INTRODUCTION - UNESCO
TABLE OF CONTENTS
Foreword . . . . . . . . . . . . . . . . . . . . . i
Acknowledgements. . . . . . . . . . . . . . . . . . . . . iii
Introduction . . . . . . . . . . . . . . . . . . . . . v
PART ONE: CURRICULUM FOUNDATIONS
Philosophy of Education . . . . . . . . . . . . . . . . . . 1
Curriculum Underpinnings . . . . . . . . . . . . . . . . . . 3
Vision . . . . . . . . . . . . . . . . . . . . . 4
Rationale . . . . . . . . . . . . . . . . . . . . 4
PART TWO: CURRICULUM CONTENT
Regional Standards . . . . . . . . . . . . . . . . . . . 5
Goals of H.F.L.E. . . . . . . . . . . . . . . . . . . . 7
Intended Leaning Outcomes . . . . . . . . . . . . . . . . . . 8
Curriculum Map . . . . . . . . . . . . . . . . . . . 13
PART THREE: COURSE OUTLINES
Level One (Infants Years One & Two) . . . . . . . . . . . . . . . . 25
Level Two (Standards One, Two & Three) . . . . . . . . . . . . . . . . 56
Level Three (Standards Four & Five) . . . . . . . . . . . . . . . . . 86
FOREWORD
The new Primary Health and Family Life Education Curriculum represents a paradigm shift from its predecessor. Unlike the old Curriculum which was biased toward the acquisition of knowledge, the new document focuses on the development of Life Skills for psycho-social competence. Students are expected to acquire these skills through guided learning experiences both within and outside the classroom.
The document targets issues related to four (4) thematic areas as mandated by UNICEF in conjunction with the CARICOM Secretariat.
These thematic areas are:-
• Self and Interpersonal Relationships
• Sexuality and Sexual Health
• Eating and Fitness and
• Managing the Environment.
These four (4) themes will allow teachers to target the overarching theme which is Health and Wellness.
This Curriculum Guide is laid out in three (3) parts which deal with the Curriculum Foundations, the Curriculum Content and the Course Outlines in that order. The Course Outlines are organized in the following three (3) levels:-
• Level One – Infants Years One and Two.
• Level Two – Standards One, Two and Three.
• Level Three – Standards Four and Five.
i
Opportunities are provided for teachers to explore a range of pedagogical approaches and alternative forms of assessment designed to facilitate the delivery and assessment of the Health and Family Life Education Programme.
Teachers have been trained to implement the curriculum in school-based and regional workshops. It is expected that their experiences, together with this Curriculum Guide will make possible the positive behaviour change manifested through individual and collective social action.
[pic]
Sharon Douglass-Mangroo
Director of Curriculum Development
January 2006
ii
ACKNOWLEDGEMENT
The Primary Schools Health and Family Life Education Curriculum Document would not have been produced without the commitment, expertise and efforts of several persons. The Ministry of Education of Trinidad and Tobago wishes to express its sincere appreciation to the following persons who were instrumental in the writing of this new Health and Family Life Education Curriculum Document:-
Mr. Carlisle Branker - Curriculum Co-ordinator, Health and Family Life Education.
Dr. Emmanuel K. Senah - Morals and Values Education Co-ordinator.
Mrs. Aurea Honoré - Curriculum Officer, History/Social Studies.
Mr. Clifford Bullock - School Supervisor III, Victoria Education District.
Mr. Trevor Chadee - Curriculum Facilitator, Social Studies (Caroni Education District).
Ms. Whilma Daniel - Curriculum Facilitator, Social Studies (Tobago Education District).
Ms. Jacqueline Headley - Curriculum Facilitator, Mathematics (Victoria Education District).
Ms. Vimla Ramsumair - Curriculum Facilitator, Social Studies (Victoria Education District).
Mr. Theophilus Nedd - Curriculum Facilitator, Social Studies (North Eastern Education District).
Ms. Joyce P. Persad - Curriculum Facilitator, Social Studies (South Eastern Education District).
Mr. Ramsundar B. Seenath - Curriculum Facilitator, Science (Caroni Education District).
Mr. Rennie Balroop - Teacher, Orange Valley Government Primary School.
Mr. Roydon Rampersad - Teacher, Waterloo Presbyterian Primary School.
Mr. George Gunn - Teacher, Carapichaima A.C. Primary School.
Ms. Cheryl Park-Wellington - Teacher, Santa Rosa Government Primary School.
Ms. Valerie Kydd - Teacher, Sangre Grande Government Primary School.
Ms. Patricia Williams - Principal (Ag.), Cunapo R.C. Primary School.
iii
Acknowledgement (continued)
Mr. Kenny Edwin - Teacher, Macaulay Government Primary School.
Ms. Pamela Manjoo - Teacher, Cocoyea Government Primary School.
Mr. Lakshmana Sharma - Teacher, Ste. Madeleine Government Primary School.
Ms. Albertha Alexander - Teacher, Castara Government Primary School.
Ms. Jacqueline Dillon - Teacher, Scarborough R.C. Primary School.
Ms. Jennifer Ewing-Joseph - Teacher, Mason Hall Government Primary School.
Ms. Patricia Bascombe-Fletcher - Teacher Educator, Valsayn Teachers College.
Mr. Yeon Glasgow - Teacher Educator, Corinth Teachers College.
Ms. Vashti Badal - Teacher, St. Mary’s Government Primary School.
Ms. Donna Ramjohn-Khan - Teacher, Princes Town Presbyterian #1 Primary School.
Special thanks is extended to the secretarial support staff of the Curriculum Development Division of the Rudranath Capildeo Learning Resource Centre and the following agencies who worked diligently to prepare this document for publication:-
(UNICEF.
(CARICOM Secretariat.
(School of Education, University of the West Indies, St. Augustine.
(Supervisors in all Education Districts.
(Principals of Teachers’ Colleges and Primary Schools from which teachers were released to participate.
iv
INTRODUCTION
The decision to review, revise and re-design the Primary Health and Family Life Education (H.F.L.E.) Curriculum had its genesis in the 1996 Agreement signed by the Standing Committee of Ministers of Education and Health. At this meeting they re-affirmed their commitment to the strengthening of H.F.L.E. among CARICOM member states. This agreement gave birth to the CARICOM Multi-agency H.F.L.E. Project. This UNICEF led initiative was designed to reach completion through three distinct phases:-
Phase I - Development of national H.F.L.E. policies.
Phase II - Development of country H.F.L.E. curricula.
Phase III - Training of teachers and production of resource materials.
By Cabinet Minute No. 1401-2001/16/03 the Government of Trinidad and Tobago approved the National H.F.L.E. Policy. This document was produced by an interim National H.F.L.E. Committee which included:-
( The Curriculum Officer responsible for H.F.L.E.
( A UNICEF appointed consultant.
( Representatives of the: -
• Ministry of Education.
• Ministry of Health.
• Pan American Health Organisation (P.A.H.O.).
• Family Planning Association (F.P.A.).
• National Parent Teachers Association (N.P.T.A.).
• University of the West Indies (U.W.I.).
• Trinidad and Tobago Unified Teachers Association (TTUTA).
• Inter-Religious Organization.
v
Introduction (continued)
The National H.F.L.E. Policy speaks to, inter alia, the institutionalisation of H.F.L.E. as a key component of the core curriculum throughout all levels of the education system in Trinidad and Tobago.
The revised Primary H.F.L.E. Curriculum represents a significant paradigm shift. Unlike its predecessor which focussed heavily on knowledge, the new curriculum has been designed for emphasis on the teaching of valuable life skills as well as imparting knowledge and assisting pupils in acquiring proper attitudes, morals and values.
It is hoped that the revised H.F.L.E. Curriculum will give teachers the capacity to provide culturally relevant, gender-sensitive and high quality experiences for our children. These will assist them in becoming psycho-socially competent and closer to that notion of the Ideal Caribbean Person.
PART ONE:
CURRICULUM FOUNDATIONS
PHILOSOPHY OF EDUCATION
The philosophical statements found in the Education Policy Paper 1993-2003 are the foundation for the HFLE Curriculum. The curriculum is based on all the philosophical statements found therein.
• That every child has an inherent right to an education which will enhance the development of maximum capability regardless of gender, ethnic, economic, social or religious background.
• That every child has the ability to learn, and that we must build on this positive assumption.
• That every child has an inalienable right to an education which facilitates the achievement of personal goals and the fulfilment of obligations to society.
• That education is fundamental to the overall development of Trinidad and Tobago.
• That a system of ‘heavily subsidized’ and universal education up to age 16 is the greatest safeguard of the freedom of our people and is the best guarantee of their social, political and economic well-being at his stage in our development.
• That the educational system of Trinidad and Tobago must endeavour to develop a spiritually, morally, physically, intellectually and emotionally sound individual. That ethical and moral concerns are central to human development and survival. Fundamental constructs such as “decency,” “justice,” “respect,” “kindness,” “equality,” “love,” “honesty” and “sensitivity” are major determinants of the survival of our multi-cultural society.
• That the parent and the home have a major responsibility for the welfare of the child and that the well-being of the child can best be served by a strong partnership between the community and the school.
• That the educational system must provide curricular arrangements and choices that ensure that cultural, ethnic, class and gender needs are appropriately addressed.
• That students vary in natural ability and that schools therefore should provide, for all students, programmes which are adapted to varying abilities and which provide opportunities to develop differing personal and socially useful talents.
Philosophy of Education (continued)
• That we must be alert to new research and development in all fields of human learning and to the implications of these developments for more effective teaching and school improvement.
• That the educational system must be served by professionals who share and are guided in their operations by a set of systematic and incisive understandings, beliefs and values about education in general and its relationship to the development of the national community of Trinidad and Tobago.
• That there is a need to create and sustain a humanized and democratized system of education for the survival of our democracy.
• That the democratization and humanization of the educational system are largely contingent on the degree to which the system is professionalized. The nature of educational problems is such that the professional core must be engaged in decision-making with respect to the problems that affect their expert delivery of the services to the clientele and ultimately to Trinidad and Tobago. Professionals must come to experience a real sense of ‘control and ownership’ of matters educational.
• That from a psychological perspective, education is a means of looking out beyond the boundaries of the immediate. It can be the viable means which creates individuals with the intellect and capacity to develop and lead societies, communities, villages and/or neighbourhoods and families of the future. It should be responsible to and stimulate the searing human spirit and the emphatic quest for human communication, interaction, love and trust.
• That learning is cumulative and that every stage in the educational process is as important and critical for the learner’s development as what has gone before tit and what is to come. As such we must view educational programming and development in the round, recognizing the importance of every rung on the ladder of delivery by intensifying our efforts throughout the system.
CURRICULUM UNDERPINNINGS
The philosophy and nature of knowledge, the society and culture, the learner and learning theories are curriculum foundations. These underpinnings significantly influence the goals. objectives, teaching/learning strategies and expected outcomes of the programme. The HFLE Curriculum is designed in a behaviour change model to address the challenges of life. Its Life Skills approach is intended to give learners practical experiences which will equip them with the life skills so much needed in today’s society, to ensure that they can cope with life’s challenges and become responsible, contributing members of society.
The Life Skills approach takes its roots in the theories of:-
➢ child and adolescent development;
➢ social learning;
➢ problem solving;
➢ problem behaviour;
➢ social influence;
➢ cognitive problem solving;
➢ multiple intelligence;
➢ risk and resiliency.
Drawing from these theories, the approach is one which attempts to bring authentic experiences into the classroom thereby engaging learners in a programme which places great emphasis on the development and execution of life skills through social action. Its highly interactive nature is meant to provide teachers with strategies which will engage learners of all learning styles.
VISION
The H.F.L.E. Curriculum will strengthen the capacity of teachers to provide high quality, culturally relevant, gender and ethnic-sensitive experiences using a skills-based approach so that pupils may acquire knowledge, skills, attitudes and values to make life-sustaining choices that will result in healthy and productive lifestyles and demonstrate appropriate social action which will support their holistic development.
RATIONALE
Our society is experiencing accelerating social changes, many of which are impacting negatively on our children and youth who are ill-equipped to cope effectively with these environmental changes. The children and youth of our nation are affected by a number of social, psychological and physical problems. Among the major concerns in Trinidad and Tobago are poverty, teenage pregnancy, juvenile delinquency, HIV / AIDS, substance abuse,, child abuse and neglect, violence, inadequate recreational facilities, lifestyle related diseases and the negative influence of the media and new sub-cultures.
As a result of this the H.F.L.E. sectors are advocating that a formal H.F.L.E. Curriculum be the thrust to empower our children and youth with the necessary life skills they need to overcome these social ills.
The H.F.L.E. Programme, according to the Draft National Policy on H.F.L.E. for the Republic of Trinidad and Tobago, should be planned, comprehensive, life-skills based, child-centred and promote an understanding of the principles which underlie social and personal well-being and foster the development of the competencies and attitudes that make for healthy social and family life.
Accordingly, there is need for the implementation of an H.F.L.E. Curriculum with the impetus for positive social action as the major end product resulting from the acquisition of knowledge, values, attitudes and life skills.
PART TWO:
CURRICULUM CONTENT
CURRICULUM CONTENT
Themes for Life Skills for H.F.L.E. in schools
The four (4) thematic areas for H.F.L.E. in school are as follows:-
• Self and Interpersonal Relationships.
• Sexuality and Sexual Health.
• Eating and Fitness.
• Managing the Environment.
Within the CARICOM Framework for the development of H.F.L.E. Curricula in Schools of the CARICOM member states the following regional standards were derived for each of the four (4) themes.
REGIONAL STANDARDS
Regional Standards for Self and Interpersonal Relationships
1. Examine the nature of self, family, school and community in order to build strong healthy relationships.
2. Acquire coping skills to prevent behaviours and lifestyles associated with crime, drugs and violence.
3. Respect the rich differences which exist among Caribbean peoples as a valuable resource for sustainable development of the region within the framework of democratic and ethical values.
Regional Standards for Sexuality and Sexual Health
1. Demonstrate an understanding of the concept of human sexuality as an integral part of the total person which finds expression throughout the human life-cycle.
2. Analyze the influence of socio-cultural and economic factors as well as beliefs on the expression of sexuality and sexual choices.
3. Build individual capacity to recognise the basic criteria and conditions for optimal reproductive health.
4. Develop action competence to minimise vulnerability to priority problems including HIV/AIDS, cervical cancer and STIs.
5. Develop knowledge and skills to access age-appropriate sources of health information, products and services related to sexuality and sexual health.
Regional Standards for Eating and Fitness
1. Build individual capacity to make healthy eating choices throughout the life-cycle and reduce the risk factors associated with the development of lifestyle diseases.
2. Demonstrate an understanding of fitness, its relationship to good health and the prevention of lifestyle diseases.
3. Analyse the influence of socio-cultural and economic factors as well as personal beliefs and choices related to eating and fitness.
4. Develop action competencies related to eating and fitness for an active healthy lifestyle.
5. Develop knowledge and skills to access age-appropriate sources of information, products and services related to eating and fitness.
Regional Standards for Managing the Environment
1. Demonstrate an understanding of the inter-relationships of a sustainable natural environment.
2. Demonstrate an understanding of the environmental threats to the health and well being of students, families and schools and communities.
