health and family life education curriculum guides (2009)

8/10/2019 Health and Family Life Education Curriculum Guides (2009)

1/77

0

A CURRICULUM GuideFor

Secondary Schools - Grades 7 9 (Forms 1-!

"#CS #$UCA%I"& $#'#L"M#&% R")#C%("#$!

Funded *y +he Go,ernmen+ oS+. 'incen+ / +he Grenadines and 0orld an2


2/77

TABLE OF CONTENTS

Acknowledgements

Message from Chief Education Ocer

Foreword

Mission !ision of "ni#ersal Secondar$

Education33333333333333333333333333331

Principles and Values of National Curriculum & Assessment Framework

Vision of the

Learner333333333333333333333333333333333333333333.4

Vision of the

Teacher333333333333333333333333333333333333333333..

Structure of the National

Curriculum3333333333333333333333333333333333....5

%hat is &ealth and Famil$ Life Education

'&FLE()..................................................................................................................7

A Life Skills Based A**roach to

&FLE3333333333333333333333333333333333..6

Funded *y +he Go,ernmen+ oS+. 'incen+ / +he Grenadines0orld an2


3/77

Organi+ation of the Curriculum33333333333333333333333333333333.

3333..11

Curriculum ,uide '-rogrammes of Learning(333333333333333333333333..

33333314

Suggested Acti#ities3333333333.

3333333333333333333333333333333..5

Suggested Methods of Teaching

&FLE333333333333333333333333333333333.87

,lossar$ of Terms33333333333333333333333333333333333333..

333386

ii


4/77

ACKNOWLEDGEMENTS

The Government of St. Vincent and the Grenadines and the Ministry of Education wish to express gratitude to the

following persons for their invaluable assistance in the creation of The National urriculum for !ealth " #amily $ife

Education %!#$E&.

Mrs. Lindsay Howard: OECS Education Development Project (OEDP Consultant

Mrs. Sylvia !ac": Local Consultant

Mrs. De#ora$ %acc$us & Senior Education O''icerCurriculum Development )nit

*#ner +ic$ards

%everly ,eptune

%ernisia +o#erts

-eia$ Malcolm

Heat$er +ic$ards

C$ristine Sam

Marilyn /rance

-enyon Pierre

*ll ot$er teac$ers w$o in one 'orm or anot$er assisted in t$e completion o' t$is project.

Special t$an"s to Miss Delise !ones w$o was responsi#le 'or t$e typin0 and re'inin0 o' t$e documents 'rom t$e inception

o' t$e project to its completion.

i


5/77

Message from the Chief Education Ocer

Glo*alia+ion and +he 2no:led;e economy


6/77

%he rame:or2 also allo:s hysical #duca+ion and Crea+i,e Ar+s

curricula. %his> i+ is ho :ill +he educa+ion recei,ed

:ill de+ermine +he ci+iensD ca


7/77

%he com hi;hli;h+ed+he need or a


8/77

%he Learning $utcomes are deri,ed direc+ly rom +he A++ainmen+ %ar;e+s. %hey indica+e +he *asicde *e a*le +o do> and +he desira*le a++i+udes +heyshould demons+ra+e.

%he Achievement %ndicators s+a+e :ha+ +he s+uden+s should 2no:> *e a*le +o do and +he ,alues

and a++i+udes +hey mus+ dis


9/77

A+ +he Minis+ry o #duca+ion> :e are conEden+ +ha+ +hese Guides :ill si;niEcan+ly enhance +eachin;and learnin; in secondary schools and e,en+ually con+ri*u+e +o:ards +he achie,emen+ o school;radua+es :ho areJ-

Li+era+e and numera+e in all domains

Ca


10/77

vii


11/77

MISSION AND VISION OF UNIVERSAL SECONDARY EDUCATION

Purpose of Education

)To provide all persons of the State* especially the youth with opportunities appropriate to their developmentneeds* through the provision of +uality education, academic* technical,vocational* moral* physical and Sports,which will e+uip them with the values* attitudes* -nowledge and s-ills for life,long learning necessary forcreating and maintaining a productive* innovative and harmonious society./

Principes and Vaues

T!e under "entioned Principes and #aues are $ased on current researc! and are %uided $& t!ede"ands of t!e Nationa 'oas of education for St( Vincent and t!e 'renadines)

$earner0$earning #ocused

1chievement through $earning (utcomes

Shared values

1ccess to universal education for all

E+uity " E+ual opportunities

2uality

!igh Expectations

!armoni3ation 4ntegration

5rogression

6elevance

ommunication* ooperation " 5artnership

#lexibility " 1daptation

iti3enship

1


12/77

Nationa Educationa 'oas

T!e Nationa Curricuu" and Assess"ent Fra"e*or+ ,NCAF- of St( Vincent and t!e 'renadines is $ased

on t!e under "entioned Nationa 'oas)

7e literate in all domains including the visual " technological.

