 19 of the Occupational Health, Safety and
Welfare Act 1986 requires employers to provide a safe
working environment. Workers also have an obligation
under Section 21 to protect their own health and safety.
RISK CONTROL MEASURES
The most effective way to reduce the risk of skin cancer
is to minimise exposure to the sun.
•
•
•
Change the way the outdoor work is carried out:
o Relocate outside jobs to a shady area.
o Erect a temporary shelter.
o Provide a shady area for lunch and tea breaks.
o Organise work to be carried out early or late in
the day, when UVR is less intense.
Wear a hat to protect the face, neck, ears and head
(because the scalp can still burn on a hair parting).
The skin on your head is one of the places where
you can easily get skin cancer, so ensure you choose
an appropriate hat:
o ‘Broad brimmed’ hats are best and should have
a 10 cm to 12 cm brim.
o ‘Legionnaires’ hats have a flap at the back and
will keep the sun off the back of the neck.
o Flaps can be attached to hard hats.
Wear sunglasses to reduce the risk of eye
damage. Ensure they comply with AS 1067, as not
139

•
•
ultraviolet radiation.
Use a SPF 30+ sunscreen on any exposed skin.
o Apply sunscreen liberally (about ½ to 1 teaspoon
for one arm) to clean, dry skin 20 minutes before
going outdoors and re-apply regularly at 2 hourly
intervals. You should also check the expiry date
of the sunscreen.
o Store sunscreen in a cool, dry place.
Wear protective clothing such as:
o Long-sleeved shirts with a collar to protect the
back of the neck.
o Long pants or skirts.
Also note:
o Clothes that you can see light through will allow
ultraviolet rays through as well.
o Light coloured clothes are cooler in summer as
they reflect the heat.
o Natural fibres such as cotton allow sweat to
evaporate better than artificial fibres.
FURTHER INFORMATION
Australian Standards
Further information can be purchased from Standards
Australia
Tel. 1300 654 646
Website: www.standards.org.au
SafeWork SA
GPO Box 465
ADELAIDE SA 5001
Tel. 1300 365 255
(If calling from a mobile phone or from interstate
tel. (08) 8303 0400)
Website: www.safework.sa.gov.au
Issued: August 2006
Safeguard Preventing Skin Cancer continued
This information is provided to offer guidance on a particular aspect of legislation. It is not to be taken as a statement of law and must not be construed
to waive or modify any legal obligation.
140

Aims
•
•
Activity 23: Work safely in the sun
To present skin cancer as an occupational health and safety issue for students.
To understand the implications of inadequate sun protection in the work place.
Assessment outcomes English 4.1, 4.2, 4.3; H&PE 4.6, 4.7; S&E 4.10, 4.11
Reference fact sheets Fact sheet 1: Skin cancer
See also SAFEGUARDS Information Sheet after Worksheet 22
Background
With the advent of the Occupational Health, Safety and Welfare Act 1986, legal responsibilities
regarding sun protection became more prominent. Changes have occurred in this area as both
employees and employers become more aware of the responsibility on both parties for the provision
and use of sun protective equipment.
Teacher guidelines
Read the article ‘Boral may face cancer damages suit’ to students explaining the various terms along
the way, then go through the discussion questions that follow the article.
Boral may face cancer damages suit
A Dandenong man is seeking
to sue his former employer,
building and construction giant
Boral, after developing multiple
skin cancers that he says were
caused by exposure to the sun
while at work.
Former truck driver Eric
Reeder, 71, launched a serious
injury application in the
County Court yesterday. If he
is successful he will create a
Victorian legal first and will be
free to seek damages from Boral
in a civil trial.
Mr Reeder, of Dandenong,
must first prove that his cancer
The Age – Page 5 Wednesday 6/8/2003
Please note: Teachers need to contact The Age copyright agency for permission to photocopy this
article.
Discussion questions
fits the legal definition of serious
injury under the terms of the
Accidents Compensation Act.
He must convince Judge Len
Ostrowski that the damage to
his skin is an impairment of
his body function and that any
impairment is serious.
For Boral, Jeff Moore, QC,
said: “It’s a new development as
I understand it in the concept of
serious injury.”
The court heard Mr Reeder
began working as a contractor
for Boral in 1984 when the
company bought a smaller
firm for which he had worked
1 Why is Eric Reeder seeking to sue his employer and what kind of application did he launch?
2 What does Mr Reeder have to prove before he can claim damages from Boral?
3 What type of work did Mr Reeder do while working for Boral?
4 How much exposure to sunlight did Mr Reeder have on a daily basis?
5 What did Mr Reeder claim caused his skin cancer?
since 1964. He drove trucks
carrying bricks, which he loaded
at Boral’s Scoresby depot,
spending about three hours each
day exposed to direct sunlight.
In an affidavit, Mr Reeder
said his cancer was caused by
Boral’s failure to provide him
with adequate information about
sun protection and to provide
him with protective equipment
such as hats, sunglasses and
sunscreen. The hearing continues
on Friday.
Dan Silkstone.
6 How could employers reduce the chances of being found liable in skin cancer cases?
141

Activity 23: Work safely in the sun (cont.)
7 What can workers do to protect themselves?
8 Do you think the employer of an outdoor worker should be held responsible for the development of
a skin cancer? Why or why not?
Extension activities
1 Contact the person responsible for occupational health and safety at your school. Find out how
they are dealing with the issue of sun protection for ground staff, office staff, teachers and
students.
2 Organise for the students to interview ground staff at school to find out about whether attitudes to
sun protection have changed over the years. What has led to these changes and how readily have
they been accepted in the workplace. (Note: It is important that consideration is given to the work
commitments of the ground staff for this activity).
3 Ask students to record observations of occupational health and safety practices in relation to skin
cancer during their work experience program. They could investigate whether:
142
•
•
•
protective clothing or other equipment are provided by the employer
rules or regulations exist for this workplace
outdoor workers follow SunSmart practices.