3. Analyze the relationship between a sustainable and healthy environment and the social and economic well being of students, schools and communities.
4. Demonstrate scientifically sound and affordable responses to the creation of healthy and sustainable environments and the reduction of environmental health threats in the home, school, community and region.
5. Develop knowledge and skills to access age appropriate sources of information, products and services related to managing the environment.
GOALS OF HFLE DEVELOPED OUT OF THE REGIONAL STANDARDS
The goals of the primary HFLE programme are to enable pupils to:
▪ become productive and contributing adults/citizens by developing creative and critical thinking skills;
▪ develop an understanding of the principles that underlie personal and social well-being;
▪ develop knowledge, skills, attitudes and values that make for healthy family life;
▪ demonstrate sound, health-related knowledge, attitudes and practices;
▪ practise responsible decision-making with respect to social and sexual behaviour;
▪ make life-enhancing choices which will influence their health and personal development into adulthood;
▪ develop social, cognitive and emotional coping skills, attitudes and values which will improve their social and family life;
▪ promote ecologically sustainable development of the environment;
▪ appreciate how their choices affect health and family life and take responsibility for their action.
INTENDED LEARNING OUTCOMES
The intended learning outcomes are organised into:
a. Knowledge and Concept Outcomes.
b. Skills Outcomes.
c. Attitude and Values Outcomes.
KNOWLEDGE AND CONCEPT OUTCOMES
Through the Primary School H.F.L.E. Programme pupils will:-
▪ Demonstrate an understanding of the factors that enhance and undermine self-esteem.
▪ Demonstrate an understanding of how self-esteem affects their behaviour.
▪ Demonstrate an understanding of how one’s behaviour/actions affect others.
▪ Recognize the importance of respecting the views, beliefs, fundamental rights and freedoms of others.
▪ Demonstrate an understanding of conflict resolution.
▪ Demonstrate an understanding of the relationship between self and others.
▪ Demonstrate knowledge of attitudes that reflect appreciation of others.
▪ Demonstrate an understanding of ways in which individuals can help promote a healthy and beautiful community.
▪ Demonstrate an understanding of their role as positive contributing members of the society.
▪ Demonstrate an understanding of the relationship between rights and responsibilities.
▪ Demonstrate an understanding of how introspection leads to appropriate changes in behaviour.
▪ Demonstrate an understanding of the concept of human sexuality.
▪ Demonstrate an understanding of the personal responsibility associated with sexual expression and be aware of the consequences associated with sexual expression.
▪ Analyze the influence of beliefs, values, norms, mores and economic factors on sexual expression.
▪ Demonstrate an understanding of one’s physiology as it relates to optimal reproductive health.
▪ Develop action competence to reduce vulnerability to priority problems including HIV/AIDS, cervical cancer and STIs.
▪ Develop competencies necessary to access age-appropriate sources of health information, products and services related to sexuality and sexual health.
▪ Demonstrate an understanding of man’s interdependence on the ecosystem.
▪ Demonstrate an understanding of man’s interaction with the environment.
▪ Recognise the need for ecological balance.
▪ Recognise the need for conservation and preservation of the environment and their roles in so doing.
▪ Critically assess the impact of human activities on the environment.
▪ Be knowledgeable about the physical activities that will promote healthy bodies and minds.
▪ Develop the capacity to make the healthiest choices appropriate to their needs.
▪ Demonstrate the ability to combine appropriate eating and physical activities that will contribute to wellness.
▪ Demonstrate knowledge of appropriate leisure activities to enhance healthy lifestyles.
▪ Understand the use of technology to enhance fitness.
▪ Demonstrate an understanding of the structure and function of the human body as they relate to physical well-being.
▪ Understand safety practices as a means of injury prevention.
▪ Design and use fitness programmes/routines to achieve and maintain fitness.
▪ Understand the effects of substance abuse on fitness and performance.
▪ Understand the effects of diet on body composition and performance.
▪ Make lifestyle choices that are in harmony with the environment so as to maintain wellness at the personal and communal level.
▪ Exercise care and wisdom when buying goods to satisfy their needs.
▪ Demonstrate knowledge of the health factors that should determine their purchasing choices.
▪ Demonstrate knowledge of the basic laws of Trinidad and Tobago in relation to sexuality.
SKILLS OUTCOMES
Through the Primary School’s H.F.L.E. Programme pupils will:-
▪ Deal constructively with health and other decisions about their lives by assessing the different options and what effects the different decisions may have - Decision-making.
▪ Deal constructively with problems in their lives which, if left unattended, could cause new problems including physical and mental stress – Problem solving.
▪ Explore the available alternatives and various consequences of their actions or non-actions – Creative thinking.
▪ Recognise and assess the factors that influence attitudes and behaviours such as media and peer pressure influences – Critical thinking.
▪ Transfer information, understanding and emotions from themselves to others to make their intent clear – Communication.
▪ Keep and develop friendly relationships thus fulfilling their esteem and belonging needs as well as effectively communicate with, motivate and influence one another – Interpersonal relationship skills.
▪ Recognise their feelings and values which would help them to communicate effectively, build positive relationships and empathize with others – Self awareness.
▪ Relate to others who may be different from themselves, respond to people in need – Empathy.
▪ Respond appropriately to their emotions and avoid the negative effects that prolonged pent up emotions may have on their physical and mental health – Coping with Emotions.
▪ Meet and address individual needs and concerns in ways that are mutually beneficial thus enabling them to work and play cooperatively with others – Negotiation skills.
▪ Engage in health-enhancing behaviours that are consistent with their values and decisions – Refusal skills.
▪ Adjust to levels of stress to avoid the negative consequences of stress including burnout, boredom, susceptibility to disease and behavioural changes – Coping with stress.
▪ Take actions that are in their own best interests like being able to defend themselves or others without feeling intimidated or anxious as well as expressing feelings and points of view honestly and openly – Assertiveness skills.
▪ Maintain health-enhancing decisions from day to day as well as reach longer term health and wellness goals – Healthy self management / monitoring skills.
ATTITUDE AND VALUES OUTCOMES
Through the H.F.L.E. Programme pupils will:-
▪ Respect self.
▪ Love and appreciate self as a unique individual who can contribute positively to society.
▪ View self as a personal, social interactive being.
▪ Demonstrate compassion for others’ feelings and circumstances.
▪ Respect and appreciate the differences between self and others.
▪ Respect the views of others.
▪ Work constructively and cooperatively with others towards positive outcomes.
▪ Display an awareness of the impact of one’s actions on the feelings of others.
▪ Be courteous and polite in interactions with others.
▪ Demonstrate responsibility when making choices with respect to relationships.
▪ Value friendship.
▪ Empathize with those who are especially challenged.
▪ Have confidence in their own feelings.
▪ Be disciplined in all actions.
▪ Adopt a positive attitude towards developing a healthy body and mind.
▪ Demonstrate responsibility when making dietary choices.
▪ Demonstrate respect for the needs and limitations of one’s body.
▪ Demonstrate responsibility when making choices as they relate to leisure time.
▪ Empathize with those who have physical and dietary challenges.
▪ Develop high levels of self esteem, self concept and self awareness through the understanding of their sexuality.
▪ Appreciate role differences and similarities between male and female as a source of strength.
▪ Respect oneself and the sexual rights of others.
▪ Demonstrate a positive disposition towards sexuality.
▪ Develop an innate sense of self discipline and self control with respect to sexual activities.
▪ Demonstrate sensitivity towards the influence of socio-cultural and economic factors on sexual expression.
▪ Demonstrate sensitivity towards socio-cultural and economic differences.
▪ Develop a sense of caring for the physiology of the body.
▪ Develop an awareness of the biological changes which the individual experiences.
▪ Develop empathy towards those with sexual problems.
▪ Sensitise oneself to the associated dangers of HIV/AIDS, cervical cancer and STIs.
▪ Display trust and openness in acquiring information on sexuality and sexual health.
▪ Care for and appreciate the ecosystem.
▪ Develop sensitivity towards human actions and their impact on the environment.
▪ Respect and make collaborative decisions which will promote harmonious co-existence with the environment.
▪ Display responsibility for environmental preservation.
▪ Develop empathy towards victims of sexual violation.
CURRICULUM MAP
The Course Outline is arranged according to the four themes in three levels:
1. Level One – Infants Year One and Year Two.
2. Level Two – Standards One, Two and Three.
3. Level Three – Standards Four and Five.
➢ Self and Interpersonal Relationships
| | | | |
|TOPIC |LEVEL ONE |LEVEL TWO |LEVEL THREE |
| | | | |
|Dimensions of Self |Knowing myself. |Responsibility. |Personal needs. |
| |Positive relationships. |Rights. |Conflict Resolution. |
| |Strengths and weaknesses (emotional, social, building confidence). |Managing feedback. |Appropriate behaviour. |
| |Etiquette. |Respect for self and others. |Respect for self and others. |
| |Respect for self and others. | | |
| |Rights and responsibilities. | | |
| | | | |
|Managing Emotions |Expression of feelings and emotions. |Anger management. |Feelings and emotions. |
| |Managing feedback. |Bullying. |Resolving negative emotional states. |
| | |Conflict Resolution. |Self control. |
| | |Coping with everyday situations. | |
| | | | |
|Relationships with others |Relationships – Family, siblings, peers, authority figures, strangers. |Positive relationships. |Rights of others. |
| |Speaking with others. |Talents and contributions of others. |Relationships. |
| | |Developing interpersonal skills. |Positive characteristics. |
| | | |Strengths and weaknesses. |
| | | |Biases and prejudices. |
| | | |Unity- Harmonious living. |
| | | | |
|Adapting to and managing change |Sharing. |Coping Strategies. |Delayed gratification. |
| |Caring. |Reflection. |CHANGES – personal and social change. |
| |Conflict Resolution. |Making adjustments. |Reflection and introspection. |
| |Reflecting. |Crisis and stress. | |
| | | | |
| | | | |
|( Self and Interpersonal Relationships |
| | | | |
|TOPIC |LEVEL ONE |LEVEL TWO |LEVEL THREE |
| | | | |
|Technology And Self |Messages. |Safe and unsafe practices. |Responsible use of resources. |
| |Choices. |Assessing information. |Sourcing useful information. |
| |Leisure. |Choosing appropriate leisure activities. |Ethical responsibilities. |
| | |Developing communication skills. | |
| | | | |
| | | | |
| | | | |
|Developing Self and Community |Loyalty to family. |Loyalty to school and community. |Patriotism. |
| |Loyalty to peers. |Patriotism. |Community building. |
| |Patriotism. |Interdependence. |Collaboration and collegiality. |
| | | | |
| | | | |
| | | | |
| | | | |
|Sensitivity to those with Special |Concept of special needs. |Empathy. |Strengths and limitations. |
|Needs |Sensitivity towards those with special needs. |Developing harmonious relationships (inclusion). |Empathy. |
| | |Recognising and accepting the contributions of special needs peers. |Valuing contributions of persons with special needs. |
| | | | |
| | | | |
| | | | |
| | | | |
15
( Eating and Fitness
| | | | |
|TOPIC |LEVEL ONE |LEVEL TWO |LEVEL THREE |
| | | | |
|Physical Fitness |Good Health Habits. |Active healthy lifestyles. |An active healthy lifestyle - activities that contribute to a healthy body. |
| |Active Healthy Lifestyles. |Maintaining a healthy body – setting fitness goals. | |
| | | |Developing a fitness routine. |
| | | | |
|Food and Nutrition |Choosing healthy foods and snacks. |Links between eating habits and physical, mental and intellectual |Nutrients and Food Groups. |
| |Water Intake. |well-being. | |
| | | |Issues that relate to self esteem and decisions regarding proper diet. |
| | |Barriers to optimal health. | |
| | |Reading labels on food products including snacks. |Adapting to the body’s changing needs. |
| | | | |
| | |Balanced meals. |B.M.I. (Body Mass Index). |
| | | | |
| | |Consequences of eating imbalanced meals. | |
| | | | |
|Influences on Food |Influence of:- |Influence of:- |Influence of:- |
|Choices |personal likes and dislikes; |adults and peers; | |
| |family; |the media; |peers; |
| |peers; |culture; |parents; |
| |advertisements. |availability. |the media; |
| | | |culture; |
| | | |availability. |
|( EA ( Eating and Fitness |
| | | | |
|TOPIC |LEVEL ONE |LEVEL TWO |LEVEL THREE |
| | | | |
|Anatomy and |Exercise and the body. |The Digestive System. |The Immune System. |
|Physiology |Parts of the body and their functions – muscles, bones, heart, lungs – |Aids to a healthy digestive system. | |
| |in relation to health and fitness. |Skeletal system. | |
| | |Need for healthy bones. | |
| | | | |
| | | | |
| | | | |
|Personal Hygiene/ |Personal hygiene - washing hands, etc. |Personal hygiene - health habits/behaviour (sneezing into tissue or |Personal hygiene – self |
|Safety | |handkerchief). | |
| | | |Effects of improper practices related to cleanliness and grooming. |
| | |Personal grooming. | |
| | | | |
| | | | |
| | | | |
|Injury Prevention |Preventing injury at home and school. |Prevention and care of injuries related to eating and fitness. |Prevention and care of injuries related to eating and fitness. |
| | | | |
| | |Emergency numbers. |Emergency numbers. |
| | | | |
| | | |First Aid practices. |
|( EA ( Eating and Fitness |
| | | | |
|TOPIC |LEVEL ONE |LEVEL TWO |LEVEL THREE |
| | | | |
|Consumer Health |Shopping for healthy foods and snacks. |Valid health information services. |Choosing health care products wisely. |
| |Proper use of Medication. |Choosing health care products wisely. | |
| | |Visiting health professionals – doctor. |Reading medicine labels - use according to instructions. |
| | | | |
| | |Sourcing and using health information and products. |Learning from labels and advertisements - food and medicine. |
| | | | |
| | |Drug abuse – ‘over-the-counter’ drugs. | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
|Food Safety |Safe food handling principles – use and storage. |Food safety. |Expired food (reading labels). |
| | |Proper storage and disposal. |Vendors – what to look for when deciding from whom to buy. |
| |Attention/care required for milk and milk drinks. |Handling food. |Analysing advertisements. |
| | |Purchasing from vendors. | |
| | | | |
| | | | |
| | | | |
| | | | |
( Sexuality and Sexual Health
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|TOPIC |LEVEL ONE |LEVEL TWO |LEVEL THREE |
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|Relationships 1: |Who am I? I am a boy./ I am a girl. |Who am I – male, female; |Sexuality is not just about sex. |
|Concept of sexuality/gender |Body parts. |– different but equal. |Appreciating one’s gender. |
| |Roles: |Appreciating one’s gender. |Gender roles and responsibilities. |
| |in the family; |Gender roles/responsibilities. |Parenting. |
| |in the village; |Parenting. |Role sharing. |
| |in the country. |Role sharing. |Role Modelling. |
| |Parenting. |Misconception of gender – Taboos. |Misconceptions of gender. |
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|Relationships II: |Friendship. |Appropriate ways of expressing love and friendship I. |Appropriate ways of expressing love and friendship II. |
|Respect for self and others |What friends do? |Boy/girl relationships – caring. |Boy/girl relationships – caring. |
| |What friends don’t do? |Touching. |Touching. |
| |Boy/girl relationship (caring). |Emotions as they pertain to boys and girls. |Emotions as they pertain to boys and girls. |
| |Appropriate touching. |Avoiding derogatory terms. |Avoiding derogatory terms. |
| |Avoiding derogatory terms. |Understanding Sexual Abuse and exploitation. |Dealing with Child Abuse (Sexual). |
| |Dealing with Child Abuse. |It’s okay to tell someone. |It’s okay to tell someone. |
| | |What can I do to protect myself? |What can I do to protect myself? |
| | |Emotional changes with development. |Emotional changes that occur with development. |
| | |Stigmatization associated with abuse. |Stigmatization related to abuse (sexual). |
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|( Sexuality and Sexual Health |
| |
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|TOPIC |LEVEL ONE |LEVEL TWO |LEVEL THREE |
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|Relationships III: |Maintaining Friendships: |Hygiene. |Hygiene. |
|Sexual Health |Personal hygiene. |Disease – HIV/AIDS - What do you know pertaining to the spread of HIV? |Disease – HIV/AIDS, STI’s. |
| |Emotional hygiene. |Information – STI’s. |Preventing the spread of HIV. |
| |Conduct. |Stigmatization. |It’s not worth the risk. |
| | | |Showing empathy for persons affected by HIV. |
| | | |Stigmatization. |
| | | |Abstinence. |
| | | |What can I do to help? |
| | | |Information, products and services. |
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|Growth and Development – |Where did I come from? |Puberty and Associated changes. |Sexual maturity/Readiness. |