7e capable of sound moral and ethical 8udgements.

ollect* analyse* organise and critically evaluate information to ma-e informed decisions based on

evidence.

7e s-illed in science and technology and their application.

!ave good interpersonal s-ills.

4dentify and solve problems as critical and creative thin-ers.

7e hardwor-ing with positive wor- ethics.

7e self,confident and emotionally secure.

7e capable of wor-ing independently as well as cooperatively with others.

7e flexible and adaptable to change.

7e life,long learners and responsible members of the community* capable of contributing to and benefiting

from the growth and development of their community* country and the world.

Vision of t!e Learner

T!e %raduate of t!e Nationa Curricuu" is en#isa%ed as so"eone *!o !as earnt to)

ommunicate effectively through words* numbers* visual images* symbols and sounds.

7e self,reliant* act positively and respond appropriately to changing situations.

2


13/77

7e computer competent* s-illed in science and technology and able to apply research and evidence based

s-ills appropriately in his0her living.

7e aesthetically and artistically aware* creative* confident* emotionally secure with well,developed

interpersonal and problem,solving s-ills capable of sound moral and ethical 8udgements.

Engage in learning as a lifelong activity and thus be productive* adaptable citi3ens prepared to ta-e up

different employment opportunities to meet personal and national needs.

Evaluate data to ma-e and implement decisions and accept responsibility for those decisions in the home*

wor-place and wider society.

Vision of t!e Teac!er of t!e Nationa Curricuu" Assess"ent Fra"e*or+

T!e teac!er of t!e Nationa Curricuu" is en#isa%ed as so"eone *!o)

'emonstrates love and care for all the students* respects their ideas and opinions and plans the teaching

according to the students9 different learning styles and needs.

'emonstrates good reasoning and problem,solving s-ills in the 8ob is -nowledgeable of the sub8ect s0he

teaches* -eeps abreast of current developments in the field and is confident in appropriate delivery of thesub8ect matter.

4s flexible and creative a good role model with high moral values* professionalism and who can use

interpersonal s-ills to communicate competently and effectively with students* their families and othersta-eholders.

3


14/77

6espects and values him0herself* all their students* other people* the man,made and natural environment

and their interdependence.

STRUCTURE OF T.E NATIONAL CURRICULUM

S&nopsis of t!e four ,/- Education Sta%es

The twelve years of universal schooling* as prescribed in the N1#* is organised on the basis of four educationstages which are outlined below:

EDUCATION STA'ES 'RADE0FORM INDICATIVE A'ES

Sta%e 1 2 3 'rade 4 5 &rs 3 607 &rs

Sta%e 4 'rades 8 3 9 7 &rs 3 11014 &rsSta%e 8 'rades 6 : ;0For"s 1 3 8 14&rs 3 1/015 &rs

Sta%e / 'rades 1< = 110 For"s / = 5 15&rs 3 19016 &rs

Education Sta%es 1 and 4

Sta%es 1 = 4 represent the primary school sector and are thus the first stages of formal education underta-enby all children in St. Vincent and the Grenadines. 4t is during these -ey stages that a child9s character* valuesand attitudes towards life are developed and shaped. Schools should therefore create safe* conducive* learningenvironments that maintain strong lin-s with the home* the community and nation to motivate teachers to teach*managers to manage and children to learn and achieve.

4


15/77

Education Sta%es 8 and /

Sta%es 8 = / represent the secondary school sector and span the students9 period of adolescence. Schoolsneed to provide stable learning environments that are attractive and relevant to students of this age groupduring* what can be* a stressful period so that students are supported not only to develop the -nowledge* s-illsand understanding to engage purposefully in a rapidly changing world* but also to develop cooperative attitudesand values that will enable them to have respect for themselves* other people and the environment so that theycan live and wor- harmoniously together.