Unit Unit 4
Promoting Promoting
sun safety safety in
your your school school
community
community
143

Aims
•
•
•
•
144
To increase awareness of the importance of school policy and education in helping students to
change their skin protection behaviours and attitudes.
To understand the importance of early detection of skin cancers.
To understand current South Australian trends in relation to adolescent tanning and skin protection
behaviour and attitudes.
To gain an understanding of student and staff SunSmart behaviour and attitudes in your school.
Assessment outcomes English 4.3; H&PE 4.6, 4.7; Maths 4.1
Reference fact sheet Fact sheet 1: Skin cancer
Worksheet Worksheet 24: A snapshot survey of SunSmart behaviours in your
school
Requirements
•
•
Activity 24: Introductory activities – raising
awareness of the importance of health
promotion in your school
As a preliminary exercise, complete “Lauren’s Story” and “Adolescent tanning and sun-protection
trends” activities (see below) to enable students to understand the importance of promoting sun
safety in the school.
Complete Worksheet 24: A snapshot survey of SunSmart behaviours in your school.
Teacher guidelines
1 Read the following true story to the class to help students understand the importance of school
policy and education that relates to skin cancer prevention and early detection.
Lauren’s story
On the 27th of July 2003, when I was 12 years of age, I was diagnosed with an early melanoma on
my lower left leg.
I had visited my local doctor after noticing changes in my mole, but he assured me it was fine. After
watching a video on skin cancer at school, I checked my mole and was again worried because on the
video it said that melanomas are very common in the lower leg of women. I went to the doctor and
although he told me it was nothing to worry about as it looked like a small keratosis, he referred me to
see a specialist. The specialist also said it was nothing to worry about, but because I was concerned
and considering my Grandpa has had many skin cancers, it was appropriate that I have it removed.
About a week later I received a phone call to tell me that I did actually have an early melanoma.
It didn’t really sink in to me how life threatening it really was, so initially I didn’t think about it very
much. When I went back to the specialist, he removed more of the skin from around my wound, but
this time wider and deeper. A biopsy was then taken on the skin and fortunately no more melanoma
was identified.
I realize now that I was very lucky to have found my melanoma. The doctor said that if I had
waited until next September, I probably would have died, because the cancer would have spread
throughout my body. Now I take very good care of my skin.
In a way, having a melanoma was good and bad for me. It was bad because now I have to be very
careful and I stress a lot more about sun damage than I used to, but it was also good because it has
taught me a lot about my skin. I know that I have to try to avoid the sun between 10 am–3 pm, and I
know that I should cover up as much as possible and use sunscreen whenever I do get sun exposure.

Activity 24: Introductory activities – raising
awareness of the importance of health
promotion in your school (cont.)
It has taught me that it is not impossible for someone my age to be diagnosed with melanoma.
I never thought that I would get skin cancer. I always used to see the ads on TV telling people how
important it is to protect your skin and prevent skin cancer, but I never really took that much notice.
Now when ads like that come on TV, I am very aware because I can really relate to it. When I tell
people that I have had a melanoma they are always shocked that I could have had a skin cancer,
because I am just like them, and it is rare when you are young, especially at the age of twelve.
Having skin cancer was a real life learning experience for me. I think that it is very important to
make sure that students realize how important it is to take care of their skin, because if I hadn’t
seen that video at school I know that I wouldn’t have been so aware of my own skin changes and
that melanoma really could happen to anybody at any age.
Lauren – age 15
Adelaide school student
After reading Lauren’s story – discuss the following questions with the class
•
•
•
•
•
•
•
What makes Lauren’s story so interesting?
What helped Lauren recognize that she may have skin cancer?
What steps did she take before her surgery?
What has Lauren learnt about sun protection?
How important is early detection? i.e. checking skin for changes?
How can a school help students understand and practise SunSmart behaviour?
Think of ways students could promote SunSmart behaviour in the school.
2 Adolescent tanning and sun-protection trends
Using Tables 1 and 2 below, discuss the trends and work through the discussion questions with
the students to help them understand current adolescent tanning and sun-protection attitudes and
behaviours.
Sun protection data from Australian School Students Alcohol and Drug (ASSAD) surveys
1993 – 2005. South Australian Students aged 12–17
Table 1: Preference for a suntan
1993 1996 1999 2002 2005
Like to get a tan – Answer: no 19% 25% 28% 29% 31%
Type of tan preferred: Light 35% 36% 38% 35% 35%
Moderate 35% 29% 27% 27% 26%
Dark 9% 8% 6% 7% 6%
Very dark 3% 2% 2% 2% 2%
145

Activity 24: Introductory activities – raising
awareness of the importance of health
promotion in your school (cont.)
146
Table 2: Percentage taking a variety of sun protection measures
Usually or always 1993 1996 1999 2002 2005
Wear a hat when outside between 11am and
3 pm during summer
46% 48% 47% 45% 40%
Wear sunscreen (SPF15+) when outside
between 11 am and 3 pm during summer
Wear cover up clothing when outside between
11 am and 3 pm during summer
Stay in the shade when outside between
11 am and 3 pm during summer
Discussion questions:
69% 63% 65% 53% 49%
25% 26% 22% 21% 22%
31% 33% 31% 28% 27%
1 What do the results indicate about preference for a tan in the last 12 years?
2 What do these statistics tell us in relation to students’ sun protection behaviours?
3 Can you suggest reasons for these changes in behaviour?
4 How can risks be reduced?
5 What strategies could be implemented in the school to improve these statistics in the future?
6 Conduct your own class survey using the questions listed in the tables.
3 Complete Worksheet 24: A snapshot of SunSmart behaviours in your school so that students see a
snapshot of what is happening at their school in relation to SunSmart behaviours.
If time is limited, teachers may prefer to allocate one SunSmart behaviour to each group to observe,
and then collate class results.

Worksheet 24: A snapshot survey of SunSmart
behaviours in your school
Choose a particular target area e.g. school year level, school staff, oval area, courtyard area etc.
Work in small groups and note the number of those who are practising SunSmart behaviour
compared to those who are not. Your teacher will allocate the SunSmart behaviours that your
group is to observe.
SunSmart behaviour includes:
• wearing an appropriate hat i.e. broad brimmed or bucket hat
• wearing appropriate clothing that covers the skin
• wearing SPF 30+ broad spectrum sunscreen
• seeking shade
• wearing wrap around style sunglasses.
Fill in the following table using the criteria listed. You will need to do some calculations to determine
what proportion (percentage) of students are/are not being SunSmart.
Specific SunSmart behaviour observed Approximate
numbers
Wearing hats
Using shade
Wearing sun protective clothing i.e. long sleeves
Wearing sunglasses
Using sunscreen – if possible ask those you are
observing if they are wearing sunscreen
General observations
Number displaying good SunSmart behaviour
Number displaying no SunSmart behaviour
Answer the following questions relating to your findings:
1 What percentage of students
a) wear hats _______________________________
b) use shade _______________________________
c) wear protective clothing ____________________
d) wear sunglasses__________________________
e) use sunscreen____________________________
Approximate
total number
being observed
2 Which type of SunSmart behaviour seems to be most popular with students?
_______________________________________________________________________________________
3 What percentage of students are not displaying any SunSmart behaviour?
_______________________________________________________________________________________
4 Based on your results, what sun protection strategies need to be implemented?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
5 Use these results to prepare a written or oral presentation for an appropriate audience e.g. a report
for the school newsletter.
%
147