|Life Cycles |My Body – Changes. |Sexual maturity/Readiness. |Sexual control – Abstinence. |
| |Concept of birth. |Sexual control – Abstinence. |Concept of Birth and Reproduction. |
| |Parenting. |Concept of Birth (understanding reproduction). |Dangers of early sex. |
| | |Dangers of early sex. |Understanding reproduction. |
| | | |Puberty and Physical changes. |
| | | |Responsibility of child bearing. |
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|( Sexuality and Sexual Health |
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|TOPIC |LEVEL ONE |LEVEL TWO |LEVEL THREE |
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|Factors influencing sexual |What I see, hear and do? |Social practices: |Social practices: |
|expression – What I see, hear and | | | |
|do? |Social practices: |Family practices. |Family practices. |
| |- Peer pressure. |Peer pressures. |Peer pressures. |
| |Family practices. |Societal practices. |Societal practices. |
| |Societal practices. |Sexuality. | |
| | |Economic practices affecting sexuality. |Influences of substances: alcohol, drugs, cigarettes. |
| |Influences of substances: alcohol, drugs, cigarettes. |Cultural. | |
| | | |Influence of the media and technology: |
| |Influence of the media and technology: |Influences of substances: alcohol, drugs, cigarettes. |Music, T.V., Print, Computer. |
| |Print. | |Dangers of sexual chat rooms. |
| |Computer. |Influence of the media and technology: | |
| |T.V./Video. |Music, T.V., Print. |Sexual Exploitation/ Vulnerability: |
| | |Sexual exploitation. |economic factors; |
| | | |vulnerability when in need or in subservient positions. |
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( Managing the Environment
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|TOPIC |LEVEL ONE |LEVEL TWO |LEVEL THREE |
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|Caring for the Environment |Relationship between self and the environment (ecosystem). |Define the ecosystem. |How to promote a healthy and aesthetic environment? |
| |Responsibility: Projects – Caring for garden/plants/Environment. |Linkages within the ecosystem as it relates to one’s health, well-being|Developing habits to generate a productive environment (ecosystem). |
| | |and survival. |Responsibility: caring for the environment both private and public. |
| | |Responsibility: Value and respect life. Performing actions to reflect | |
| | |same. | |
| | |Planting appropriate trees. | |
| | |Telling appropriate stories. | |
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|Waste disposal |Concept of waste. |Definition of terms. |Effects of improper disposal of waste on man and the environment (island to |
| |Types of waste. |Methods. |global village). |
| |Methods of waste disposal. |Effects of improper disposal in the community. |Responsibility: Methods used – recycling |
| |Responsibility: Application of knowledge and ensuring that others |Hazardous waste. |bio-degradables. |
| |do the same. |Responsibility: Re-cycling & reusing waste (bottles, boxes etc). |Project work compost |
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|Pollution |Concept of pollution. |Concept of ‘pollution.’ |Types of pollution. |
| |Causes of pollution. |Types and causes. |Appropriate measures to deal with various types of pollution. |
| |How pollution affects us? |Effects of pollution. |Developing a change in attitude. |
| |Responsibility – towards the environment. |Responsibility: prevention measures. |Responsibility: practicing appropriate behaviours. |
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|( Managing The Environment |
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|TOPIC |LEVEL ONE |LEVEL TWO |LEVEL THREE |
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|Conservation and Preservation |Concept of conservation and preservation. |Explanation of terms. |Technology used to promote conservation and preservation – the R’s. |
| |Reasons for conservation and preservation. |Reasons for conservation and preservation. |Responsibility: developing a positive attitude and practising appropriate |
| |Conservation techniques. |Roles of individuals and how they can impact both negatively and |actions. |
| |Responsibility: Developing a positive attitude. |positively. | |
| | |Responsibility. | |
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|Relationship between |Understanding that all living things need air, water and land to |How human attitudes/actions affect the environment and health – (Pest |How does human actions affect environmental health? |
|Environmental Health and Personal Health |survive. |Control, Deforestation, burning). |Health Issues – lead poisoning caused by poor quality of life/goods and |
| |Environmental Practices: main diseases caused by unhealthy |Man-made systems (dams, dredging). |services. |
| |environment. |Responsibility: Making Wellness Choices: Performing actions that are |Alternative products used to reduce health risks and environmental |
| |Preventing diseases. |environmentally safe. |degradation. |
| | | |Responsibility: Making lifestyle choices in keeping with the promotion of |
| | | |wellness. |
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|Disaster Preparedness |Concept of disaster. |Definition of terms. |Types of disasters. |
| |Disaster Preparedness: |Types of disasters – Natural and man-made. |Disaster preparedness. |
| |Floods. |Precautionary measures. |The use of N.G.Os. |
| |Hurricane. |Appropriate responses. |Responsibility: Developing a plan to respond to natural and man-made |
| |Fire. | |disasters. |
| |Earthquakes. | |Precautionary measures. |
| | | |Appropriate responses. |
( Managing The Environment
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|TOPIC |LEVEL ONE |LEVEL TWO |LEVEL THREE |
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|Environmental Laws and |Concept of Laws and Rules. |Recognition of the necessity for laws. |Environmental laws: |
|Organisations |Adherence to laws and rules. |Recognition of :- |Recognition of the need for laws. |
| |Responsibility: ensuring that members of home, school/community |(1) the roles of organizations |Recognition of the need to uphold and maintain the law. |
| |adhere. |(2) their roles in upholding the law |Organisations responsible for upholding environmental laws. |
| |Consequences of actions. |How laws impact on the home, school and community. |Responsibility: Advocacy. |
| | |Responsibility: Upholding the law. Becoming proactive inform | |
| | |others. | |
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PART THREE:
COURSE OUTLINES
COURSE OUTLINE
LEVEL ONE
INFANTS YEARS ONE AND TWO
LEVEL ONE
Self and Interpersonal Relationships: Dimensions of Self
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|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING /LEARNING STRATEGIES | |EVALUATION | |
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|Critical Thinking |Knowing myself |Nurture positive feelings about oneself. |Story telling |Story books |Group discussion |Exhibit positive behaviour. |
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|Assertiveness | |Develop a positive identity. |Dramatization |Videos |Presentations on self: | |
| |(See Sample Lessons in | | | |-Drawing |Speak positively and confidently |
|Interpersonal |Teachers’ Guide) | |Recitation |Pictures |-Dramatization |about self. |
| | | | | |-Poems | |
|Coping | | |Role play |CDs | |Change undesirable behaviours. |
| | | | | |Selecting characters with positive | |
|Self Awareness | | |Discussion |Resource personnel |identities. | |
| | | | | | | |
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|Communication |Positive |Develop positive |Discussion |Slides |Role play/Drama |Build positive relationships. |
| |Relationships |relationships. | | | | |
|Negotiation | | |Reflection |CDs |Structured observation | |
| | |Differentiate and relate to | | | | |
|Cooperation | |characteristics of optimism |Critical viewing |Cassettes |Pictorial expression – Art | |
| | |and pessimism. | | | | |
|Critical thinking | | |Role modelling |Personalities |Exhibiting an optimistic attitude in a | |
| | |Develop the ability to recognize and manage| | |given situation. | |
|Self management | |mood. |Tally chart to record behavioural patterns |Video clipping | | |
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|Self monitoring | | |Games - Simon says |Resource Personnel | | |
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|Self Awareness | | |Listening to music and poetry. | | | |
LEVEL ONE
Self and Interpersonal Relationships: Dimensions of Self
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|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING /LEARNING STRATEGIES | |EVALUATION | |
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|Empathy |Strengths and |Identify individual strengths and |Each child states personal strengths. |Picture books |Selecting attributes from mystery box |Display positive assertive |
| |Weaknesses |weaknesses. | |Newspaper Clippings |and demonstrate. |behaviour. |
|Negotiation | | |Discussion |Cartoons | | |
| | |Identify strengths and weaknesses of | |Pupils |Oral description of visuals which | |
|Co-operation | |others. |Show and Tell - Pupils do an action and classify|Cassette |depict strengths or weaknesses. |Assist others in overcoming |
| | | |strengths and weaknesses. |Movie | |weakness and developing strengths. |
|Decision making | |Develop and improve individual strengths.| |Stories |Describing strengths. | |
| | | |Group activity to brainstorm how to improve |Folksongs | | |
|Problem solving | | |strengths. |Rhymes | | |
| | | | |Jingles | | |
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|Communication |Etiquette |Display appropriate courtesies in given |Create opportunities for pupils to verbalise and|Cartoons |Dramatizing situations. |Practise courtesies in everyday |
|Interpersonal | |situations. |demonstrate courtesies e.g. table manners, | | |situations. |
|Decision making | | |greetings. |Movies | | |
|Self monitoring | | | | | | |
| | | | |Pictures | | |
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LEVEL ONE
Self and Interpersonal Relationships: Managing Emotions
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|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING /LEARNING STRATEGIES | |EVALUATION | |
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|Negotiation |Respect |Exhibit attitudes that depict |Group discussion e.g. Right to be heard comes with the|Movies |Designing slogans about self |Show obedience to rules, |
|Assertiveness | |respect for self. |responsibility to listen. | |respect |laws, norms and mores. |
|Communication | | | |Pictures | | |
|Co-operation | |Display behaviour that demonstrates respect for others. |Brainstorming | |Role playing |Display ability to |
|Decision making | | | |Newspaper | |introspect or reflect. |
|Critical thinking | |Demonstrate an understanding of the rights of self and |Simulation exercises | |Creating scenarios – | |
|Self monitoring |Rights |others. | |Song |Completion of assigned task |Treat others with respect. |
| | | |Storytelling | | | |
| | |Demonstrate an understanding that rights have associated | |Storybook |Group appraisal | |
| | |responsibilities. | | | | |
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|Interpersonal |Emotions, |Recognize feelings and emotions. |Role play situations which have negative or positive |Pictures |Drawing a face to show emotion. |Practise self- control. |
| |expressions and | |impact. |Toys | | |
|Assertiveness |feelings:- | |Discuss responses. | | | |
| |-Happiness | | | | | |
|Empathy |-Excitement | | |Show and tell | | |
| |-Sadness | | | | | |
|Problem solving |-Anger |Manage expressions of feelings and emotions. |Drill: Exercises to develop controlled responses to | |Puppetry – dramatization | |
| |-Hatred | |stimuli in the environment. |Puppets | | |
|Critical thinking |-Jealousy | | | | | |
| |-Possessiveness | | | | | |
|Managing feelings | | | | | | |
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|Managing stress | | | | | | |
|LEVEL ONE |
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|Self and Interpersonal Relationships: Managing Emotions |
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|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING /LEARNING STRATEGIES | |EVALUATION | |
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|Communication |Managing Feedback |Accept positive feedback for self improvement. |Brainstorming |Group interaction |Making positive decisions. |Accept constructive |
| | | | | | |criticism. |
|Negotiation | | |Discussion | |Observation of pupils’ behaviour.| |
| | |Implement feedback to initiate positive change. | | | | |
|Decision making | | |Role play | | | |
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|Problem solving | | |Creative thinking | | | |
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|Critical thinking | | |Oral reports | | | |
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|Self management | | | | | | |
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LEVEL ONE
Self and Interpersonal Relationships: Relationships with Others
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|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING /LEARNING STRATEGIES | |EVALUATION | |
| | | | | | | |
|Communication |Relationships with: - |Use communication skills to relate to peers, adults and |Dialogue |Resource personnel:- |Positive real-life interaction |Respect peers, siblings, |
| |-family members |those in authority. | |-Guards |with personnel. |relatives, those in |
| |-peers | |Role play |-Principals | |authority and others. |
|Assertiveness |-authority figures |Develop positive relations with peers and others. |Co-operative learning |-Teachers |Arts | |
| |-others | | |-Arts in Action | | |
| | |Be open and honest in relationships. | |-children |Role Play |Maintain healthy |
|Interpersonal |Speaking with others. | | |-community | |relationships. |
| | |Develop ability to be objective with family and friends. | |members |Group presentation | |
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|Co-operation | | | | | | |
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|Decision making | | | | | | |
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|Managing feelings | | | | | | |
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LEVEL ONE
Self and Interpersonal Relationships: Adapting To and Managing Change
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|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING /LEARNING STRATEGIES | |EVALUATION | |
| | | | | | | |
|Managing stress |Sharing |Discuss the importance of sharing and identify ways to |Teamwork |Movies |Composing: |Display characteristics of |
| | |share. | | |- songs |kindness and caring. |
|Managing feelings | | |Role play |CD |-calypsos | |
| |Caring |Discuss the importance of caring and display a caring | | |-writings |Display positive problem |
|Self monitoring | |attitude. |Observation |Cassette |-slogans |solving skills. |
| | | | | |-poems | |
|Decision making |Conflict |Identify problems in relationships. |Discussion |Games, |-rhymes/jingles |Exhibit resilience and |
| |resolution | | | | |commitment in adapting and |
|Problem solving | |Develop an optimistic view of a situation to solve |Dramatization |Cartoons, |Creating |managing change. |
| | |problems. | | |posters | |
|Critical thinking | | |Group Work |Newspapers |pictures collages | |
| |Reflecting |Reflect on decisions and actions. | | | | |
|Negotiation | | | |Stories – Folk Tales |Selecting responses for conflict | |
| | | | | |resolution. | |
|Empathy | | | | | | |
| | | | | |Implementing selected response to| |
|Refusal | | | | |resolve problems. | |
| | | | | | | |
| | | | | |Oral presentations. | |
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LEVEL ONE
Self and Interpersonal Relationships: Technology and Self
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|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING /LEARNING STRATEGIES | |EVALUATION | |
| | | | | | | |
|Communication |Messages |Differentiate between positive and negative verbal and non |Critical viewing |Newspapers |Labelling messages |Make right choices. |
| | |verbal messages. | | | | |
|Co-operation | | |Discussion |Cartoons |Classifying messages. |Influence others to make |
| | |Make right choices concerning information via the media and| | | |right choices. |
|Decision making |Choices |otherwise. |Group work |Computer Ads |Selecting movies and books with | |
| | | | | |positive messages. | |
|Self management | |Choose appropriate digital games for leisure | |Computer | | |
| | | | | |Choosing and describing a game. | |
|Critical thinking |Leisure | | |newspaper | | |
| | | | | |Giving reasons for choice of | |
| | | | |magazines |game. | |
| | | | | | | |
| | | | |movies | | |
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| | | | |games | | |
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| | | | |video games | | |
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| | | | |computer software | | |
LEVEL ONE
Self and Interpersonal Relationships: Self and Community
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|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING /LEARNING STRATEGIES | |EVALUATION | |
| | | | | | | |
|Interpersonal |Loyalty to :- |Develop a sense of loyalty. |Discussion |Cartoons |Composing: |Display positive regards for|
| |-self | | | |- songs |family, peers and country. |
|Decision making |-neighbourhood |Develop a sense of loyalty to family and peers. |Critical viewing |Movies |-calypsos | |
| |-national | | | |-writings | |
| |community | |Brainstorming |Stories |-slogans | |
|Critical thinking | | | | |-poems | |
| |Trust | |Listening |National Anthem |-rhymes/jingles | |
|Self monitoring | | | | | | |
| |Respect | |Singing |Prayer |Creating | |
| | |Display a sense of patriotism. | | |posters | |
| |Patriotism | |Reciting |Pledge |pictures collages | |
| | | | | | | |