De#eop"enta 'oas of 'raduates of ES 8

At t!e end of Education Sta%e 8> Students can)

'emonstrate competence to collect and analyse information* use evidence to ma-e decisions and accept

responsibility for those decisions.

;se information technology s-ills competently and effectively for a variety of purposes in their lives.

Exhibit positive wor- attitudes.

;nderstand " demonstrate respect for their faith* their family* the law " society.

;nderstand and demonstrate a commitment to physical and mental fitness* good healthcare and a

productive life style.

5


16/77

'emonstrate a high level of self,worth.

Ma-e sound moral and ethical 8udgements.


17/77

%&AT 3S &FLE)'Ada*ted from CA/3COM Framework(

HFL# is a com


18/77

A Life S+is ?ased Approac! to .eat! and Fa"i& Life Education

Definin% Life S+is

$ife,S-ills are abilities for adaptive and positive behaviour that enable individuals to deal effectively with thedemands and challenges of everyday life %=!(* >??@&.

Why a life skills-based Approach to HFLE?

The !#$E programme is a vital ingredient in combating a number of social ills which continue to threaten thevery fabric0soul of our society. These include* negative peer pressure* violence* early pregnancies* child sexabuse* disintegration of families* unhealthy sedentary life,styles etcetera. Given these ills* it is important that inthe delivery of !#$E* the fostering of necessary0commendable attitudes* values and s-ills be placed alongside

the -nowledge and content component with great emphasis placed on affording our children opportunities topractice these personal and social s-ills they need to help them become contributing capable adults.

1s stated by the 164(M !#$E frame wor-* results of !#$E 5rogramme evaluation studies in some countriesreveal that competence in the use of life,s-ills can:

'elay the onset of drug abuse5revent high,ris- sexual behaviours#acilitate anger management and conflict resolutions

4mprove academic performance and5romote positive social ad8ustment in view of such positive effects. 4t is incumbent on educators to lay thefoundation which would ensure that our young people are empowered to cope with the challenges whichthey face.

To further support the need for life,s-ills %5atterson >?AB& posits that:

8


19/77

hildren and adolescents who fail to ac+uire the life,s-ills for interacting with others in a socially acceptablemanner early in life can be re8ected by their peers and often engage in unhealthy behaviours such as violence orabuse of alcohol and drugs* that lead to their re8ection.

The research also shows that children with social deficits or aggressive behaviours are at higher ris- of pooracademic performance %5ar-er and 1she* C?A@&

The life s-ills that should be inculcated in our students include:

.ecision MakingJ %he a*ili+y +o choose a course o ac+ion rom a num*er o o


20/77

Self awarenessJ Ha,in; a sense o iden+i+y and an unders+andin; o oneDs eelin;s> *elies>a++i+udes> ,alues> ;oals> mo+i,a+ions and *eha,iours.

Em*ath$J %he a*ili+y +o ima;ine :ha+ lie is li2e or ano+her e,en in a si+ua+ion :i+h:hich one is unamiliar.

Negotiation SkillsJ %he a*ili+y +o communica+e :i+h o+her


21/77

na+ion 0# mus+ *e;in *y addressin; +he common> underlyin; con+ri*u+ory ac+ors> o :hichmanies+ed *eha,iours are *u+ sym*u+ a resource or li,in; and de,elo


22/77

SU?@ECT) H.F.L.E EDUCATION STA'E) T.REE ,8-

STRAND) 1 3 SELF & INTERPERSONAL RELATIONSHIPS

ATTAINMENT TAR'ET) The students can use life skills to demonstrate res*ect and #aluefor self6 famil$

and others6 irres*ecti#e of gender6 ethnicit$ and faith1

0e :ill

Theme 75 SELF,rade 89Form 7 ,rade :9Form ;

LearningOutcome'LO(

Achie#ement 3ndicators LearningOutcome'LO(

Achie#ement3ndicators

12


23/77

2no:+ha+ +helearner

hasachie,ed

+hisA++ainmen+ %ar;e+

:henshe can

.emonstrate anunderstanding of thefactors thatin +he amily and ;rou


24/77

0e :ill2no: +ha+

+helearner

hasachie,ed

+hisA++ainmen

+ %ar;e+:hen she

can

Theme 75 SELF,rade =9Form >

Learning Outcome 'LO( Achie#ement 3ndicatorsPractise behaviours that enhance

esteem in self an others.