Aims
•
•
Activity 25: A SunSmart policy for your school
148
To consider issues of who is responsible for sun protection.
To consider ways a school community could protect the health of its members.
Assessment outcomes English 4.4; H&PE 4.6, 5.7; S&E 4.11
Reference fact sheets Fact sheet 1: Skin cancer
Fact sheet 4: Ultraviolet radiation
Fact sheet 7: Sunscreens
Fact sheet 8: Hats
Fact sheet 9: Sun protection from clothing
Worksheet Worksheet 25: A SunSmart policy for your school
Requirements
Copies of the relevant school policies and student rules relating to SunSmart.
Teacher guidelines
1 Begin by raising the issue of whether the school has a responsibility to ensure students are
SunSmart, particularly in light of already having considered the risks of skin cancer. To what extent
should the students take individual responsibility?
2 You will need to explain how a policy impacts on actual practice in the school. Give some examples
to illustrate this point, such as a uniform policy, student well-being or camp/excursion policies.
3 a) Debate: ‘That it is the school’s responsibility to protect student from UV radiation’.
b) Debate: ‘That students who don’t bring their own hats and sunscreen should get detention’.
4 Students should conduct an evaluation of the school’s approach to SunSmart by discussing the
answers to the following questions in small groups:
•
•
•
•
•
•
•
•
•
•
•
•
Does the school recommend that students wear hats in terms 1 and 4? If not, why not?
Should it be compulsory?
What type of hat does the school recommend students wear? How is this monitored?
How many students usually wear hats in terms 1 and 4?
Does the school actively encourage teachers to wear hats while outside in terms 1 and 4?
Has the school uniform been designed to be SunSmart?
Does the school provide SPF 30+ sunscreen for student use in terms 1 and 4?
Does the school encourage students to bring SPF 30+ sunscreen to school?
Does the school have any guidelines that recommend skin protection is included in the
curriculum? Have students learnt about being SunSmart in other subjects?
Does the school need more shade than is currently available? Are there plans to increase the
amount of shade over the next few years?
What types of shade are available for student use?
What percentage of school outdoor areas provide appropriate shade from 10 am until 3 pm?
Does the school need more shade than is currently available? Are there plans to to increase the
amount of shade?

Is the timetable designed to minimise outdoor activities between 10 am and 3 pm in terms 1
and 4?
Are students encouraged to be SunSmart during outdoor activities such as during physical
education classes, sport days, camps and other all-day events?
5 a) Look at any existing school SunSmart policy and discuss this with the class, in the light of the
evaluation undertaken in small groups. Is it an effective policy? How is it monitored? Are there
any changes that should be made?
b) If there is no SunSmart policy, discuss what should be included in light of the evaluation.
Include:
shade
organisation of outdoor lessons and breaks
all-day events
curriculum/school programs
clothing
sunscreen
staff sun safety.
At what times of the year and day would the policy need to particularly apply?
How can the policy be made effective? How can students and teachers be encouraged to
follow the policy?
6 Distribute Worksheet 25: ‘A SunSmart policy for your school’. In small groups, students should
consider each statement of an allocated section of the policy document and suggest whether it
should be a high, medium or low priority in the development of a new school policy.
Groups should report back to the class on the priorities for their particular section.
7 Discuss what steps students believe would need to be taken to actually develop or amend a school
SunSmart policy. Depending on the feedback from the class, you may like to consider one of
suggested extension activities listed below.
8 Students will need to consider the options available for carrying out their campaign, particularly the
organisational issues. These will include the gaining of permission from the appropriate people such
as the principal, assistant principal and relevant coordinators.
Extension activities
•
•
•
Activity 25: A SunSmart policy for your school
(cont.)
•
•
•
•
•
•
•
•
•
Write a proposal to school council recommending changes. This could involve a complete SunSmart
policy or a particular section of interest to students.
Organise a debate on one of the more contentious issues that may have been raised.
Consider ways to monitor or evaluate the effectiveness of a SunSmart policy. How frequently
should this be done? How best to use the results?
Reference
More information is provided in UV risk reduction: a planning guide for secondary school communities,
2001, which is available by contacting The Cancer Council Helpline 13 11 20.
149

Worksheet 25: A SunSmart policy for your
school
SunSmart school policies are built on a partnership between school councils, parents, staff
and students.
Evaluate each statement as to whether it is of high (H), medium (M) or low (L) priority with
respect to the development of a SunSmart policy within the school.
1. Goals for a SunSmart policy
Increase student and community awareness of skin cancer.
Adopt practical skin protection measures.
Develop strategies which encourage responsible decision making about skin
protection. Work towards a safe school environment which provides shade for
students and staff.
Encourage students, parents, teachers and staff to wear protective clothing, hats
and sunscreen at high risk times such as lunch times, and for sport, excursions and
camps.
Inform parents during student enrolment of the school’s SunSmart policy.
H M L
2. Implementation: Curriculum
Include skin cancer awareness issues in the Health and Physical Education
Learning Area. Additional activities can also be included in the Science Learning
Area or other Learning Areas.
Events and activities that are timetabled from the beginning of September to the
end of April, within higher risk periods of the school day are planned with care.
Provide access to up-to-date information on skin cancer and its prevention. Staff
should attend workshops on the topic at the beginning of each year.
H M L
3. Implementation: Behaviour
The recommendation of broad brimmed, bucket or legionnaire-style hats which
provide protection for the face, neck and ears.
Consideration of a SunSmart hat as part of the school uniform.
Wearing a SunSmart hat at recess, lunch time and during sporting and other
outdoor activities.
The recommendation of clothing made of a close-weave material with long
sleeves and collars.
The promotion of broad-spectrum SPF 30+ sunscreen.
Education in the correct application of sunscreen.
H M L
150