| | | |Discussion |Rules |Demonstrating appropriate | |
| | | | | |behaviour. | |
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LEVEL ONE
Self and Interpersonal Relationships: Sensitivity to Those with Special Needs
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|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING /LEARNING STRATEGIES | |EVALUATION | |
| | | | | | | |
|Interpersonal |Concept of special needs. |Recognize individuals with special needs. |Observations |Videos |Making value judgments from |Display |
| | | | | |created scenarios. |empathy. |
|Co-operation | | |Group discussions |DVDs | | |
| |Sensitivity towards those |Develop and display sensitivity towards peers with special | | |Group activities |Treat special need |
|Decision making |with special needs. |needs. |Create scenarios |Stories | |individuals with the same |
| | | | | | |respect given to other |
|Managing feelings | | |Simulated exercises |Newspaper clippings | |peers. |
| | | | | | | |
|Empathy | | |Field trips |Resource personnel | |Provide help to special |
| | | | | | |needs individuals. |
| | | | |Role play | | |
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LEVEL ONE
Eating and Fitness: Physical Fitness
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|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING/LEARNING STRATEGIES | |EVALUATION | |
| | | | | | | |
|Decision |Good health |Discuss good health/ fitness. |Case studies/ Story telling |Stories |Observing |Select and participate in active play and or |
|Making |Habits | | | | |sports for the purpose of sustaining or improving |
| | | |Class discussion |Songs |Participating in class. |physical fitness. |
|Communication |An active healthy |Note that physical activity and healthy eating| | | | |
| |lifestyle |are good for personal well-being. |Puppetry |Nursery Rhymes |Reporting: |Encourage and influence peers and others to do the|
|Interpersonal | | | | |– oral |same. |
| | | |Colouring physical fitness poster. |Pictures |- written | |
|Healthy self management | |Explore how sleeping (rest) and eating promote| | |- graphic | |
| | |health and fitness. |Setting activity goal. |Puppets | | |
|Self monitoring | | | | |Keeping logs – recording physical | |
| | | | | |activities pursued. | |
| | |Engage in moderate to vigorous activity in and| | | | |
| | |out of school. | | | | |
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LEVEL ONE
Eating and Fitness: Nutrition
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|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING /LEARNING STRATEGIES | |EVALUATION | |
| | | | | | | |
|Communication |Choosing nutritious food and |Explain why food is important. |Questioning |Rhymes and |Performance tasks: – |Choose healthy foods and snacks. |
| |snacks. | | |stories about food | | |
|Critical thinking | |Name the six (6) basic food |Naming and colouring foods. | |Using pictures to assemble healthy meals and |Encourage peers to do the same. |
| | |groups. | |Food pyramid |snacks. | |
|Decision | | |Class and group discussion. | | |Persuade parents or guardians to provide |
|Making | |Identify healthy meals and snacks.| |Samples of food |Packing Roger’s lunch kit. |healthy foods and snacks. |
| | | |Role play | | | |
|Negotiation | |Make healthy food choices. | |Lunch kit or lunch box |Packing a snack box. | |
| | | |Demonstrations | | | |
|Healthy Self management | | | |Snack boxes |Reporting: | |
| | | |Sorting foods into two groups -healthy and | |– oral | |
|Self monitoring | | |unhealthy. |Pictures of foods |- written | |
| | | | | |- graphic | |
| | | | |Disposable plates | | |
| | | | | |Keeping logs – food choices made for the week.| |
| | | | |Glue | | |
| | | | | |Evaluating snack choices made for the week. | |
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LEVEL ONE
Eating and Fitness: Influences on Food Choices
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|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING/LEARNING STRATEGIES | |EVALUATION | |
| | | | | | | |
|Critical thinking |Personal likes and dislikes. |Explore factors that influence |Role play |Pictures |Keeping a log – graphic and/ or written on |Select foods that enhance health while |
| | |dietary choices. | | |personal food choices made for one week and |satisfying personal tastes and cultural|
|Problem solving |Family | |Discussion |Flash cards |giving reasons. |heritage. |
| | | | | | | |
|Self awareness |Peers | |Story telling |Samples of food |Drawing picture to show positive health habits |Plan meals and menus. |
| | | | | |learned. | |
|Decision making |Culture | |Critical viewing |Stories | |Recommend healthy snacks to friends. |
| | | | | |Composing: | |
|Communication |Advertisements |Make healthy food choices. | |Video clip/s |- songs | |
| | | |Choosing meals and snacks and explaining | |-calypsoes | |
|Refusal skills | | |choices. |Advertisements |-writings | |
| | | | | |-slogans | |
|Self management | | | |Newspaper clippings |-poems | |
| | | | | |-rhymes/jingles | |
| | | | | |to promote healthy choices. | |
| | | | | | | |
| | | | | |Creating: | |
| | | | | |posters | |
| | | | | |collages | |
| | | | | |to promote healthy choices. | |
| | | | | | | |
LEVEL ONE
Eating and Fitness: Anatomy and Physiology
| | | | | | | |
|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING/LEARNING STRATEGIES | |EVALUATION | |
| | | | | | | |
|Self awareness |Parts of the body and their |Identify parts of the body. |Demonstration |Rhymes |Drawing and labelling body on a |Set and pursue personal goals |
| |functions. | | | |large sheet of paper. |for physical activity in and out |
|Critical thinking | |Identify body parts – heart, muscles, bones, lungs – and |Discussion |Songs | |of school and track progress. |
| | |their relationship to fitness and health. | | |Journaling | |
|Communication | | |Dramatization |Skeletal model |-graphic and / or | |
| | |Explore the relationship between exercise and strong, | | |written | |
|Self management | |flexible muscles. |Drawing and labelling |Video clips | | |
| | | | | |Reporting: | |
| | |Explore the relationship between exercise and healthy heart | | |-oral | |
|Self monitoring | |and lungs. | | |-written | |
| | | | | |-graphic | |
| | |Set personal activity goal. | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
LEVEL ONE
Eating and Fitness: Personal Hygiene and Safety
| | | | | | | |
|SKILL |TOPIC |BJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING/LEARNING STRATEGIES | |EVALUATION | |
| | | | | | | |
|Critical thinking |Cleanliness as a disease |Examine practices to keep the body clean. |Questioning |Rhymes |Demonstrating |Practise good personal hygiene and grooming |
| |prevention | | | | |habits. |
|Decision making |strategy. | |Class discussion |Songs |Observation | |
| | |Practise skills to prevent and control the| | | | |
|Self awareness |Good grooming: |spread of diseases. |Critical viewing |Pictures |Reporting: |Encourage peers and others to practise good |
| | | | | |– oral |personal hygiene and grooming habits. |
|Communication |-Care of teeth. | |Demonstration |Puppets |- written | |
| | | | | |- graphic | |
|Healthy self management |-Washing of hands | |Role play |Doll | | |
| |before and after | | | | | |
|Self monitoring |meals. | |Puppetry |Soap |Self appraising | |
| | | | | | | |
| |-Bathing regularly | |Dramatization |Wash rag | | |
| |(cleansing of ear, | | | | | |
| |eyes, nose, private | | |Toothpaste | | |
| |parts, between | | | | | |
| |toes, nails etc.) | | |Floss | | |
| | | | | | | |
| |-Daily change of | | |Toothbrush | | |
| |clothing. | | | | | |
| | | | |Comb | | |
| | | | | | | |
| | | | |Brush | | |
| | | | | | | |
| | | | |Shampoo | | |
| | | | | | | |
| | | | |Video clips | | |
LEVEL ONE
Eating and Fitness: Injury Prevention
| | | | | | | |
|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING/LEARNING STRATEGIES | |EVALUATION | |
| | | | | | | |
|Critical thinking |Preventing injury at home |Identify careless behaviour that can result|Storytelling |Stories |Drawing a picture to show safe practices that |Practise skills essential to |
| |and school. |in accidents and injury. | | |can help us avoid injury. |enhancing health and avoiding |
|Healthy self –management | | |Questioning |Puppets | |dangerous situations. |
| | |Describe actions and behaviours to protect | | |Reporting: | |
|Communication | |oneself. |Class Discussion |Pictures |– oral |Influence others to practise health |
| | | | | |- written |enhancing skills. |
|Assertiveness | |Identify appropriate people to approach in |Puppetry |Cartoons |- graphic | |
| | |an emergency. | | | | |
|Problem solving | | |Dramatization |Video clip/s |on injury related incidents. | |
| | | | | | | |
| | | |Critical viewing | |Observation | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
LEVEL ONE
Eating and Fitness: Consumer Health
| | | | | | | |
|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING/LEARNING STRATEGIES | |EVALUATION | |
| | | | | | | |
|Assertiveness |Shopping for healthy foods |Select healthy foods and snacks from among |Role play |Class shop – grocery, market,|Observation |Select and purchase healthy foods |
| |and snacks. |the items available at home and school. | |cafeteria | |and snacks. |
|Critical thinking | | |Class and group discussion | |Reporting: | |
| | | | |Pictures |– oral | |
|Communication | | |Buying and Selling | |– written | |
| | | | | |– graphic | |
|Negotiation | | |Critical viewing |Video clip | |Encourage peers and others to choose|
| | | | | |Keeping personal logs on food |healthy foods and snacks. |
|Self management | | | |Television set |choices. | |
| | | | | |graphic and/ | |
| | | | |V.C.R. |or written. | |
| | | | | | | |
|Critical thinking |Proper use of medication. |Accept medicines provided by parent, |Questioning |Puppets |Questioning |Accept medications from parent, |
| | |guardian or recognized authority only. |Stories | | |guardian or recognized authority |
|Problem solving | | |Puppet show |Labels |Observation |only. |
| | |Describe correct use of medicine. |Role play | | | |
|Communication | | |Discussion |Boxes | |Use medications only as prescribed. |
| | | |Reading labels – (looking for signs such as | | | |
|Self management/monitoring | |Identify harmful medicines. |skull, etc.) |Pictures | | |
| | | | | | | |
| | |Identify potentially hazardous substances. | |Health brochures | | |
| | | | | | | |
| | | | | | | |
LEVEL ONE
Eating and Fitness: Food Safety
| | | | | | | |
|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING/LEARNING STRATEGIES | |EVALUATION | |
| | | | | | | |
|Assertiveness |Food care: |Discuss how foods and drinks should be |Analyzing case studies |Video clip/s |Quiz |Observe healthy practices in using and storing |
| |-handling |handled, used and stored. | | | |foods and drinks. |
|Communication |-cooking | |Discussion |Songs |Observation | |
| |-covering | | | | | |
|Critical thinking |-refrigerating | |Singing |Art supplies |Reporting: | |
| | |Observe safe practices when sharing food. | | |– oral |Encourage others to observe safe practices |
|Decision making |Sharing of food. | |Critical viewing | |- written |regarding the use and storage of food. |
| | | | |Pictures |- graphic | |
|Interpersonal | |Describe ways to choose a safe vendor. |Role play | | |Observe and evaluate health conditions before |
| | | | | |Creating: |making purchases. |
|Self management |Buying safe food. | | | |posters | |
| | |Identify sicknesses caused by improper food | | |collages |Report symptoms of sickness to appropriate |
| | |care. | | |to promote healthy practices. |persons. |
| | | | | | | |
| |Sickness caused by improper | | | | | |
| |food care. | | | | | |
| |-food poisoning | | | | | |
| |-gastro enteritis | | | | | |
| |-cholera | | | | | |
| | | | | | | |
LEVEL ONE
Sexuality and Sexual Health: Relationships I: Concept of Sexuality/Gender
| | | | | | | |
|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING /LEARNING STRATEGIES | |EVALUATION | |
| | | | | | | |
|Self awareness |Who am I? |Recognize characteristics that differentiate male and female |Brainstorming |Pictures |Participating in |Accept and be confident about |
| |I am a boy/girl. |(body parts). | | |discussion |one’s gender. |
|Critical thinking | | | |Software | | |
| |Private parts |Analyze maleness and femaleness through examination of their |Role play | |Effective communicating | |
|Problem solving | |likes and dislikes. | |Video clips | | |
| | | | | |Reciting poems | |
|Communication | |Appreciate oneself. Establish: |Group work |Cassette | | |
| | |“I like being male/female.” | | |Singing songs | |
|Decision making | | | |Puppets | | |
| | | |Discussion | | | |
|Healthy Self management | | | | | | |
| | | | | | | |
| | | |Making critical choices from among gender related | | | |
| | | |objects. | | | |
| | | | | | | |
| | | | | | | |
| | | |Creating songs or poems on self. | | | |
| | | | | | | |
| | | |Record and playback session. | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
|LEVEL ONE |
| |
|Sexuality and Sexual Health: Relationships I |
| | | | | | | |
|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING /LEARNING STRATEGIES | |EVALUATION | |
| | | | | | | |
|Decision making |Roles in:- |Differentiate between male and female beings in all species. |Brainstorming |Pictures |Portfolio |Accept / appreciate gender roles|
| |family | | | | |and responsibilities. |
|Critical thinking |village |Demonstrate awareness that both male and female are needed | |Resource persons |Matching pictures | |
| |country. |for procreation in all life forms. |Identification through the use of pictures and video | | | |
|Interpersonal | | |clips. |Video clips | | |
| | |Be aware that both male and female must be at a level of | | | | |
|Self awareness | |maturity before they can start a family. | |Puppets | | |
| | | |Small group/ class discussion | | | |
|Healthy self management | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
|Decision making |Gender roles |Identify traditional roles of males and females as they |Role play |Video clips |Dramatizing roles that are |Perform traditional roles when |
| | |relate to physique. | | |traditional. |opportunities arise. |
|Critical thinking | | |Group discussion |Pictures | | |
| | |Decide in which circumstances it is appropriate to | | |Creating situations for | |
| | |interchange male/female roles. |Class discussion |Puppets |interchanging roles. | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
LEVEL ONE
Sexuality and Sexual Health: Relationships II: Respect for self and others
| | | | | | | |
|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING/LEARNING STRATEGIES | |EVALUATION | |
| | | | | | | |
|Decision making |Friendship: What friends do |Distinguish between appropriate and inappropriate touch. |Small group discussions. |Puppets |Case scenarios – children’s |Be proud of their bodies. |
| |and don’t do? | | | |responses to ‘yes’ touch and | |
|Self awareness | |Develop the ability to say ‘No’ to inappropriate touch. | | |‘no’ touch. |Refuse in a firm and polite manner to be |
| | | |Use of mannequin to demonstrate |Mannequin or doll | |touched inappropriately. |
|Interdependence | |Choose appropriate ways of expressing affection. |inappropriate touch. | |Describing appropriate ways | |
| | | | |Song – ‘My body is my |to show affection. |Refrain from touching others |
|Decision making | |Appreciate and recognize that the body is special. | |body’ | |inappropriately. |
| | | | | |Participating in class/ group| |
|Critical thinking | | |Use of video clip to highlight different |Media clips |discussion. | |
| | | |ways of displaying affection | | | |
|Refusal skills | | |appropriately. | | | |
| | | | | | | |
|Healthy self management | | | | | | |
| | | | | | | |
|Problem solving |Avoiding derogatory terms. |Note derogatory expressions used in their environment. |Critical viewing |Video clips |Participating in role play |Use appropriate expressions to express |
| | | | | |and class discussion. |dissatisfaction. |
|Decision making | |Explore alternative forms of expression. | |Taped conversations | | |
| | | |Attentive listening | | |Express their dissatisfaction to those |
|Coping skills | |Display tolerance to peers using derogatory expressions and | |Comic strip | |who use derogatory terms in a friendly |
| | |seek to correct them. |Class discussion of appropriate comic | | |manner. |
|Healthy self management | | |strip. |Puppets | | |
| | |Demonstrate the ability to convey their dislike for use of | | | |Help peers to avoid using derogatory |
| | |such terms. |Role play | | |terms. |
| | | | | | | |
| | | | | | | |
LEVEL ONE
Sexuality and Sexual Health: Relationships III
| | | | | | | |
|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING /LEARNING STRATEGIES | |EVALUATION | |
| | | | | | | |
|Decision making |Maintaining friendships: |Demonstrate the proper care of the body. |Demonstration – proper care using doll |Doll |Participating in class activity. |Keep themselves clean. |
| |- personal | | | | | |
|Self awareness |hygiene; |Examine the link between relationships and proper hygiene. |Class discussion |Bathtub |Creating: |Tell others about |
| |- emotional well- | | | |- collages |the dangers of HIV/AIDS. |
|Healthy self management |being; | |Video clips on STI’s |Toiletries |-posters on | |
| |- appropriate | | | |HIV/AIDS. |Avoid behaviours that can |
|Refusal skills |conduct. | |Resource personnel |Video clips | |promote vulnerability to |
| | |Display an understanding of the concept of HIV/AIDS and | | | |HIV/AIDS and other STI’s |
|Empathy |Diseases |other STI’s. |Critical viewing/ listening |Brochures | | |
| | | | | | | |
| | |Identify behaviours which make a person vulnerable to |Role playing refusal skills | | | |
| | |HIV/AIDS and STI’s | |Pictures | | |
| | | | | | | |
| | |Take precautions to protect themselves from STI’s eg. avoid| | | | |
| | |contact with blood, refuse to be touched in private areas | | | | |
| | |etc. | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
LEVEL ONE
Sexuality and Sexual Health: Growth and Development: Where did I come from?