1. #n;a;e in ac+i,i+ies ( drama> son;s> e+c.! :i+h


25/77

0e :ill2no: +ha+

+helearner

hasachie,ed

+hisA++ainmen

+ %ar;e+:hen she

can

,rade 89Form 7 ,rade :9Form ;

LearningOutcome'LO(


LearningOutcome'LO(

Achie#ement 3ndicators

.emonstrateanunderstanding of theissues thatim*act onrelationshi*swithin thefamil$1

1. $emons+ra+e anunders+andin; o +hena+ure o amilyrela+ionshi:hich in@uence +hem

4. Role


26/77

0e :ill2no: +ha+

+helearner

hasachie,ed

+hisA++ainmen

+ %ar;e+:hen she

can

Theme ;5 FAM3L? BON.3N,,rade =9Form >

LearningOutcome 'LO(


3dentif$ andutilise strategiesto im*ro#erelationshi*swith famil$ andsignicantothers1

1. Iden+iy +he hones+y> sel-discires 2indness! in amily mem*ers

4. $iscuss +he *eneE+s +o rela+ionshi


27/77

0e :ill

2no: +ha++he

learnerhas

achie,ed+his

A++ainmen+ %ar;e+

:hen shecan

Theme >5 /ELAT3ONS&3- %3T& OT&E/S,rade 89Form 7 ,rade :9Form ;

LearningOutcome'LO(


LearningOutcome'LO(


Showunderstanding of thenature ofthecommunication *rocessand how itin


28/77

0e :ill2no: +ha+

+helearner

hasachie,ed+his

A++ainmen+ %ar;e+

:hen shecan

Theme >5 /ELAT3ONS&3- %3T& OT&E/S,rade =9Form >

LearningOutcome'LO (


!alue the rightsof all *eo*leregardless oftheir di#erse0ackgrounds1

1. $e*a+e issues :i+h re;ard +o ci+iensD ri;h+s and


29/77

0e :ill2no: +ha+

+helearner

hasachie,ed

+hisA++ainmen

+ %ar;e+:hen she

can

Theme 7 5 FOO & N'TRITION,rade 89Form 7 ,rade :9Form ;

LearningOutcome'LO(


LearningOutcome'LO(


.emonstrate

anunderstanding of therelationshi*0etween*ro*erdieting andnutrition and*h$sical well0eing1

1. Correla+e die+ and a

heal+hy a


30/77

0e :ill2no: +ha+

+helearner

hasachie,ed

+hisA++ainmen

+ %ar;e+:hen she

can

Theme 7 5 FOO & N'TRITION(%ont)*

,rade 89Form 7 ,rade :9Form ;

LearningOutcome'LO(


LearningOutcome'LO(


.emonstrateanunderstanding of therelationshi*0etween*ro*erdieting andnutrition and*h$sical well

0eing1

8. #=


31/77


STRAND) 4 ! "AINTAININ# A HEALTH$ HOLISTI% LIFEST$LE

ATTAINMENT TAR'ET) The student can a**reciate the relationshi* 0etween making

*ositi#e life choices and maintaining a holistic6 health$ lifest$le1

0e :ill2no: +ha+

+helearner

has

achie,ed+his

A++ainmen+ %ar;e+

:hen shecan

Theme 75 FOO & N'TRITION,rade =9Form >

Learning Outcome'LO(


.emonstrate an

understanding of howeating 0eha#iours arein


32/77



ATTAINMENT TAR'ET) The student can a**reciate the relationshi* 0etween making*ositi#e life choices

and maintaining a holistic6 health$ lifest$le1

0e :ill2no: +ha+

+he

learnerhas

Theme ;5 /EST AN. EE/C3SE,rade 89Form 7 ,rade :9Form ;

LearningOutcome'LO(



22


33/77

achie,ed+his

A++ainmen+ %ar;e+

:hen shecan

.e#elo* anawarenessthatade@uaterest andeercise arean integral

*art ofde#elo*ingandmaintaininga health$ lifest$le1

1. $esi;n a


34/77

+helearner

hasachie,ed

+hisA++ainmen

+ %ar;e+:hen she

can



Make informeddecisions regarding*h$sical acti#it$ andtness1

1. $escri*e +he


35/77

0e :ill2no: +ha+

+helearner

hasachie,ed

+hisA++ainmen

+ %ar;e+:hen she

can

Theme >5 ORIENTATION TO +OR, & %AREER,rade 89Form 7 ,rade :9Form ;