Worksheet 25: A SunSmart policy for your
school (cont.)
4. Implementation: School organisation
Outdoor assemblies to be held under shade from beginning of September to end
of April where possible.
All students to be sun protected during outdoor physical education and sport
classes.
Maximise the use of indoor and shaded facilities and plan for physical education
lessons outside of the high-risk UV radiation times.
Apply the SunSmart policy to the swimming program.
Students who are not actively competing in the swimming program should be
encouraged to wear an appropriate top in the water.
Suitable hats, clothing and sunscreen should be required for all camps and
excursions.
These items i.e. hats, clothing and sunscreen, should be listed on the parent
‘permission’ form for camps and excursions.
Appropriate behaviour should be modelled by teachers and parents to reinforce
policy.
Students should be required to participate in activities out of the sun if they are
not appropriately protected.
Consideration should be given to students eating lunch indoors if there is
inadequate shade in the yard.
Consideration should be given to sun protection for all teachers involved in
outdoor activities, including yard duty.
Physical education teachers should be encouraged to take appropriate sun
protection measures as they are particularly at risk from UV radiation.
Protection of ancillary staff from the sun should also be considered when
developing a SunSmart policy.
Skin cancer protection strategies should be initiated and implemented through
the school council in the interests of student and staff health and in the
development of a healthy school environment.
School councils have a major responsibility to initiate and implement skin cancer
prevention strategies in the interests of student health and long term healthy
environments.
H M L
5. Implementation: Environment
Assess the use of school grounds in relation to the availability and use of shade.
Facilities/grounds committee to develop long-term shade strategies for the school
grounds.
Plant shade trees.
Consider temporary shade structures as a short-term measure.
Plan shade for high-risk areas such as canteens and assembly points.
H M L
151

Worksheet 25: A SunSmart policy for your
school (cont.)
6. Monitoring and evaluation
Review the sun protective behaviour of students and staff on an annual basis.
Continue to evaluate and update the skin cancer prevention component of the
curriculum.
Assess plans for future buildings and grounds with regards to shade provision.
Review the effectiveness of SunSmart strategies in your school on an annual
basis.
H M L
Excerpt from the former Anti-Cancer Council of Victoria’s SunSmart School Policy Guidelines.
152

Aim
•
Activity 26: A community health campaign
To examine SunSmart as an example of a successful community health campaign.
Assessment outcomes English 4.4, 4.11; H&PE 4.6, 5.7; S&E 4.11
Worksheet Worksheet 26: A community health campaign
Requirements:
Class set of Worksheet 26: A community health campaign.
Access to the following websites:
www.sunsmart.com.au/downloads/about_sunsmart/reports/sunsmart_20_years_on.pdf
www.cancersa.org.au
www.sunsmart.com.au/browse.asp?ContainerID=1524
www.sunsmart.com.au/browse.asp?ContainerID=1557
Teacher guidelines
1 Ask students about their awareness of the SunSmart campaign by discussing the following questions:
•
•
•
•
•
Have they seen advertisements or other promotional material?
Have they ever done related school work on skin cancer and sun protection?
How effective did they find it?
Did it cause them to reconsider their current practices?
Do they continue to actively remember and use aspects of the campaign.
2 Distribute and read through the Worksheet 26: A community health campaign. Discuss the
campaign using the following key questions:
•
•
•
•
•
Why is skin cancer a major public health issue in Australia?
What strategies has The Cancer Council used to promote the skin cancer prevention message
over the past 20 years?
Describe the way the messages about sun protection have become more comprehensive over
the life of the campaign.
How effective has the SunSmart campaign been in achieving its goals?
Is this campaign a preventative one or a curative one? What is the difference between the two
types of campaigns?
Extension activities
1 Using the information from the above activity, write a report or newspaper article about the
SunSmart campaign.
2 Students could investigate in groups, other community health campaigns e.g. Quit, 2-and-5 fruit
and vegetable campaign, and other organisations that influence health like the Heart Foundation,
Diabetes Australia, Arthritis Foundation of South Australia and the Asthma Foundation of South
Australia.
•
•
•
•
Find out about the aims of the organisation.
What are the main health messages?
What form of promotion do they use to increase awareness of their health messages?
How successful have they been?
153

Worksheet 26: A community health campaign
Since the early 1980s SunSmart has used advertising to promote sun
protection and skin cancer prevention messages. Our media messages
have always been tailored to work with the culture and community
awareness of the time.
Early sun protection media messages were positive, encouraging, and
designed to be good news. As the public became more aware of the
Slip! Slop! Slap! message, the message moved from raising general
awareness about covering up from the sun to how they can reduce their
risk of skin cancer and how they can identify changes to their own skin
that may be skin cancers.
The Cancer Council Victoria has tracked the public’s response to our advertising campaigns since 1988.
These results have played an integral role in guiding our messages and future advertising campaigns.
SunSmart campaigns:
The eighties
Slip! Slop! Slap!
One of the most successful health campaigns in Australia’s history was launched in 1981, when a
cheerful seagull in board shorts, t-shirt and hat danced his way across our TV screens singing the jingle:
154
Slip, Slop, Slap!
It sounds like a breeze when you say it like that
Slip, Slop, Slap!
In the sun we always say “Slip Slop Slap!”
Slip, Slop, Slap!
Slip on a shirt, slop on sunscreen and slap on a hat
Slip, Slop, Slap!
You can stop skin cancer - say: “Slip, Slop, Slap!”
At a time when melanoma rates were climbing and evidence of the link between UV radiation and skin
cancer was mounting, the Anti-Cancer Council of Victoria (now The Cancer Council Victoria) approached
broadcaster Philip Adams – then creative director of an ad agency – to come up with a campaign that
would encourage Australians to protect their skin.
Adams and colleagues, Peter Best (composer) and Alex Stitt (designer/animator), created Sid the
Seagull, adapted a jingle from a Queensland Cancer Fund campaign - Slip Slop Shove – and put them
together to develop the TV commercial that was an immediate hit with kids and parents alike.
Throughout the 1980’s variations of the original Slip! Slop! Slap! advertisement were produced and
shown as paid advertisements and as community service announcements. They featured Sid’s kids and
Sid and friends in protective sunglasses, seeking shade from a tree ‘between 11 and 3’. The Slip! Slop!
Slap! slogan is the core message of The Cancer Council’s SunSmart program and has become part of
the Australian language.
The Cancer Council believes its Slip! Slop! Slap! campaign has played a key role in the dramatic shift in
sun protection attitudes and behaviour over the past two decades.
The Nineties
Leave your hat on
Research from the Slip! Slop! Slap! campaign showed the population had begun to understand the
importance of sun protection, however many young people still believed that a tan was ‘healthy’ and
‘desirable’. 1