| | | | | | | |
|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING/LEARNING STRATEGIES | |EVALUATION | |
| | | | | | | |
|Self awareness |Concept of Birth |Demonstrate knowledge of the relationship between |Puppet initiated conversations |Puppets |Participating in class discussion. |Display responsible behaviour |
| | |maturity and childbearing. |or taped conversations. | | |during interactions with peers. |
|Communication |My Body Changes | | | |Critically analyzing recorded | |
| | |Appreciate that the responsibilities associated with |Critical viewing/ listening |Posters |discussions. | |
|Critical thinking |Parenting |childbearing are adult responsibilities. | | | | |
| | | |Questioning |Video clip | | |
|Empathy | | | | | | |
| | | |Recording of class discussions |Cassette | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
LEVEL ONE
Sexuality and Sexual Health: Factors Influencing Sexual Expression: What I see, hear and do?
| | | | | | | |
|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING/LEARNING STRATEGIES | |EVALUATION | |
| | | | | | | |
|Critical thinking |Social practices |Critically analyse social practices to determine which|Critical viewing of video recordings – |Video clips |Participating in discussions. |Be vocal about |
| | |are healthy and unhealthy. |disorderly behaviour by adults and | | |inappropriate |
|Decision making | | |adolescents. | |Identifying positive and negative |behaviour. |
| | |Demonstrate awareness that practices such as the use | |Advertisements |advertisements. | |
|Communication |Influence of substances on |of drugs (alcohol, cigarettes) can result in |Critical analysis of photographs |– print | |Demonstrate ability to resist |
| |behaviour. |inappropriate behaviour. |(dress). |- audio |Selecting posters that promote positive|influences that promote |
|Interpersonal | | | |- electronic |expressions and behaviour. |inappropriate behaviour. |
| | |Discriminate between appropriate and inappropriate |Critical analysis of soap operas. | |Composing: | |
|Refusal skills |Influence of the media on |messages promoted by the media. |(age-related relevance and propriety of | |- songs | |
| |behaviour. | |affection displayed) |Photographs |-calypsos | |
|Self monitoring | |Differentiate between acceptable and unacceptable | | |-writings | |
| | |forms of behaviour and dress. |Discussion | |-slogans | |
| | | | |Posters |-poems | |
| | |Show awareness that affectionate expression can be |Role play refusal skills. |(age appropriate) |-rhyme/jingle | |
| | |appropriate or inappropriate according to | | |to promote positive choices. | |
| | |relationships and age. | | |Creating: | |
| | | | | |posters | |
| | | | | |collages / murals | |
| | | | | |to promote positive messages. | |
| | | | | | | |
LEVEL ONE
Managing The Environment: Caring for the Environment
| | | | | | | |
|SKILLS |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING /LEARNING STRATEGIES | |EVALUATION | |
| | | | | | | |
|Creative thinking |Understanding the Environment|Examine the relationships within ecosystems. |Brainstorming |Pictures |Participation in:- |Participate in beautification |
| | | | | |discussion; |project within the school. |
|Healthy self management/ | |Examine the relationship between self and the |Discussion |Charts |nurturing project. | |
|monitoring | |environment. | | | |Participate in agricultural project|
| | | |Questioning |Video Clip(s) |Completion of food chains/diagrams. |within the school. |
|Decision making | |Discuss ways of caring for the environment. | | | | |
| | | |Group work |Plants |Matching exercises of acceptable/ |Appreciate and care for public |
|Problem solving | | | | |non-acceptable practices (picture). |utilities:- |
| | | |Drama/Role Play |Models/ | |parks, street lights, stand pipes, |
|Self-awareness | | | |Diagrams/ |Portfolios – ways of caring for the |recreational facilities. |
| | | | |Maps |environment. | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
LEVEL ONE
Managing The Environment: Waste Disposal
| | | | | | | |
|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING/LEARNING STRATEGIES | |EVALUATION | |
| | | | | | | |
|Creative thinking |Waste |Discuss the concept of ‘waste.’ |Brainstorming |Pictures |Participating in class activities. |Apply knowledge. |
| | | | | | | |
|Decision making | |Explore different forms of waste that can be |Discussion |Charts |Completing of worksheet or checklist. |Use waste bins effectively. |
| | |found within the environment. | | |(types of waste disposal) | |
|Problem solving | | |Group work |Video tape | |Ensure that others do same. |
| | |Practise appropriate methods of waste disposal. | | |Composing: | |
| |Methods of | |Drama/Role play |Resource persons |- songs |Become involved in recycling projects. |
| |waste | | | |-calypsoes | |
| |disposal | |Constructing of signs and posters. | |-writings |Encourage people to develop recycling practices|
| | | | | |-slogans |through model behaviour. |
| | | | | |-poems | |
| | | | | |-rhymes/jingles | |
| | | | | |-raps | |
| | | | | | | |
| | | | | |to promote healthy practices related to | |
| | | | | |waste disposal. | |
| | | | | | | |
| | | | | |Creating: | |
| | | | | |posters | |
| | | | | |collages | |
| | | | | |murals | |
| | | | | |to promote healthy practices related to | |
| | | | | |waste disposal. | |
LEVEL ONE
Managing The Environment: Pollution
| | | | | | | |
|SKILLS |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING/LEARNING STRATEGIES | |EVALUATION | |
| | | | | | | |
|Effective |Concept of pollution. |Gives examples of pollution in their |Brainstorming |Pictures |Participating in discussion. |Participate in on-going clean-up at |
| | |environment. | | | |home, class, school. |
|Communication |Causes and effects of | |Discussion |Charts |Observation: Participating in | |
| |pollution. |Discuss the causes and effects of pollution in | | |clean-up campaigns. |Avoid practices that can lead to |
|Interpersonal | |their environment. |Questioning |Video clip | |pollution of the environment. |
| | | | | |Reports on personal practices. | |
|Critical thinking |Responsibility towards the |Explore strategies to avoid pollution in the |Field trips |Resource persons –Ministry of | |Speak out against practices that |
| |environment. |environment. | |Health | |result in pollution. |
|Healthy self | | |Clean-up campaigns | | | |
|management/ | |Display proper waste disposal practices. | |Dust bins in appropriate places| |Report offenders. |
|Monitoring | | | | | | |
| | | | | | | |
|Decision making | | | | | | |
| | | | | | | |
|Coping Skills | | | | | | |
| | | | | | | |
| | | | | | | |
LEVEL ONE
Managing The Environment: Conservation and Preservation
| | | | | | | |
|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING/LEARNING STRATEGIES | |EVALUATION | |
| | | | | | | |
|Effective communication |Concept |Discuss concept of conservation and |Brainstorming |Pictures |Participating during discussions. |Demonstrate a positive attitude toward |
| | |preservation. | | | |conservation and preservation practices. |
|Problem solving | | |Discussion |Charts |Matching pictures to show acceptable and| |
| | |State reasons for conservation and | | |non acceptable practices. |Become involved in conservation and |
|Interpersonal |Benefits |preservation. |Group work |Video Clips | |preservation activities – recycle chubby |
| | | | | | |bottles, boxes. |
|Negotiation | |Examine the different methods of conservation|Critical viewing of video tapes | | | |
| | |and preservation. | | | |Report offenders. |
|Assertiveness |Methods | |Radio programmes | | | |
| | |Demonstrate practices of conservation and | | | | |
| | |preservation. |Field trips | | | |
| | | | | | | |
| |Developing personal |Describe ways in which their behaviour can |Drama | | | |
| |practices. |intentionally conserve or preserve the | | | | |
| | |environment. |Construction of signs and posters. | | | |
| | | | | | | |
LEVEL ONE
Managing The Environment: Relationship between Environment and Health
| | | | | | | |
|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING/LEARNING STRATEGIES | |EVALUATION | |
| | | | | | | |
|Critical thinking |Interdependence |Discuss the interdependence among living |Discussion |Slides/Pictures |Constructing a picture chart to show |Promote a clean and healthier environment |
| | |and non-living things. | | |interdependency. |at home, school, and community. |
|Creative thinking | | |Group Work |Video | | |
| | |Identify diseases that are caused by | | |Describing the ill effects of poor environmental|Speak out politely against improper |
|Decision making | |unhealthy environment. |Use of resource |Resource person – EMA |practices on others. |environmental practices. |
| |Environmental practices that | |persons – lectures | | | |
|Effective communication |prevent diseases. | | | |Observing the practice of habits that promote a | |
| | |Identify resources/ facilities in and out|Brainstorming | |healthy home, school and community. | |
|Self awareness | |of school that contribute to health. | | | | |
| |Resources/Facility: | |Role play | |Creating posters with messages of positive | |
|Interpersonal |-Health centres | | | |interdependence. | |
| |-Hospitals | |Drama | | | |
| |-School Clubs | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
LEVEL ONE
Managing The Environment: Disaster Preparedness
| | | | | | | |
|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING/LEARNING STRATEGIES | |EVALUATION | |
| | | | | | | |
|Healthy self |Concept of a disaster. |Examine the different types of disasters |Co-operative learning. |Resource person |Making and explaining posters. |Develop a disaster preparedness plan (floods, |
|management/monitoring | |to which humans are vulnerable - (floods,| | | |hurricanes, fire, earthquakes). |
| | |hurricanes, fire, earthquakes). |Drama. |Video Tapes |Portfolio development | |
|Self awareness | | | | | | |
| | |Examine the effects of specific disasters|Lecture. |Pictures | | |
|Interpersonal | |on health and physical wellness. | | | | |
| |Disaster preparedness. | |Demonstration. |Print resources | | |
|Creative thinking |Flooding |Practise safety measures and precautions | | | | |
| |Hurricane |that could be put in place |Case studies. | | | |
|Decision making |Fire |e.g. Fire drills. | | | | |
| | |Storing food and |Projects. | | | |
|Empathy | |water. | | | | |
| | | | | | | |
| | |Identify how and where to obtain help. | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
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LEVEL ONE
Managing The Environment: Environmental Laws and Organizations
| | | | | | | |
|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING/LEARNING STRATEGIES | |EVALUATION | |
| | | | | | | |
|Negotiation |Litter Rules |Develop rules for keeping class and |Role play |Resource person |Writing class rules. |Elect litter wardens within the class or|
| | |school clean. | | | |school environment. |
|Creative thinking | | |Drama |Video | | |
| |National litter laws and |List rewards and penalties. | | |Listing rewards and penalties. | |
|Decision making |fines | |Resource person |Pictures | |Display positive environmental |
| | |Become familiar with national | | |Stating fines for negative environmental practices |practices. |
|Effective communication | |environmental laws and fines-(litter). |Value clarification exercise |Newspapers |identified in lesson. | |
| |Environmental | | | | | |
|Empathy |Organisations |Identify the national authority |Demonstrations | |Observing the development of positive attitudes |Tell others about environmental laws. |
| | |responsible for the upkeep of | | |towards upkeep off rules and laws. | |
|Self awareness | |environmental laws. (EMA) |Projects | | | |
| | | | | |Stating which authority should be notified if |Report law breakers. |
| | | |Team teaching | |environmental laws are broken. | |
| | | | | | | |
| | | |Photographs | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
COURSE OUTLINE
LEVEL TWO
(STANDARDS ONE, TWO AND THREE)
LEVEL TWO
Self and Interpersonal Relationships: Dimensions of Self
| | | | | | | |
|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING /LEARNING STRATEGIES | |EVALUATION | |
| | | | | | | |
|Communication |Responsibility |Use self awareness skills to identify personal |Brainstorming |Video |Designing a card/poster to highlight |Act confidently. |
| | |qualities. | | |personal qualities. | |
|Interpersonal | | |Group discussion on created scenarios |CD | | |
| | | | | |Debating | |
|Decision making |Rights |Identify rights and responsibilities of self and |Critical viewing |Stories | |Accept and fulfil |
| | |others. | | |Public speaking/ Oral presentations |responsibilities. |
|Critical thinking | | |Role Play |Resource personnel | | |
| | | | | |Journal entries | |
|Self management/ monitoring |Managing Feedback |Accept suggestions for improvement of self. |Observation |Newspaper articles | | |
| | | | | |Participation in group discussions. | |
| | | |Discussion | | | |
| | | | | |Group discussions | |
LEVEL TWO
Self and Interpersonal Relationships: Managing Emotions
| | | | | | | |
|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING /LEARNING STRATEGIES | |EVALUATION | |
| | | | | | | |
|Negotiation |Anger management. |Identify ways of appropriately dealing with anger. |Analysis and discussion of classroom |Pictures |Dramatizing appropriate/ inappropriate |Show self control. |
| | | |situations. | |responses to created scenarios. | |
|Interpersonal | |Accept personal responsibility for response to | |Pupils | | |
| | |anger. |Critical viewing of scenarios. | |Using alternative responses to | |
|Problem solving | | | |Movies |scenarios. | |
| | | |Brainstorming | | | |
|Critical thinking | |Identify ways to deal with bullying. | |Stories |Composing: | |
| |Bullying | |Discussion | |- songs |Speak out against bullying. |
|Managing stress | | | |Classroom situations |-calypsoes | |