LearningOutcome'LO 7(


LearningOutcome'LO ;(


.e#elo* a*ositi#eattitude towork andwork ethics1

1. $iscuss +he conce


36/77

0e :ill

2no: +ha++he

learnerhas

achie,ed+his

A++ainmen+ %ar;e+

:hen shecan

Theme >5 ORIENTATION TO +OR, & %AREER,rade =9Form >



Ehi0it 0eha#ioursdemonstrati#e of theirunderstanding of theim*ortance of makingcorrect career choicesand de#elo*ing *ositi#ework attitudes1

1. Ma2e inormed decisions a*ou+ +heir career choices

4. Ma2e educa+ional choices +ha+ :ill


37/77



0e :ill2no: +ha+

+helearnerhas

achie,ed+his

A++ainmen+ %ar;e+

:hen shecan

Theme D5 ./", A%A/ENESS,rade 89Form 7 ,rade :9Form ;


Achie#ement 3ndicators LearningOutcome'LO ;(


.e#elo*anawareness of thedangersof thea0useandmisuse ofdrugs1

1. $eEne +he +erms dru;> dru;misuse and dru; a*use

4. Classiy dru;s as *ein; le;alor ille;al> harmul or useul.

. Lis+ some commonly a*useddru;s in +heir coun+ry.

5. Iden+iy reasons :hy


38/77



ATTAINMENT TAR'ET) The student can a**reciate the relationshi* 0etween making

*ositi#e life choices and maintaining a holistic6 health$ lifest$le1

0e :ill2no: +ha+

+helearner

hasachie,ed

+hisA++ainmen

+ %ar;e+:hen she

can

Theme D5 ./", A%A/ENESS,rade =9Form >

LearningOutcome 'LO(


Ehi0it 0eha#iourdemonstrati#e of

theirunderstanding ofthe e4ects ofdrug a0use onthe widersociet$1

1. Access na+ional s+a+is+ics on dru; a*use and dru; rela+ed crimes rom

Her Maes+yDs rison and +he Men+al Heal+h Cen+re.

4. $iscuss +he im


39/77





0e :ill2no: +ha+

+helearner

has

Theme 5 PERSONAL H$#IENE AN EPORT"ENT,rade 89Form 7 ,rade :9Form ;


Achie#ement 3ndicators LearningOutcomes'LO ;(


29


40/77

achie,ed+his

A++ainmen+ %ar;e+

:hen shecan

.emonstrateanawareness oftheim*ortanceofmaintaining

*ersonalh$giene andde*ortment1

71 $eEne +he +erms *ersonalh$gieneand de*ortment.

;1 #=amine +he need +o1 Iden+iy :ea2nesses in+heir o:n *ersonal h$gieneand de*ortment1

D1 #n;a;e in


41/77

achie,ed+his

A++ainmen+ %ar;e+

:hen shecan

Criticall$ anal$sehow maintainingde*ortmenta4ects e#er$ da$life1

71 #=


42/77

0e :ill2no:

+ha+ +helearner

hasachie,ed

+his

A++ainmen+ %ar;e+

:henshe can

Theme 75 H'"AN #RO+TH AN EELOP"ENT,rade 89Form 7 ,rade :9Form ;

LearningOutcomes'LO 7(

Achie#ement 3ndicators LearningOutcomes'LO ;(


.emonstrateanunderstanding of theconce*t2humanseualit$1

1. #=


43/77

an integral *art of the total *erson and how to use thatknowledge to maintain their

seual health throughout the life c$cle1

0e :ill

2no: +ha++helearner

hasachie,ed

+hisA++ainmen

+ %ar;e+:hen she

can

Theme 75 H'"AN #RO+TH AN EELOP"ENT

,rade =9Form >Learning Outcomes 'LO>(


emonstrate use of strate/ies for

reco/nisin/ an mana/in/ se0ual

feelin/s an behaviours.

1. Discuss adverse effects of failing to adjust to changes in puert!.

2. De"onstrate a #illingness to "a$e suitale choices to avoid situations that

could lead to se%ual activit!.

3. &%plain the enefits of astinence' postponing se%ual ehaviour and setting

li"its on se%ual ehaviour.