Worksheet 26: A community health campaign
(cont.)
The Leave your hat on campaign showed people with lighter skin colour getting ready to head outdoors
and enjoy the day. It was a lighthearted advertisement that used the hit song ‘You can leave your hat on’.
The advertisement was aimed at younger people, and in particular young men, as the research had
continued to find they were most likely to place themselves at risk of skin cancer.
The campaign was a television and radio advertisement that ran in summer 1991/92 and then again
in 1992/93. The media budget was over $500,000 for the two years. Evaluation of the advertisement
awareness levels showed 63% of the Victorian population remembering the advertisement.
How to remove a skin cancer
In the mid-nineties, the population had high awareness of Slip! Slop! Slap! 2 However SunSmart was
still concerned about young people’s sunburn and tanning rates. In an effort to curb this behaviour
SunSmart decided to develop a hard-hitting, graphic advertisement.
While hard-hitting health messages are now a part of every day television viewing, the How to remove
a skin cancer campaign was the first of its kind. This campaign developed by James Woolett in 1996,
provided SunSmart with significant public relations opportunities through the television and radio news
outlets. The launch of the advertisement in 1997 generated over 100 media stories in television news
and print and radio outlets.
The advertisement was created in close consultation with skin specialists (dermatologists) and plastic
surgeons in Melbourne. The advertisement is an accurate depiction of the procedure used to remove skin
cancer and graft skin onto the site of removal. The concept was focus tested with males and females
aged 18–24 years. The concept tested very strongly as it gained the audience’s attention quickly.
The advertisement ran in 1996/97 and 1997/98 seasons with a significantly reduced budget spend of
$240,000 over the two years.
While the media spend was reduced the awareness level of the advertisement was 75% over the two
years. During this period, SunSmart found a decreasing trend in summer sunburn rates.
1 Murphy M. “A bit of colour”. Young adults, tanning and sun protection: A report of focus group discussion. In: SunSmart
Evaluation Studies No.4 Melbourne: Anti-Cancer Council of Victoria; 1995. p. 66.
2 Dixon H, Borland R, Hill D. Sun protection and sunburn in primary school children: The influence of age, gender and
coloring. Preventive Medicine 1999;28:119-130.
2000 and beyond
Timebomb
The Timebomb advertisement was created following the success of the How to Remove a Skin Cancer
campaign. The campaign was launched in January 2000 with a media spend of only $100,000 per year
over two summer periods. A significant part of the strategy was to gain unpaid media promotions
through television and radio news outlets. Once again this strategy provided SunSmart with excellent
coverage and additional support for the paid media campaign.
Support from television networks was very strong, resulting in many community service
announcement spots. However as a result of the limited budget, the awareness level of the Timebomb
campaign was just over 50%.
Timebomb provided SunSmart with the opportunity to communicate about preventing skin cancer
and detecting it early. SunSmart received a letter from a melanoma patient who expressed their
appreciation of the commercial. After viewing the advertisement they had a spot and lump checked,
which was found to be a melanoma that was treated effectively, thanks to early detection.
155

Tattoo
Tattoo is the most recent SunSmart advertising campaign, produced in response to evidence that
many young Australians think they are safe if they tan, as long as they don’t burn, and that a tan looks
‘attractive’ and ‘healthy’. The advertisement carries the tagline “Skin Cancer – it’s killer body art.”
The target group for this advertisement was 17–24 year olds. When focus tested among the target
group, the advertisement was considered credible and the tattoo was regarded as a symbol of youth
culture. Importantly, most of the participants said it would make them think about their tanning
behaviours.
The campaign, launched during National Skin Cancer Action Week in November 2003 has used
television and radio and additional promotional material such as posters for secondary schools and
community health settings.
The television and radio advertisement was put to air in January 2004 and again in January 2005 with a
total budget of $390,000 over the two years.
The awareness levels of the advertisement when researched in 2005 found:
•
•
Worksheet 26: A community health campaign
(cont.)
156
71% of those interviewed remembered seeing the Tattoo advertisement
78% thought that it would influence their tanning behaviour.
The Tattoo campaign included the development of a resource kit for secondary teachers of Health,
Media Studies, English and Personal Development . The kit includes a curriculum book and a
documentary video titled “The Making of Tattoo”.
Source: Media campaigns and advertising - SunSmart (Victoria)

Aims
•
•
Activity 27: Planning your own SunSmart
campaign
To plan and implement a SunSmart campaign that will improve SunSmart behaviour for a particular
event.
To encourage students to use their leadership skills to help change SunSmart behaviour for a
particular event.
Assessment outcomes English 4.3; H&PE 4.6, 5.7; S&E 4.11
Reference fact sheets Fact sheet 1: Skin cancer
Fact sheet 4: Ultraviolet radiation
Fact sheet 7: Sunscreens
Fact sheet 8: Hats
Fact sheet 9: Sun protection from clothing
Worksheet Worksheet 27: Planning your own SunSmart campaign
Teacher guidelines
1 Prior to commencing this activity, remind students of the reasons for implementing a SunSmart
campaign. Discuss consequences of not protecting themselves in the sun. i.e. skin cancer,
premature ageing.
2 Work in small groups. Students should select a school event and identify ways in which the event
could be more SunSmart, e.g. school sports events, class excursions, camps (including those to
the snow), etc. Note: This exercise could be used for end of year activities or even as a personal
action plan for being SunSmart over the holidays.
3 Using Worksheet 27: Planning your own SunSmart campaign students need to identify the target
group, the types of activities being undertaken and strategies they could use to make the event
more SunSmart.
4 Students will need to carefully consider all issues for carrying out their campaign, particularly the
organisational details. These will include:
•
•
•
•
communicating to relevant individuals e.g. front office staff, maintenance staff
obtaining permission from staff including Principal, Assistant Principal and relevant Coordinators.
organising stationery
obtaining permission for displaying information.
5 Students also need to work out ways in which the campaign could be evaluated as this process is
vital to measure the campaign’s effectiveness.
6 Discussion needs to occur about how the campaign could help to improve long-term SunSmart
behaviour change at the school.
7 Write an article for your school newsletter or local newspaper about your campaign.
Please note: Activity 28: Developing advertisements for SunSmart promotion allows the students to
develop promotional materials which could be used to help with the campaign.
157

Activity 27: Planning your own SunSmart
campaign (cont.)
Related activities for the end of the year and the holidays
1 Devise an action plan for how to keep students involved in SunSmart behaviour for end of year
activities. i.e. during the last week of the year. Complete one for each year level.
2 Students could devise a personal action plan to keep safe from the sun over the holidays. Prior to
devising the action plan, discuss the following questions with the students:
158
•
•
•
•
•
What will you be doing in your holidays?
Will you be outdoors much during your holidays?
Do you usually get a tan over the holidays? Is this incidental or deliberate?
Do you understand the damage the sun does to your skin?
What will you do to reduce exposure to sun damage?
Extension activity
Investigate a community group or program that operates with a SunSmart approach, e.g. The Royal
Life Saving Society. Find out some of the strategies they use to ensure their approach to activities is
SunSmart.