| | | |Reflection | |-writings | |
|Managing feelings | |Identify conflict issues. | |Newspaper |-slogans | |
| | | |Creating scenarios | |-poems |Resolve conflict peacefully. |
|Self management |Conflict resolution |Demonstrate ways to effectively deal with conflict.| |Cartoon |-rhymes/jingles | |
| | | |Role Play | |-raps | |
|Self monitoring | |Demonstrate social and coping skills. | |DVD/video | | |
| | | | | |to promote positive practices | |
|Refusal | | | |CD | | |
| |Coping with everyday situations | | | |Creating: | |
| | | | | |posters | |
| | | | | |collages | |
| | | | | |murals | |
| | | | | |to promote positive practices. | |
LEVEL TWO
Self and Interpersonal Relationships: Relationships with Others
| | | | | | | |
|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING /LEARNING STRATEGIES | |EVALUATION | |
| | | | | | | |
|Communication |Positive relationships |Develop positive relationships with others. |Critical viewing |Newspaper articles |Dramatizing |Maintain positive relationships.|
| | | | | | | |
|Interpersonal | | |Observation |Cartoons |Writing journals | |
| | |Appreciate the talents and contributions of | | | |Acknowledge others’ |
|Assertiveness |Talents and contributions of others|others. |Role modelling |Classroom situations |Interacting in group activities. |contributions. |
| | | | | | | |
|Co-operation | | |Listening |Movies |Portfolio | |
| |Developing interpersonal skills |Be assertive without aggression. | | | |Negotiate effectively. |
|Empathy | | |Role Play/Drama |CDs |Assessing given situations. | |
| | |Resolve dilemmas. | | | | |
| | | |Assessing situations | | | |
| | | | | | | |
LEVEL TWO
Self and Interpersonal Relationships: Adapting to and Managing Change
| | | | | | | |
|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING /LEARNING STRATEGIES | |EVALUATION | |
| | | | | | | |
|Managing stress |Changes likely to occur |(1) Identify changes likely to occur in various|Role play |Video clips |Writing journals |Manage feelings in everyday |
| |self |situations. | | | |situations. |
|Communication |home | |Small group discussion |Stories |Role playing | |
| |school | | | | |Assist peers to manage feelings.|
|Self Management |community | |Critical viewing of appropriate video clips |Newspaper clippings |Presentation:- | |
| | |(2) Explore positive and negative feelings | | |oral | |
|Critical Thinking | |associated with changes identified. | |Real life experiences of students|written | |
| | | | | |graphic | |
|Cooperation | | | |Case studies | | |
| | | | | |Composing:- | |
|Management of feelings |Reflection |(3) Reflect on the consequences of expressing | |Resource personnel |songs | |
| | |positive and negative feelings. | | |calypsoes | |
| | | | | |slogans | |
| | | | | |poems | |
| | | | | |rhymes | |
| | |(4) Develop strategies to counteract negative | | |jingles | |
| |Coping strategies and making |feelings. | | |raps | |
| |adjustments | | | | | |
| | | | | |Responding to scenarios depicting | |
| | | | | |change | |
| | | | | | | |
| | | | | | | |
LEVEL TWO
Self and Interpersonal Relationships: Technology and Self
| | | | | | | |
|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING /LEARNING STRATEGIES | |EVALUATION | |
| | | | | | | |
|Communication |Safe and unsafe practices. |Discriminate between safe and unsafe |Discussion |Computer |Selecting appropriate choices. |Use technology |
| | |practices in using technology. | |personnel | |appropriately and responsibly. |
|Decision making |Accessing information | |Exploring research techniques on net. | |Presentation of information: | |
| | |Source appropriate information using ICT. | |Computer |-oral |Develop resiliency to peer pressure |
|Problem solving |Developing communication skills. | |Discriminating between appropriate and | |-written |related to inappropriate use of ICT.|
| | | |inappropriate websites. |Media |-graphic | |
|Critical thinking |Choosing appropriate leisure |Use media to develop communication skills to| | | |Influence peers to use ICT |
| |activities. |address problems. |Communicating |Books |Journal |appropriately. |
|Self monitoring | | | | | | |
| | |Choose appropriate technology for leisure |Critiquing newspaper articles on related issues. |Digital games |Creating: | |
| | |activities. | | |-project Booklets | |
| | | |Selecting | |-cartoons, | |
| | |Be aware of the dangers of visiting | | |-portfolio | |
| | |inappropriate websites and developing online|Demonstration | | | |
| | |friends. | | |Arts & Crafts | |
| | | | | | | |
| | | | | |Games | |
LEVEL TWO
Self and Interpersonal Relationships: Developing Self and Community
| | | | | | | |
|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING /LEARNING STRATEGIES | |EVALUATION | |
| | | | | | | |
|Communication |Loyalty to school and community. |Develop a sense of loyalty to school and |Discussion |Stories |Designing posters |Display patriotic behaviour. |
| | |community. | | | | |
|Negotiation |Patriotism | |Situational analysis |Songs |Writing slogans | |
| | | | | | |Cooperate and communicate |
|Refusal | |Display a sense of patriotism for country. |Dramatization |Documentaries |Demonstrating appropriate behaviours |effectively. |
| |Interdependence | | | | | |
|Interpersonal | | |Singing |Resource personnel |Creative expression | |
|Self management | |Recognize the interdependence of members of | | | | |
| | |the community. |Role Play |Pupils | | |
| | | | | | | |
| | | |Drama | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
LEVEL TWO
Self and Interpersonal Relationships: Sensitivity to those with Special Needs
| | | |SUGGESTED | |ASSESSMENT/ | |
|SKIL |TOPIC |OBJECTIVES |TEACHING /LEARNING STRATEGIES |RESOURCES |EVALUATION |SOCIAL ACTION |
| | | | | | | |
|Communication |Empathy |Show empathy to those with special needs. |Integration of special needs peers into |Resource personnel |Composing: |Show empathy. |
| | | |mainstream in the other subject areas. | |- songs | |
|Empathy |Harmonious relationships. |Develop harmonious relationships with | |Pupils |-calypsoes | |
| | |special needs peers. |Role Play | |-writings |Collaborate with others. |
|Interpersonal | | | |Stories |-slogans | |
| |Recognizing and accepting contributions of|Appreciate the contributions of special |Team work | |-poems | |
|Cooperation |special needs peers. |needs peers. | |Movies |-rhymes/jingles |Treat special needs peers with |
| | | |Group interaction | |-rap |respect during interaction. |
|Managing feelings | |Accept the contributions of special needs | |Newspaper clippings |to promote equal treatment for | |
| | |persons. |P.E. | |special needs peers. | |
|Problem Solving | | | |Magazines | | |
| | | |Singing | |Creating: | |
| | | | |Electronic media |-posters | |
| | | |Discussion | |-collages | |
| | | | | |-murals | |
| | | |Observation | |-cartoons | |
| | | | | |-Portfolio | |
| | | |Critical viewing | |to promote equal treatment for | |
| | | | | |special needs peers. | |
| | | | | | | |
| | | | | |Presenting: | |
| | | | | |– oral | |
| | | | | |- written | |
| | | | | |- graphic | |
| | | | | | | |
| | | | | |Critical viewing | |
LEVEL TWO
Eating and Fitness: Physical Fitness
| | | | | | | |
|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING /LEARNING STRATEGIES | |EVALUATION | |
| | | | | | | |
|Decision making/ |Active healthy |Define physical fitness. |Analysis of case studies e.g. “Active Joe |Pictures |Group reports |Exhibit a physically active |
|goal setting |lifestyles. | |and inactive John” | | |lifestyle in and out of school. |
| |-recreation |Examine the importance of regular physical | |Comic strips |Developing a fitness plan and a monitoring | |
|Problem solving |-exercise |activity to enhance health. |Group discussion | |system. | |
| | | | |Cartoons | | |
|Critical thinking | |Identify activities that promote/ enhance |Critical viewing | | |Encourage others to make appropriate|
| | |physical fitness and health. | |Video clips |Keeping logs- detailing activities pursued, |fitness choices. |
|Creative thinking | | |Lecture/discussion | |regularity and duration. | |
| | |Examine the importance of personal fitness | |Resource personnel | | |
|Healthy self management/ |Fitness goals |goals. |Demonstrating | | | |
|monitoring | | | | | | |
| | |Set personal fitness goals. |Setting personal fitness goals. | | | |
LEVEL TWO
Eating and Fitness: Food and Nutrition
| | | | | | | |
|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING/LEARNING STRATEGIES | |EVALUATION | |
| | | | | | | |
|Communication |Impact of eating habits on |Examine the effects of eating habits on |Brainstorming |Pictures |Observing |Eat balanced meals and healthy|
| |the individual. |physical, mental and intellectual health. | | | |snacks. |
|Negotiation | | |Discussion |Resource personnel |Reporting: | |
| | | | | |-oral |Make wise choices with respect|
|Decision making | |Distinguish between a balanced meal and a |Lecture |Menus from |-written |to meals and snacks. |
| |Balanced meals |snack. | |restaurants |-graphic | |
|Healthy Self management/ | | |Discussion | | |Make informed choices when |
|monitoring | |Analyse the nutritional content of packaged| |Food pyramid |Portfolios |shopping. |
| | |foods. |Lecture/discussion | | | |
|Refusal skills | | | |Pictures |Performance task – Planning a balanced meal and/ |Encourage others to eat |
| | | |Demonstration | |or a healthy snack. |healthy foods. |
| | |Explore the causes of disorders/ diseases | |Samples of food | | |
| |Consequences of eating |related to unbalanced nutritional intake. |Interpreting the information on labels, | |Performance task – Reading and evaluating | |
| |imbalanced meals: | |boxes etc |Paper plates, glue |information on labels to make informed choices. | |
| |-obesity | | | | | |
| |-diabetes | | | |Writing journals. | |
| |-cholesterol levels -etc. | | |Labels, boxes, packages | | |
| | | | | | | |
| | | | |Brochures from Ministry of Health | | |
LEVEL TWO
Eating and Fitness: Influences on Food Choices
| | | | | | | |
|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING/LEARNING STRATEGIES | |EVALUATION | |
| | | | | | | |
|Communication |Analysing influences on eating |Analyse the factors that influence |Analysing case studies and / or stories. |Puppets |Creating: |Adopt healthy eating practices. |
| |choices: |eating choices. | | |posters | |
|Critical thinking |- parents | |Class discussion |Advertisements |jingles |Display resilience to influences. |
| |-other adults |Demonstrate ability to make appropriate | | |slogans | |
|Self awareness |-peers |choices. |Puppetry |Stories |conveying messages on food choices. |Persuade parents and friends to make healthy|
| |-the media | | | | |food and menu choices. |
|Problem solving |-culture | |Analysing advertising strategies. |Photographs |Presentations: | |
| |-availability | | | |-display |Influence adults to provide healthy foods |
|Refusal | | |Making posters and ads promoting healthy eating. |Food labels |-project |for themselves and others. |
| | | | | |-portfolio | |
|Decision making | | |Brochures from Ministry of Health. |Packaged foods |-oral | |
| | | | | | | |
|Advocacy | | | |Jingles | | |
LEVEL TWO
Eating and Fitness: Anatomy and Physiology
| | | | | | | |
|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING/LEARNING STRATEGIES | |EVALUATION | |
| | | | | | | |
|Critical thinking |Digestion and health |Demonstrate an understanding of the digestive|Brainstorming |Model |Drawing and/ or labelling the digestive |Observe health rules that aid digestion. |
| | |process. | | |system. | |
|Decision making | | |Lecture/discussion |Charts | | |
| | |Examine practices that will aid or hinder | | |Identifying practices that aid digestion. | |
|Communication | |proper digestion. |Research |Transparencies | | |
| | | | | |Writing journals about physical |Develop habits that facilitate |
|Healthy self management | |Demonstrate an understanding of the skeletal | |Photographs |activities. |maintenance of a healthy skeletal system.|
| |The Skeletal System |system. | | | | |
| | | | |OHP | | |
| | |Examine the importance of healthy bones. | | | | |
| | | | |Video clip | | |
| | |Identify practices that facilitate keeping a | | | | |
| | |healthy skeletal system. | |T.V. | | |
| | | | | | | |
| | | | |V.C.R. | | |
| | | | | | | |
| | | | |Charts | | |
| | | | | | | |
| | | | |Literature | | |
| | | | | | | |
| | | | |Health related brochures | | |
| | | | |and posters | | |
| | | | | | | |
LEVEL TWO
Eating and Fitness: Personal Hygiene/ Safety
| | | | | | | |
|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING/LEARNING STRATEGIES | |EVALUATION | |
| | | | | | | |
|Self awareness |Cleanliness and grooming. |Discuss characteristics of good grooming. |Dramatization of scenarios |Pictures |Observation |Present a well groomed self. |
| | | | | | | |
|Interpersonal |Practices that reflect good |Be aware that cleanliness and good grooming show |Discussions |Charts |Self reports. |Practise habits that promote |
| |grooming:- |consideration for self and others. | | | |health. |
|Healthy self management |-proper care of self, personal | |Demonstrations |Video clips |Peer assessment. | |
| |clothing and belongings. |Explore ways to promote cleanliness and good | | | |Display ability to handle hygiene |
|Communication skills | |grooming. | |Literature | |issues sensitively. |
| | | | | | | |
| | | | |Model/s | | |
| | | | | | | |
| | | | |Charts | | |
| | | | | | | |
| | | | |Health related brochures | | |
LEVEL TWO
Eating and Fitness: Injury Prevention
| | | | | | | |
|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING/LEARNING STRATEGIES | |EVALUATION | |
| | | | | | | |
|Awareness |Prevention and care of injury related |Identify possible hazards at school and at home. |Discussions |Pictures |Observation |Follow the correct procedure in |
| |to eating and fitness. | | | | |response to specific hazards. |
|Critical thinking | | |Role play |Stories |Self reports | |