SU?@ECT) H.F.L.E. EDUCATION STA'E) T.REE ,8-

STRAND) 8 3SE-'ALIT$ & SE-'AL HEALTH

33


44/77

ATTAINMENT TAR'ET) The student can demonstrate an understanding of the conce*tof human seualit$ as



0e :ill2no: +ha+

+helearner

hasachie,ed

+hisA++ainmen

+ %ar;e+:hen she

can

Theme ;5 SE-'AL HEALTH,rade 89Form 7 ,rade :9Form ;

LearningOutcome 'LO7(


LearningOutcome 'LO;(


3dentif$ thefactors and

risks a4ectingseual health1

1. $iscuss +he in@uence o +hemedia on +heir se=uali+y.

4. $iscuss +he in@uence o


45/77



ATTAINMENT TAR'ET) The student can demonstrate an understanding of the conce*t

of human seualit$ as an integral *art of the total *erson and how to use thatknowledge to maintain their


0e :ill2no: +ha+

+he

learnerhas

achie,ed+his

A++ainmen+ %ar;e+

:hen shecan

Theme ;5 SE-'AL HEALTH,rade =9Form >

Learning Outcome 'LO

>(


Make a**ro*riate choicesto a#oid the factors andrisks which a4ect seualhealth1

1. $emons+ra+e use o a


46/77



ATTAINMENT TAR'ET) The student can demonstrate an understanding of the conce*tof human seualit$ as



0e :ill

2no: +ha++he

learnerhas

Theme >5 ,EN.E/ 3SS"ES

,rade 89Form 7 ,rade :9Form ;LearningOutcome'LO(


LearningOutcome'LO(


36


47/77

achie,ed+his

A++ainmen+ %ar;e+

:hen shecan

.e#elo* anawareness ofgenderidentit$issues1

1. #=


48/77

hasachie,ed

+hisA++ainmen

+ %ar;e+:hen she

can

Ehi0it 0eha#ioursindicati#e of theirawareness of thechanges in gender rolesand its im*act onsociet$1

1. Cri+ically analye ho: e=


49/77

0e :ill2no: +ha+

+helearner

hasachie,ed

+his

A++ainmen+ %ar;e+

:hen shecan




Showunderstanding of

the0asics of&3!9A3.S

1. $iscuss +he e,olu+ion oHI'AI$S

4. $ieren+ia+e *e+:een HI'and AI$S

. Lis+ +he modes o+ransmission o HI'

5. $is


50/77


0e :ill2no: +ha+

+helearner

hasachie,ed

+hisA++ainmen

+ %ar;e+:hen she

can

Theme D5 &3!9A3.S A%A/ENESS,rade =9Form >



Anal$se the societalim*act of &3!9A3.S1

1. Re,ie: +he &a+ional S+a+is+ics on HI'AI$S and discuss i+sim


51/77

ATTAINMENT TAR'ET) The stuent can sho1 an a22reciation for the Ph3sical an Social environment4 1hile bein/ able to res2on a22ro2riatel3 to an3 environmental ris5 to self an communit3.

0e :ill2no:

+ha+ +helearnerhas

achie,ed+his

A++ainmen+ %ar;e+

:henshe can

Theme 75 HEALTH PRO"OTION,rade 89Form 7 ,rade :9Form ;

LearningOutcome

'LO(


LearningOutcome

'LO(


.emonstrateanunderstanding of theim*ortanceof*reser#ingtheen#ironment1

1. $iscuss +he ollo:in;

+ermsJ

a.


52/77

STRAND) / 3 "ANA#IN# THE ENIRON"ENT


0e :ill

2no: +ha++he

learnerhas

achie,ed+his

A++ainmen+ %ar;e+

:hen she

can

Theme 75 HEALTH PRO"OTION

,rade =9Form >Learning Outcomes'LO(


Anal$se how economicand socio2culturalforces and factors cana4ect decisions andactions taken 0$indi#idual6 families6

communities andnations in managingthe en#ironment1

1. $iscuss +he ollo:in; +ermsJ economic and socio-cul+ural.

4. Conduc+ a s+udy on ho: +heir amily heal+h


53/77



0e :ill2no: +ha+

+helearner

hasachie,ed

+hisA++ainmen

+ %ar;e+

:hen shecan

Theme ;5 T&E SOC3AL EN!3/ONMENT H !3OLENCE -/E!ENT3ON9-EACE -/OMOT3ON,rade 89Form 7 ,rade :9Form ;

LearningOutcome'LO(



.emonstrate ana**reciation formaintainingharmoniousrelationshi*s1

1. #=amine +he im educa+ion! in socie+y.