Worksheet 27: Planning your own SunSmart
campaign
Using an approaching event, suggest ways in which it could be made more SunSmart. Fill in the
following table to plan your strategies.
Event/activity: ____________________________________________________________________________
Date of event: _____________________________________________________________________________
Target group: _____________________________________________________________________________
What are what your objectives?
Be realistic and specific. (What
do you hope to achieve?)
List the strategies or methods
that you plan to use to achieve
the objectives stated above e.g.
to increase hat wearing during
the event...
Outline your time line.
What resources will be needed?
e.g. stationery, access to
photocopier etc.
What permissions will need to
be obtained?
*Evaluation - how will you
measure whether you have met
your goals and objectives? (See
information below for ideas for
your evaluation.)
* Evaluation
How will you measure if the program/activity was successful? For example, you could count
attendance figures, take photos, collect media clippings, ask those involved what worked and what
didn’t, interview participants, do a survey, take notes or write a short report.
159

Aims
•
•
•
Activity 28: Developing advertisements for
SunSmart promotion
160
To plan a school SunSmart promotion using advertisements.
To promote safe environments for the school community.
To learn about different advertising techniques that can promote the SunSmart message.
Assessment outcomes English 4.4; H&PE 4.5, 4.6, 4.7; Design 4.2
Reference fact sheets Fact sheet 1: Skin cancer
Fact sheet 4: Ultraviolet radiation
Fact sheet 7: Sunscreens
Fact sheet 8: Hats
Fact sheet 9: Sun protection from clothing
Worksheet Worksheet 28: Your SunSmart promotion
Requirements
This activity is best carried out prior to a school outdoor event, such as swimming or athletics carnival.
Although this is not essential, it provides a strong focus for the tasks.
It would be useful to have a range of SunSmart promotional material. Free promotional materials are
available from The Cancer Council South Australia – phone The Cancer Council Helpline 13 11 20.
*Another idea would be to stage this promotion before holiday breaks so that students discuss it with
family and practise SunSmart behaviour over the holidays.
Teacher guidelines
1 Explain to the students that they will be developing promotional material for a school SunSmart
campaign. Ideally the campaign would be the focus for a school outdoor event e.g. sports day.
Small groups could develop their promotional material for a single year level, therefore enabling
greater focus on a particular group.
2 Working individually or in groups, students will need to consider the questions on Worksheet 28:
Your SunSmart promtion. They should write a plan from their answers to these questions. Group
plans could be incorporated into a strategy for the whole class to then implement.
3 Students could develop a range of SunSmart promotional materials in the class, and then work out
how to distribute their work. i.e. – display posters in prominent places, distribute leaflets, speak
to a staff meeting, broadcast their messages over the PA system. The promotion could last for a
limited time prior to a school outdoor event, i.e. for two weeks before the event.
4 Their promotion could include distribution of ‘on-the-spot’ SunSmart awards (i.e. sunscreen,
badges, hats) on the day of the event to those who are exhibiting SunSmart behaviour. Students
could approach the school council, parents association, SRC or the Principal for funds to supply
awards.
5 Students could write a review of their SunSmart promotion, outlining the strategies and techniques
they used, and their reasons. If an evaluation of their promotion has been carried out, the results of
this should be included.
Other ideas: SunSmart promotion for sporting teams
Devise a concise fact sheet regarding the dangers of being unprotected in the sun and an action
plan for how to improve current SunSmart behaviour for sports teams. Give a copy to team coach or
captain. Evaluate to see if there has been any change of behaviour.

Worksheet 28: Your SunSmart promotion
Answer the following questions to help develop the objective for your SunSmart
promotion.
1 What SunSmart behaviour would you like to promote?
_______________________________________________________________________________________
_______________________________________________________________________________________
2 What event or sport have you selected to promote SunSmart behaviour?
_______________________________________________________________________________________
_______________________________________________________________________________________
3 What media would you use e.g. posters, leaflets, PA system announcements, school newsletter
or video?
_______________________________________________________________________________________
_______________________________________________________________________________________
4 What time-line would best suit your promotion?
_______________________________________________________________________________________
_______________________________________________________________________________________
Identifying the SunSmart objective for your promotion.
Now that you have answered these questions, fill in the following table to assist you with identifying
your overall objective. To help you with this task an example has been provided.
SunSmart
behaviour
Example:
Increase hat
wearing
Event or sport Media to be used Time line
Example:
Swimming carnival
Example:
Display on student notice
board
Example:
During the two weeks
prior to the swimming
carnival
Complete the table in consultation with your teacher and designate different tasks to be completed by
different people within the group.
161

Worksheet 28: Your SunSmart promotion (cont.)
Answer the following questions to help you plan and organise your promotion.
1 Who is your target audience – junior, middle or senior students, teachers, parents or a mix of
these?
162
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
2 What do you know about this audience and their attitudes to sun protection?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
3 What aspects of the SunSmart information will you use in your promotion?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
4 Which specific SunSmart strategies will you promote – using sunscreen, wearing hats and clothing,
using shade or staying out of the sun particularly between 10 am and 3 pm?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
5 What messages and techniques will you use to get across your ideas? (Consider strategies such as
awards for SunSmart behaviour.)
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
6 Could the Principal or school council be approached to purchase, for example, large quantities of
sunscreen or to hire portable shade structures for the day?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

Aim
•
Activity 29: What's in an advertisement?
To enable students to analyse in a critical manner the intended message of an advertisement.
This activity contributes to:
Assessment outcomes English 4.3, 4.4; H&PE 4.6, 5.7
Worksheet Worksheet 29: What’s in an advertisement?
Requirements
Provide a range of media advertisements for students to analyse.
Access to the Internet.
Teacher guidelines
1 Before beginning the activity, it could be valuable for students to work in groups to analyse which
advertisements in general they have found memorable and why. Advice could be sought from the
media teacher.
2 Discuss with students any recollections of SunSmart TV advertisements, encouraging them to
consider the target audiences and effectiveness of each advertisement.
3 Students could find recent newspaper or magazine articles relating to skin cancer, hole in the
ozone etc. and discuss the effectiveness of the article.
4 Distribute Worksheet 29: ‘What’s in an advertisement?’
Instruct students to use the following website to answer the questions on the worksheet.
Media campaigns and advertising - SunSmart (Victoria) ,www.sunsmart.com.au/browse.asp?Container
ID=1524>.
163