| |(Choking, consuming dangerous |Explore measures to protect oneself from these hazards. | | | | |
|Decision making |substances, physical injuries from |(Preventive measures) |Demonstrations |Video clips |Demonstration | |
| |cuts, burns and falls etc.) | | | | | |
|Problem solving | |Identify responsible school personnel and community helpers | |Resource personnel | | |
| | |(doctor, nurse, dentist etc) who are first aid practitioners.|Interactive lecture. | |Making posters | |
|Refusal skills | | | |Comic strips | | |
| | |Identify emergency numbers suitable to their age. |Critical viewing of video clips. | | | |
|Healthy self management |Emergency numbers | | |Cartoons | | |
| |-parents | |Analysing stories or case studies | | |Use emergency numbers |
|Self monitoring |-police | | |Art materials | |responsibly. |
| | | | | | | |
| | | | |Paper | | |
| | | | | | | |
| | | | | | | |
LEVEL TWO
Eating and Fitness: Consumer Health
| | | | | | | |
|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING /LEARNING STRATEGIES | |EVALUATION | |
| | | | | | | |
|Critical thinking |Valid health information and |Identify resources used by individuals to manage |Discussion |Health literature |Project |Source and use valid health information |
| |services. |their daily lives. (toiletries, medications) | | | |and services. |
|Problem solving | | |Analysing and interpreting labels, brochures, |Medicine boxes |Poster making | |
| | |Identify sources of valid health information and |health magazines, website articles etc. | | |Influence others to source and use valid |
|Decision making | |services. | |Medicine labels |Journal |health information and services. |
| | | |Locating caution on medication - discussing | | | |
|Healthy self management | |Collect and evaluate health information. |meaning and importance. |Resource personnel |Survey |Make informed selection when purchasing |
| | | | | | |and using drugs. |
|Communication | |Distinguish between ‘drug’ and ‘medicine’. |Dramatization | | | |
| |Drug use and drug abuse. | | | | | |
| | |Examine reasons why over the counter drugs should | | | | |
| | |not be abused or misused. | | | | |
LEVEL TWO
Eating and Fitness: Food Safety
| | | | | | | |
|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING /LEARNING STRATEGIES | |EVALUATION | |
| | | | | | | |
|Critical thinking |Food safety |Examine the importance of proper storage and disposal of |Brainstorming |Pictures |Creating posters and cartoons |Practise appropriate habits in preparing,|
| | |food to health. | | |with messages on food safety. |storing and disposing of food. |
| | | |Discussions |Newspaper | | |
|Problem solving |Handling food | | |clippings |Portfolio | |
| | | |Dramatization | | |Evaluate safety and health practices of |
|Decision making | |Demonstrate proper practices when handling food. | |Stories |Observing |vendors. |
| |Purchasing from | |Critical viewing of : | | | |
| |vendors | |-Photographs |Resource |Reporting : | |
|Healthy self management/ | |Identify and weigh criteria for selecting a vendor from |-Video clips |personnel |-oral |Take appropriate action if unsafe food is|
|monitoring | |whom to purchase. | | |-written |consumed. |
| | | | | |-graphic | |
LEVEL TWO
Sexuality and Sexual Health: Relationships I
| | | | | | | |
|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING/LEARNING STRATEGIES | |EVALUATION | |
| | | | | | | |
|Self awareness |Who am I? |Appreciate the physical differences in males |Brainstorming |Doll |Participating in discussion. |Display positive and dignified |
| | |and females. |Small group and class discussion | | |behaviour. |
|Interpersonal | | | |Chart |Observation | |
| | |Appreciate and be comfortable with oneself as a |Listing attributes to show appreciation | | | |
|Empathy | |sexual being. | | | | |
| | | |Resource personnel |Stationery | | |
| | |Develop an understanding and respect for the | | | | |
| | |opposite sex. | | | | |
| | | | |Resource personnel | | |
| | | | | | | |
|Self awareness |Gender roles and responsibilities |Demonstrate an understanding of gender roles and |Cartooning, drawing |Pictures |Display |Volunteer to perform duties and |
| | |responsibilities. | | | |assist others in performing duties.|
|Decision making | | |Brainstorming, role play |Documentary |Making journal entries | |
| | |Appreciate changing gender roles in relation to the | | | | |
| | |needs and demands of the home and society. |Dialogue |Video clip |Creating poems or songs about roles | |
|Critical thinking | | | | |and responsibilities. |Avoid stereotyping. |
| |Gender Taboos |Eliminate existing gender-related taboos. |Video clips |Newspaper clippings | | |
|Empathy | | | | |Dramatization | |
| | |Critically examine role models (peers, parents, |Case studies | | | |
| | |other adults) to inform positive behaviours. | | | | |
| | | |Class and or group discussion | | | |
| | |Appreciate gender equity and interdependence. | | | | |
| | | | | | | |
LEVEL TWO
Sexuality and Sexual Health: Relationships II
| | | |SUGGESTED | |ASSESSMENT/ | |
|SKILL |TOPIC |OBJECTIVES |TEACHING/LEARNING STRATEGIES |RESOURCES |EVALUATION |SOCIAL ACTION |
| | | | | | | |
|Self awareness |Appropriate ways of expressing |Express love and care in appropriate age related ways. |Role play |Video clips |Participation in class |Display appropriate behaviour. |
| |love and friendship. | | | |discussion | |
|Decision making | |Appreciate that one’s body is private and special, and should be | |Puppets/ Dolls | |Express disapproval firmly to |
| | |treated with respect by all. |Discussion of related incidents. | | |inappropriate touch. |
|Interpersonal | | | |Cassettes | | |
| | |Display proper behaviour in boy/girl relationships. | | | |Seek assistance from a |
|Effective Communication | | |Demonstrating proper treatment of oneself |Comic strips | |trustworthy adult for self and/ |
| | |Firmly convey disapproval of inappropriate touch. |using a doll. | |Creating a cartoon with |or others. |
|Assertiveness | | | | |messages on topic. | |
| | | | | | |Be advocates against abuse. |
|Empathy | | |Analysing case studies. | | | |
| | | | | | | |
|Refusal skills | | | | | | |
| | | | | | | |
|Coping skills | | | | | | |
| | | | | | | |
|Self control |Derogatory terms |Refrain from addressing peers with derogatory terms used in their |Class and group discussions. |Songs |Journal entries |Speak out confidently against use|
| | |environment. | | | |of derogatory terms. |
|Self monitoring | | |Critiquing songs and music videos that use| |Creating a poem or calypso | |
| | |Convey firm disapproval of derogatory terms. |such terms. |Video clips/recordings |about positive and negative | |
|Assertiveness | | | | |expressions. | |
| | |Use positive expressions to replace derogatory terms. |Dilemmas. |Cassette recording of | | |
|Critical thinking | | | |peaceful disapproval. | | |
| | | | | | | |
|Decision making | | | | | | |
LEVEL TWO
Sexuality and Sexual Health: Relationships II continued
| | | | | | | |
|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING/LEARNING STRATEGIES | |EVALUATION | |
| | | | | | | |
|Assertiveness |Sexual abuse |Develop ability to say ‘No’ to sexual advances. |Discussion |Video clips |Journal entries |Exercise caution in developing |
| | | | | | |relationships. |
|Communication | | |Analysing case studies |Case studies |Role play | |
| | |Be vocal about sexual abuse of self and peers. | | | |Seek assistance from a |
|Decision making | | |Critical viewing of video clips |Resource personnel | |trustworthy adult. |
| | |Develop strategies to avoid being in compromising situations. | | | | |
|Problem solving | | |Panel discussion | | |Treat victims with respect. |
| | |Empathize with peers who may be experiencing abuse (avoid | | | | |
|Empathy | |stigmatization). | | | |Be advocates against sexual |
| | | | | | |abuse. |
|Advocacy |Stigmatization | | | | | |
LEVEL TWO
Sexuality and Sexual Health: Relationships III
|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING/LEARNING STRATEGIES | |EVALUATION | |
| | | | | | | |
|Decision making |Hygiene |Appreciate the need for and practise good hygiene |Discussion - small group; |Pictures |Questioning |Practise good hygiene. |
| | |emphasizing care of private parts. |class. | | | |
|Self awareness | | |Research |Health literature |Journal entries |Encourage and influence peers to |
| | |Be aware of the necessity to wear clean undergarments | | | |do the same. |
|Healthy self management | |daily. |Critical viewing of pictures or films |Series of pictures or comic strip |Oral reports | |
| | | |depicting body care. | | |Handle hygienic issues with |
| | | | |Textbook | |sensitivity. |
| | | | | | | |
|Decision making |Diseases |Be aware of diseases that result from unhealthy |Critical viewing of video recordings, medical|Video clips |Journal entries |Share information about HIV/AIDS.|
| | |practices. |brochures and magazines. | | | |
|Self awareness | | | |Pictures |Oral presentations | |
| | |Be knowledgeable about HIV/AIDS and how it is spread. |Journals | | | |
|Healthy self management | | | |Medical journals |Poster campaign | |
| | |Empathize with persons living with HIV/AIDS. |Lectures and discussions involving | | |Empathize with HIV/AIDS victims. |
|Empathy |Stigmatization | |–people who care for |Health Literature on HIV/AIDS |Dramatising empathy for | |
| | |Share information about HIV/AIDS and other related |persons living with HIV/ | |victims. |Become advocates for HIV/AIDS |
|Advocacy | |diseases. |AIDS |Resource personnel | |awareness. |
| | | |–persons living with HIV/ |-people who care for | | |
| | | |AIDS |persons living with | | |
| | | |–relatives of persons living |HIV/ AIDS | | |
| | | |with HIV/AIDS. |-persons living with HIV/AIDS | | |
| | | | |- relatives of persons | | |
| | | | |living with HIV/ AIDS. | | |
LEVEL TWO
Sexuality and Sexual Health: Growth and Development: Life Cycles
| | | |SUGGESTED | |ASSESSMENT/ |SOCIAL ACTION |
|SKILL |TOPIC |OBJECTIVES |TEACHING/LEARNING STRATEGIES |RESOURCES |EVALUATION | |
|Self awareness |My body changes |Identify changes the body experiences as it matures. |Group discussions |Picture |Observation of students over time. |Practise abstinence. |
| | | | | | | |
|Self management | |Speak respectfully about body changes. |Video Clips |Charts |Participation in role play. |Speak about sex related issues|
| |Puberty | | | | |respectably. |
|Self monitoring | |Examine the relationship between physical maturity and |Class discussions |Pictures | | |
| | |reproduction. | | | |Treat opposite sex with |
|Refusal | | |Role play |Diagrams | |respect. |
| | |Treat discussions about private parts with the same | | | | |
| | |attitude that the other body parts receive. | |Medical journals | | |
| | | | | | | |
| | |Practise self control and abstinence. | |Magazine | | |
| | | | | | | |
| |Abstinence | | |Websites. | | |
| | | | | | | |
|Critical thinking |Concept of birth. |Develop awareness that sexual intercourse should be |Case Study |Health literature on the body. |Peer assessment. |Speak about child bearing |
| | |delayed until one is ready for family commitments. | | | |respectably. |
|Communication skills | | |Group and class discussion |Video clips |Participate in group discussions | |
| | |Be aware that the consent of both adult male and adult | | |and role play. | |
|Negotiation skills | |female should precede sexual contact. |Drawing cartoons |Charts | |Take action to preserve one’s |
| | | | | |Dramatization. |sexual integrity. |
|Refusal skills | |Appreciate the role of male and female in child bearing.|Role play |Resource personnel | | |
| | | | |(E.g. A Nurse or youth whose | |Avoid premature sexual |
| |Parenting - |Demonstrate knowledge of the responsibilities associated|Critique of behaviour of adult and peers |career path has been spoiled | |involvement. |
| |Responsibility of childbearing |with child bearing. | |due to early pregnancy.) | | |
| | | | | | | |
LEVEL TWO
Sexuality and Sexual Health: Factors Influencing Sexual Expression: What I see, hear and do?
| | | | | | | |
|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING/LEARNING STRATEGIES | |EVALUATION | |
| | | | | | | |
|Critical thinking |Social practices: |Note that some adult social practices are |Critical viewing of different scenarios |Video |Role play to show ways of addressing |Speak out assertively when one |
| |-family |unhealthy. |reflecting negative practices. | |negative practices of adults and |encounters negative social |
|Decision making |-peers | | |Video clips |peers. |practices. |
| |-others |Identify the consequences of negative social |Role play about family and peer scenarios.| | | |
|Self management | |practices on sexual expression. | |Case studies | | |
| | | |Class discussion | | | |
|Assertiveness | |Identify the consequences of irresponsible sexual | | | | |
| | |expression. | | | | |
|Communication | | | | | | |
| | | | | | | |
|Advocacy | | | | | | |
| | | | | | | |
|Problem solving |Influence of substances on |Identify substances used in the home and in |Survey |Labels |Role play of refusal skills: |Advocate for abstinence. |
| |sexual expression. |advertisements that can lead to promiscuous | | |- self assessment | |
|Coping | |behaviour. |Discussion. |Literature |- group assessment |Treat opposite sex with respect. |
| | | | | | | |
|Self management | |Critically assess the impact of the family and |Examination of the labels of such |Video clips |Creating a poem or poster on “Say |Exercise self control. |
| | |peer pressure on drug use. |products. | |‘No’ to drugs” | |
|Self monitoring | | | |Case study | | |
| | | |Case study of a victim of substance abuse.| | | |
|Assertiveness | |Be aware that drug abuse has negative consequences| |Cassettes | | |
| |Vulnerability |on sexual expression. |Role-play of refusal skills. | | | |
|Communication | | | | | | |
| | | | | | | |
|Advocacy | | | | | | |
LEVEL TWO
Sexuality and Sexual Health: Factors Influencing Sexual Expression: What I see, hear and do?