. $esi;n an ac+i,i+y +ha+ :ill$emons+ra+e ,alue andres


54/77


0e :ill2no: +ha+

+helearner

hasachie,ed

+hisA++ainmen

+ %ar;e+:hen she

can

Theme ;5 T&E SOC3AL EN!3/ONMENT H !3OLENCE -/E!ENT3ON9-EACE-/OMOT3ON

,rade =9Form >Learning Outcomes'LO(


.emonstrate anunderstanding of the*romotion of world*eace1

1. $iscuss +he role +ha+ +heir coun+ry can

. #n;a;e in ac+i,i+ies +ha+ :ill lead +o +he disco,ery o +he conce


55/77



0e :ill2no: +ha+

+helearner

hasachie,ed

+hisA++ainmen

+ %ar;e+:hen shecan

Theme >5 .3SASTE/ -/E-A/E.NESS




.emonstrate anawarenessofa**ro*riateres*onsesto reducingthe im*actof disaster1

1. $eEne +he +erm Ndisas+er.

4. $ieren+ia+e *e+:eenna+ural and man-madedisas+ers.

. $emons+ra+e +he a*ili+y +oa,oid ini+ia+in; man-madedisas+ers.

5. Res


56/77




0e :ill2no: +ha+

+helearner

hasachie,ed

+his

A++ainmen+ %ar;e+

:hen shecan

Theme >5 .3SASTE/ -/E-A/E.NESS,rade =9Form >

Learning Outcomes 'LO( Achie#ement 3ndicatorsAssume a res2onsible attitue to1ars

isaster 2re2areness.

1. &%a"ine disaster preparation strategies for ()*.

2. De"onstrate the ailit! to respond appropriatel! at different stages of a

disaster.

3. +dentif! priorit! issues during ti"es of disaster.

4. Design a co""unit! disaster plan.

46


57/77

Suggested acti#ities for &ealth and Famil$ Life Education '&FLE(

Strand 75 Self and 3nter*ersonal /elationshi*s LO75 Self

i! #ach s+uden+ ma2es Kiden+i+y cards :i+h +heir address> $.".>e+c.

ii! Small ;rou< discussions usin; char+s K%his is ho: I see myselJ $iscuss :hat % li&e mosta'out

mysel andhat % least li&e a'out mysel#

iii)Use conce


58/77

,ii! S+uden+s com


59/77

LO>5 /elationshi*s with others

i) Ha,e s+uden+s ma2e a Nriendshi< ca2eD (see sam


60/77

9) Res %.'. sho:s> ad,er+isemen+s in@uence +heir se=uali+y (sam


61/77

i,! #=amine my+hs on se=uali+y (sam radio


62/77

iv)$e*a+e on N%he church is res


63/77

Strand >5 Maintaining a health$ holistic lifest$le

LO75 Food and Nutrition

i) Use ne:s son;s and


64/77

9) Research on +he con+ri*u+ions social ;rou reli;ion> cul+ure and economics ha,e madeon ea+in; ha*i+s.

9i) Ha,e s+uden+s


65/77

LO>5 Orientation to work and career

i) Role


66/77

iii! Use s+ories or ne:s


67/77

i! Role


68/77

iii) Role


69/77

vi) #lec+ Neace


70/77

,i! Role clo+hin;> money>

e+c.! on +he oreheads o some s+uden+s. As2 +hese s+uden+s +o s+and in +he cen+re o +he class.

&o:


71/77

S",,ESTE. MET&O.S OF TEAC&3N, &FLE

%eachers should de,elo< s2ills in usin; a ,arie+y o a


72/77

,LOSSA/? OF TE/MS

A3.SJ An a**re,ia+ion +ha+ s+ands or Ac?uired Immune $eEciency Syndrome. %his reers +o a;rou< o

diseases and disorders> reerred +o as o


73/77

.iscriminationJ A dis+inc+ion made a;ains+ a or *ein;


74/77

-s$chological2 A com


75/77

&$gieneJ %he


76/77

SelfJ %he sum o mind and *ody +ha+ cons+i+u+es +he iden+i+y o a


77/77

health and family life education curriculum guides (2009)

Documents