Worksheet 29: What's in a SunSmart
advertisement?
Use the following website to complete the table below.
Media campaigns and advertising - SunSmart (Victoria)
.
Advertisement
1980s
Slip! Slop! Slap!
Main message Target groups Reason for developing
the advertisement
1990s
Leave your hat on
1990s
How to remove a skin
cancer
2000
Timebomb
2003
Tattoo
1 What are some of the reasons for developing advertising campaigns?
164
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
2 Which advertisement do you think has most impact today for:
a) young people (18–29 years) ___________________________________________________________
b) primary school students ______________________________________________________________
c) secondary school students ____________________________________________________________
d) older people ________________________________________________________________________

Worksheet 29: What's in a SunSmart
advertisement? (cont.)
e) working people ______________________________________________________________________
f) unemployed people __________________________________________________________________
g) country people ______________________________________________________________________
h) city people __________________________________________________________________________
i) people who have English as a second language _________________________________________
4 What is the main theme of the messages in the advertisements?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
5 a) Describe the images used in promoting the message of the advertisement.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
b) What impact would these images have on particular target groups? Why?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
6 List the things in the advertisement which help to get people’s attention and which get the
message across, e.g. novelties, gimmicks, colour.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
7 How effective do you think each advertisement is in getting its message across?
Circle the number that you believe corresponds to the effectiveness of each advertisement.
Advertisement Effectiveness rating
1 = hardly effective – 5 = very effective
1980s Slip! Slop! Slap! 1 2 3 4 5
1990s Leave your hat on 1 2 3 4 5
1990s How to remove a skin cancer 1 2 3 4 5
2000 Timebomb 1 2 3 4 5
2003 Tattoo 1 2 3 4 5
8 Which advertisement have you chosen to be the most effective? Explain why you think this is the
most effective advertisement.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
165

Aim
•
Activity 30: Develop your own SunSmart
advertisement
166
To design advertisements to promote SunSmart behaviour using various media for a particular
group of students.
Assessment outcomes English 4.2, 4.4; H&PE 4.5, 4.6, 5.7; Design 4.2
Reference fact sheets Fact sheet 1: Skin cancer
Fact sheet 4: Ultraviolet radiation
Fact sheet 7: Sunscreens
Fact sheet 8: Hats
Fact sheet 9: Sun protection from clothing
Worksheet Worksheet 30: Develop your own SunSmart advertisement
Teacher guidelines
1 Students should work in small groups, each of which will be working on an advertisement using a
specific medium i.e. radio or television commercial, newspaper advertisement, mural or billboard,
flyer, webpage or powerpoint presentation.
2 Students should then, as a revision activity, brainstorm ideas as to what makes an advertisement
effective.
3 Each group to be given a copy of Worksheet 30: Develop your own SunSmart advertisement. This
contains hints and instructions on how students can produce their advertisement.
4 If any of the advertisements are to be used outside the school then permission from the
appropriate organisation needs to be obtained.
* Maybe an ‘end of year’ activity and for any Health/English/General Studies/Contemporary Issues
class. If media is taught in your school you may like to discuss this activity with the Media teacher.

Worksheet 30: Develop your own SunSmart
advertisement
Read the following information to give you hints on how to produce your advertisement.
To make an advertisement effective, consider the following points:
1 Messages are best remembered if they are:
•
•
•
•
•
simple/brief
repeated in a number of ways
related to what you already know
eye catching and colourful
humorous and/or clever.
2 This may be achieved by using:
•
•
statistics
testimonials, personal experiences.
3 Appeal to the emotions:
•
•
•
think of your future, your family!
think of your actions
present consequences.
4 Use shock tactics:
•
•
provide attention-getting gimmicks
explain the horrors and discomfort.
Creating a radio commercial
1 The following list shows the tasks associated with the creation of a radio commercial. The
responsibility for these tasks should be shared throughout the group.
•
•
•
•
•
•
research
scriptwriting
directorship
special effects
audio
public relations and outside assistance in promoting the commercial.
2 Think about what form of presentation you are going to use: narration, a slogan or caption,
dramatisation, a song or jingle.
3 A 30 second commercial should not contain more than about 75 words.
167

Worksheet 30: Develop your own SunSmart
advertisement (cont.)
4 Below is an example of a script.
168
Voice/words Sound effects Music
“Summer magic is here again”.
“Too much sunshine can cause you pain”.
“Some are crazy and some are not”.
Waves crashing Rap music
“You need protection right from the start”.
“Be SunSmart, don’t let the sun burn”.
“Ageing and cancer, it may be your turn”.
“Be SunSmart”.
“Don’t let the sun burn you”.
Slip! Slop! Slap!
Repeat:
“Be SunSmart”.
Silence
“Don’t let the sun burn you”. Silence
5 Broadcast at lunchtime
Creating a television commercial
1 Create a storyboard to show the sequence of scenes in the commercial and accompany it with
written notes explaining the sound, camera angles, scene and special effects. Here is an example.
Voice/words Action
“Summer magic is here again”. Group of young people running towards the ocean
(camera front on).
“Too much sunshine can cause you pain”. Cut to the sun.
“Some are crazy and some are not”. Pan around the group of young people – show
“You need protection right from the start”.
“Be SunSmart, don’t let the sun burn”.
“Ageing and cancer, it may be your turn”.
them putting on sunscreen – throwing bottle of
sunscreen from one to another.
“Be SunSmart”. Members of group turn to camera, put on hat and
“Don’t let the sun burn you”.
shirts and says the audio together.
2 Use a video to conduct a practice filming session.
3 Before the production progresses too far, attention should be given to procedures for producing the
advertisement.
4 Present at assemblies or in other classes.
Creating a newspaper advertisement
1 Tasks involved in writing this kind of advertisement include:
•
•
•
•
writing (heading or slogan and any text)
layout (including style of font)
graphics
public relations and outside assistance.

2 Various methods of presentation could be used including verse (rhyming or non-rhyming), slogans/
jingles/gimmicks, colour/size/shape/format, graphics.
3 The advertisement is most effective if it is short, sharp and concise. Advertisements with too many
words lose impact.
4 Graphics can be an extremely effective accompaniment to any advertisement, however these
should have strong, clear outlines.
5 Review the advertisements in your local newspaper that are visually appealing or captivating
and endeavour to determine the techniques that have been used. You can use these, or similar,
techniques in your advertisement.
6 Publish your advertisement in the school newsletter.
Creating a mural, billboard or mobile display
1 This project could take a number of forms:
a mural with a theme or message
a collage using art messages
an advertisement.
2 A presentation of this type of project could be done in a variety of ways, for example:
an approved wall in the community or school
a portable structure (i.e. pinboard or whiteboard) to be displayed in shopping centres or
community centres such as libraries, pools, sporting complexes.
Powerpoint activity/web page
Use a Powerpoint presentation or create a web page that can be accessed by students and staff to
advertise being SunSmart. Consider the following:
•
•
•
•
Worksheet 30: Develop your own SunSmart
advertisement (cont.)
•
•
•
•
•
writing (heading or slogan and any text)
layout (including style of font)
graphics
images.
Ensure that the messages are short and meaningful and not lost in the presentation.
169

Glossary
Basal cell carcinoma (BCC)
The most common and least dangerous type of
skin cancer. It grows slowly and rarely spreads.
BCC usually appears on the face as a small round
lump, either red, pale or pearly in colour. If left
untreated it may form deep ulcers.
Benign tumour
A tumour that is not a cancer. It grows slowly, and
does not spread to other parts of the body like a
cancer can.
Cancer
Uncontrolled growth and spread of abnormal
cells.
Common skin cancer
This term refers to the two most common types
of skin cancer, basal cell carcinoma and squamous
cell carcinoma.
Dermis
The underlying layers of the skin, containing hair
follicles, fat cells and sweatglands.
Diagnosis
Identifying a disease by its symptoms, laboratory
tests and other means of investigation.
Epidermis
The outermost layer of the skin, containing basal
cells and squamous cells.
High risk
The above average possibility that a particular
person or population group could contract a
disease.
Immune
Protected or safe from disease.
Incidence
The number of new cases of a disease occurring
in a population in a given time, usually a year.
170
Malignant
The spread of cancer cells to other parts of the body.
Malignant tumour
A cancer that grows uncontrollably and can
spread to other parts of the body. If left untreated,
it eventually leads to death.
Melanin
The brown pigment which gives skin its colour.
Melanocyte
The special cells in the epidermis of the skin
which make melanin.
Melanoma
A very dangerous form of skin cancer. It can
occur anywhere on the body and look like a mole
or freckle to start with, but then begins a change
in size, shape or colour. It can spread rapidly
throughout body, but can usually be cured if it is
found in the early stages.
Ozone layer
Ozone gas occurs naturally in the upper
atmosphere, where it forms a layer that protects
the Earth’s surface by absorbing a large amount of
harmful UV radiation.
Skin cancer
There are three main types of skin cancer: basal
cell carcinoma, squamous cell carcinoma and
melanoma. Skin cancer rates in Australia are
higher than anywhere else in the world.
Solar keratoses
A slightly red, scaly area that appears on parts
of the skin that are overexposed to sunlight,
especially the face, hands and arms. A minority of
keratoses develop into skin cancers.
Squamous cell carcinoma (SCC)
A relatively common form of skin cancer. It
appears on areas of the body most often exposed
to the sun and starts as scaling, red areas which
grow rapidly. They bleed easily and may form
ulcers or sores that don’t heal.

Glossary (cont.)
Sun protection factor (SPF)
The Sun Protection Factor on a sunscreen is a
guide to the amount of protection offered by the
product. All Australian-made sunscreens carry a
sun protection factor (SPF) number ranging from
four to 30+.
Tumour
An abnormal growth of tissue on or in the body,
formed by a collection of cells. A tumour may be
benign (not a cancer) or malignant (a cancer).
Ultraviolet radiation (UV radiation)
The sun’s harmful rays. UV radiation is made up of
three parts UVA, UVB and UVC.
UVA—originally thought to be harmless but now
believed to cause skin damage.
UVB—causes skin damage, sunburn and skin
cancer.
UVC—none reaches the Earth’s surface; it is
absorbed by the ozone layers.
Contact The Cancer Council Helpline 13 11 20
171

Resource materials
to obtain resources.
Resource kits
Tattoo (2004) The kit includes a video about
making the SunSmart Tattoo advertisement,
and a resource book with suggestions for
student activities, personal stories, background
facts and statistics about skin cancer. For use
in H&PE, Media Studies, English and Personal
Development/ Pastoral Care.
Cost: $55 (incl P&P +GST) or available for loan.
Timebomb (2000) Skin protection activities and
PG rated video. Use in H&PE, Science or Media
Studies. Years 8–12.
Available for loan.
Books
Undercover (2000) A staff reference for the planning
and design of shade structures.
Available for loan or purchase.
UV risk reduction: a planning guide for secondary
school communities (2001) Available free of
charge.
Videos/DVDs (available for loan)
60 Minutes — Sunburnt country (2005) DVD and
teacher guide. Years 9–12.
Fighting melanoma – an Australian Story (2003). A
melanoma patient’s personal story.
Posters Qty
Order form
172
How to check for skin cancer _____
Top 10 myths These free SunSmart posters
answer FAQs about sun protection. _____
UV Alert _____
Whoops _____
Pamphlets Qty
Are you SunSmart? checklist _____
How to check for skin cancer
Implementing a SunSmart policy in the
_____
workplace _____
Shade structure safety guidelines _____
Sunscreen the facts _____
Where can I have my skin spots checked? _____
A range of pamphlets can also be downloaded
from including:
• Fake tanners
• Hats
• Hat guidelines for schools
• Melanoma
• Planning outdoor school events
• Shade
• Skin cancer
• Solariums
• Sun exposure and vitamin D
• Sun protection for sport and recreation clubs
• Sun protection from clothing
• Sunglasses
• Sunscreens
• The sun and your baby
• Ultraviolet radiation
Name _______________________________________
Position ___________________________________________________________________________________
School ____________________________________________________________________________________
Address ___________________________________________________________________________________
Phone ______________________________________ Fax __________________________________________
Email _____________________________________________________________________________________
Please send completed order to: The Cancer Council Helpline, The Cancer Council South Australia,
PO Box 929, Unley SA 5061, f 08 8291 4122, email: chl@cancersa.org.au.

Background information
for teachers
Fact sheets Unit 1: What do you
know about skin cancer?
Unit 2: Being SunSmart Unit 3: SunSmart in the
workplace
Unit 4: Promoting sun
safety in your school