| | | | | | | |
|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING/LEARNING STRATEGIES | |EVALUATION | |
| | | | | | | |
|Problem solving |Influence of Media |Critically assess the negative impact of selected |Analysis of cases studies of victims of |Literature |Create: |Speak out against irresponsible |
| |and Technology |advertisements, songs, movies and websites on sexual|inappropriate sexual lifestyles who were | |- posters |media messages and child |
|Coping | |expression. |influenced by the media. |Video clips |- songs |exploitation. |
| | | | | |-calypsos | |
|Self management | |Make responsible choices when selecting music, print| |Cassette recordings |-writings |Be vocal about all forms of |
| | |material, movies and websites. |Open confessions from students who were | |-slogans |exploitation. |
|Self monitoring | | |tempted to view inappropriate materials. | |-poems | |
| | |Say ‘No’ to peer influences when selecting material.| | |on responsible choices, |Display resilience towards peer |
|Assertiveness | | | | |irresponsible advertising and |pressure and other negative |
| | |Be aware that they are vulnerable to sexual | | |exploitation. |influences. |
|Communication | |exploitation. |Discussions | | | |
| | | | | | | |
|Refusal skills |Sexual exploitation |Develop strategies to avoid being sexually | | | | |
| | |exploited. | | | | |
| | | | | | | |
| | |Be vocal about any form of sexual exploitation. | | | | |
LEVEL TWO
Managing The Environment: Caring for the Environment
| | | | | | | |
|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING/LEARNING | |EVALUATION | |
| | | |STRATEGIES | | | |
| | | | | | | |
|Critical thinking |Concept of an ecosystem. |Examine ecosystems in their environment. |Brainstorming |Pictures |Designing posters showing the |Planting appropriate trees. |
| | | | | |ecosystem. | |
|Problem solving | |Analyse and illustrate that all living things are|Field Trips to zoo, Wild Fowl Trust, swamps etc|Newspapers | | |
| |Recognition of linkages within the |dependent on each other and the environment (non | | |Oral questioning | |
|Self awareness |ecosystem as it relates to one’s health/|living) for survival. |Close passages |Encyclopaedias | | |
| |well-being and survival. | | | |Composing: | |
|Healthy self management| |Appreciate the value and contribution of all life|Art and Craft (drawings) |Videos |-posters | |
| |Value and respect life and perform |forms on the environment. | | |-songs |Campaign against indiscriminate |
|Coping with emotions |actions to reflect same. | |Discussion |Resource personnel |-calypsoes |behaviour toward flora and fauna. |
| | | | | |-writings | |
|Refusal skills | | |Role Play | |-slogans | |
| | | | | |-poems | |
|Negotiation | | |Interviews | | | |
| | | | | | | |
|Empathy | | | | | | |
| | | | | | | |
|Interpersonal | | | | | | |
LEVEL TWO
Managing The Environment: Waste Disposal
| | | | | | | |
|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING/LEARNING | |EVALUATION | |
| | | |STRATEGIES | | | |
| | | | | | | |
|Creative thinking |Concept of waste disposal. |Explain the different methods of waste |Photographs |Actual specimens of pieces of waste|Role playing |Dispose waste properly to ensure |
| | |disposal. |Discussion |materials. | |healthy environment. |
|Critical thinking |Methods and effects of | | | |Presentation of short reports. | |
| |improper disposal. |Analyze the effects of inappropriate disposal|Brainstorming |Chart | | |
|Interpersonal | |of waste in life. | | |Participation in group and class | |
| |Reuse, recycle | |Analysis of articles on topic. |Articles from magazines and |activities. | |
|Communication | | |Role Play |websites. | | |
| | |Demonstrate ways to use recycling as | | |Critiquing posters. (peer | |
|Healthy self management/ | |alternatives to disposal of waste. |Designing posters containing messages. |Resource personnel |assessment) | |
|monitoring | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
LEVEL TWO
Managing The Environment: Pollution
| | | | | | | |
|SKILLS |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING/LEARNING STRATEGIES | |EVALUATION | |
| | | | | | | |
|Creative thinking |Concept of pollution. |Identify pollution in their |Discussion |Pictures |Extracting information from pictures. |Assume roles of litter wardens. |
| | |environment. | | | | |
|Critical thinking |Causes of pollution | | |Video clips |Making checklists. | |
| | |Express views on the various ways in|Interpreting signs posters related to | | |Participate in environmental projects in the school |
|Life choices | |which pollution can be caused. |pollution. |Songs |Sentence completion. |and community. |
|Problem solving | | | | | | |
| |Responsibility | |Composing poems, songs, jingles etc |Poems | | |
|Healthy self management/| | | | |Photographs of polluted areas. | |
|monitoring | | |Brainstorming |Charts | | |
| |Prevention measures |Apply basic techniques in preventing| | | | |
|Empathy | |pollution. |Role play to convey messages about pollution. |Resource personnel | |Advocate for clean up of the unsanitary areas in the|
| | | | | | |school and community. |
LEVEL TWO
Managing The Environment: Conservation and Preservation
| | | | | | | |
|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING/LEARNING | |EVALUATION | |
| | | |STRATEGIES | | | |
| | | | | | | |
|Creative thinking |Concept of conservation and |Examine how conservation and preservation impact on |Discussion |Videos |Portfolios (create) |Become involved in activities to ensure|
| |preservation |healthy living. | | | |the conservation and preservation of |
|Critical thinking | | |Brainstorming |Charts |Developing a chart |the environment |
| |The effects of conservation | | | | |e.g. development of a play park; |
|Decision making |and preservation | |Inviting resource personnel |Television set |Writing short essays on issues |community work. |
| | | | | |discussed. | |
|Communication | | |Interviews |Journals | | |
| |Conservation and preservation | | | | | |
|Healthy self management/ |strategies |Examine strategies used to conserve and preserve our |Analyzing articles on the topic |Overhead projector (OHP) | | |
|monitoring | |environment. | | | | |
| | | |Question session |Resource personnel | | |
|Interpersonal |Responsibility towards | | | | |Become an advocate for conservation and|
| |environment |Explore ways in which our decisions and those of | |Photographs | |preservation. |
|Empathy | |others can have both positive and negative effects on| | | | |
| | |the environment and our health. | | | | |
|Coping with stress | | | | | | |
| | | | | | | |
| | | | | | | |
LEVEL TWO
Managing The Environment: Relationship between Environmental Health and Personal Health
| | | | | | | |
|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING/LEARNING | |EVALUATION | |
| | | |STRATEGIES | | | |
| | | | | | | |
|Refusal |Effects of attitude and |Identify and discuss how the actions and attitudes of humans affect |Brainstorming |Charts |Quizzes |Become advocate for healthy |
| |actions on our health |our environmental health (through pollutants, deforestation, coastal | | | |environment. |
|Negotiation | |dredging, use of pest controls etc). |Discussion making use of video clips - critical |Video recordings |Close passages | |
| |Man made systems | |viewing | | | |
|Creative thinking | |Examine how man made systems may affect the community. | |Computer | |Engage in:- |
| |Wellness choices | |Interview | |Composing: |recycling projects |
|Critical thinking | |Examine the relationship between resource use, reuse, recycling and | |Resource personnel |-posters |restoration projects |
| | |environmental health. |Field Trips | |-songs |sharing of information. |
|Communication | | | | |-calypsoes | |
| | |Justify the need for a healthy environment. |Debates | |-writings | |
|Interpersonal | | | | |-slogans | |
| | |Cultivate a desire for a harmonious relationship between the | | |-poems | |
|Empathy | |environment and personal health. | | | | |
| | | | | |Portfolio | |
|Decision making | | | | | | |
| | | | | | | |
|Self awareness | | | | | | |
| | | | | | | |
| | | | | | | |
LEVEL TWO
Managing The Environment: Disaster preparedness
| | | | | | | |
|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING/LEARNING | |EVALUATION | |
| | | |STRATEGIES | | | |
| | | | | | | |
|Decision making |Concept of disaster. |Differentiate between natural and man made disasters.|Brainstorm disasters experienced or heard of in |Videos |Drawing pictures of disasters. |Develop action plan for |
| | | |news | | |dealing with disasters. |
|Critical thinking |Types of disasters. |Describe the types of disasters that are most likely | |Pictures |Writing a short story to an adult about their | |
| | |to affect the home, school and community and discuss |Classify cases into natural and man-made | |experience and how they will prepare in future for| |
|Empathy |Effects of disasters. |how they affect individuals. | |Newspaper clippings |a disaster. | |
| | | |Discussion | | | |
|Communication |Disaster preparedness | | |Leaflets/ pamphlets |Peer assessment of skits/ puppet shows about what | |
| | |Explore how one can prepare for disasters. |Counselling techniques | |happened and what should take place when a | |
|Interpersonal | | | |Resource personnel |disaster strikes. | |
| | |Empathise with people and communities that have been |Role play |( E.M.A, NEMA etc) | | |
| | |struck by disasters. | | |Writing journals | |
| | | |Conducting surveys | | |Show empathy to those |
| |Local Relief |Identify disaster relief organizations. | | |Portfolio |affected. |
| |organizations. | |Field Trips | | | |
| | | | | | | |
| | | |Interviews | | | |
| | | | | | | |
LEVEL TWO
Managing The Environment: Environmental Laws and Organizations
| | | | | | | |
|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING/LEARNING | |EVALUATION | |
| | | |STRATEGIES | | | |
| | | | | | | |
|Decision making |Recognition of the necessity of|Become aware of the necessity for laws and |Use of flow charts |Flow charts |Making brochures / pamphlets / leaflets to |Form class committees to forge the |
| |laws. |regulations for the environment. | | |enlighten people of laws and organisations. |upholding of laws (walkathon). |
|Creative thinking | | |Dramatization |Computer | | |
| | |Examine how these laws impact on the home and| | |Writing letters to the relevant authorities.| |
|Self awareness | |the school. |Discussion |Video | |Help enforce laws/ rules in the school by|
| | | | | | |serving as environmental police, prefects|
|Problem solving | |Outline the role of organisations and |Lecture |Resource personnel | |etc. |
| | |agencies that deal with environmental laws | | | | |
|Interpersonal | |and regulations. |Critical viewing of video clips |Brochures | |Report offenders to the relevant |
| |Recognition of roles of | | | | |authorities. |
|Communication |organisation in upholding laws.|Assess the effectiveness of these laws on the|Resource personnel |Pamphlets | | |
| | |environment. | | | | |
|Critical thinking | | | |List of organisations | | |
| | |Demonstrate ways by which laws can be upheld | | | | |
| | |and be proactive in doing so. | | | | |
| | | | | | | |
| |Upholding laws | | | | | |
COURSE OUTLINE
LEVEL THREE
STANDARDS FOUR AND FIVE
LEVEL THREE
Self and Interpersonal Relationships: Dimensions of Self
| | | | | | | |
|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING/LEARNING STRATEGIES | |EVALUATION | |
| | | | | | | |
|Interpersonal |Personal Needs |Identify personal needs. |Reflection |Resource personnel |Writing journals. |Think/ Act critically and |
| | | | | | |creatively. |
| | |Prioritize personal needs. |Introspection |Story |Producing semantic maps | |
|Critical thinking | | | | | | |
| | |Recognize and seek intervention to satisfy needs. |Negotiating |Case Study |Developing portfolios. | |
| | | | | | | |
|Self management | |Demonstrate the capacity to use coping, social and |Discussion |Resource personnel |Making presentations: | |
| | |cognitive skills to handle dilemmas. | | |-oral | |
| | | |Sharing |Newspaper articles |-written | |
|Self monitoring | |Identify appropriate and inappropriate behaviours | | |-graphic | |
| | |with respect to conflict resolution. |Communicating |Students | | |
| |Conflict Resolution | | | |Formulating positive school rules, |Resolve conflicts peacefully. |
| | |Exhibit behaviours that will display appropriate |Role-play |School rules |slogans, jingles. | |
| | |conduct. | | | | |
| |Appropriate behaviour | |Analyzing |Cartoons |Engaging in creative expression. | |
| | | | | | | |
| | | |Group activity |Documentary | | |
| | | | | | | |
| | | |Creating scenarios |PowerPoint presentations | | |
| | | | | | | |
| | | |Dramatization | | | |
| | | | | | | |
| | | | | | | |
LEVEL THREE
Self and Interpersonal Relationships: Managing Emotions
| | | | | | | |
|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING/LEARNING STRATEGIES | |EVALUATION | |
| | | | | | | |
|Communication |Feelings and |Develop sensitivity to each others’ feelings. |Discussion |Posters, CD, Cassette |Analyzing role plays. |Display emotional management. |
| |emotions:- | | | | | |
|Negotiation |-anger |Resolve negative emotional states. |Debates |Film |Creating: | |
| |-hatred | | | |-posters | |
|Assertiveness |-fear |Display emotional self control. |Group activity |Audio-visual material |-jingles | |
| |-jealousy | | |-Movies |-slogans | |
|Problem solving |-love |Show sensitivity to the emotions and feelings |Negotiation |- Stories |-rap | |
| |-possessiveness |of the opposite sex. | |-Video Clip |-calypsoes |Respect and accept each others |
|Critical thinking |-sadness | |Drama |- CD | |differences. |
| | |Resolve conflicts that arise in relationships. | | |Puppetry presentation | |
|Self management | | |Analyzing violent situations. |Story | | |
| | |Feel confident in communicating feelings and | | |Responding to created scenarios, |Resolve conflict peacefully. |
|Self monitoring | |choices. |Role Play |News articles on contemporary |role play, drama | |
| | | | |issues | |Communicate feelings and emotions |
|Interpersonal | | |Open Forum | |Writing journals |appropriately. |
| | | | |Real life experiences | | |
|Cooperation | | |Critical viewing | |Research project | |
| | | | |Resource personnel | | |
|Assertiveness | | | | |Engaging in peer assessment. | |
| | | | | | | |
| | | | | |Keeping a log on emotions | |
| | | | | |experienced and managed. | |
LEVEL THREE
Self and Interpersonal Relationships: Relationship with Others
| | | |SUGGESTED | | | |
|SKILL |TOPIC |OBJECTIVES |TEACHING/LEARNING STRATEGIES |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | | | |EVALUATION | |
| | | | | | | |
|Self management |Positive characteristics |Develop positive personality characteristics. |Cooperative learning |Resource personnel |Engaging in panel discussion. |Display positive interaction with |
| | | | | | |peers and others. |
|Self monitoring | | |Observation |Internet |Making presentations: | |
| |Strengths and weaknesses |Identify strengths and weaknesses of others. | | |-oral |Interact harmoniously. |
|Negotiation | | |Interviews |Books |-written | |
| | |Collaborate to improve strengths and reduce | | |-graphic. |Avoid discrimination and |
|Interpersonal | |weaknesses. |Research |Cartoons | |stereotyping. |
| | | | | |Observing | |
| | |Examine how prejudices and biases affect |Introspection |Documentary | | |
| |Biases and Prejudices |relationships. | | |Engaging in peer assessment. | |
| | | |Snowballing |Newsprint | | |
| | |Use social skills to reduce prejudices. | | |Composing: | |
| | | |Think-pair-share |Markers |- songs | |
| | |Examine how good relationships build strong | | |-calypsoes | |
| |Unity – harmonious living |community. |Brainstorming |DVD, CD, Movies |-slogans | |
| | | | | |-poems | |
| | | |Group discussion |Stories |-rhymes/jingles | |
| | | | | |-raps | |
| | | |Role Play |Drama groups |to promote positive practices. | |
| | | | | | | |
| | | |Drama |Scenarios |Writing journal / reflections. | |
| | | | | | | |
| | | |Critical analysis |Rewards | | |
| | | | |Newspaper articles | | |
| | | |Idioms | | | |
| | | | | | | |
| | | |Case Studies | | | |
LEVEL THREE
Self and Interpersonal Relationships: Stress and Crisis
| | | |SUGGESTED | |ASSESSMENT/ EVALUATION | |
|SKILL |TOPIC |OBJECTIVES |TEACHING/LEARNING STRATEGIES |RESOURCES | |SOCIAL ACTION |
| | | | | | | |
|Critical thinking |Stress |Demonstrate an understanding of coping skills to|Brainstorming |Current events |Writing journals |Cope with stress and crises |
| | |deal with adverse and high risk situations. | | | |successfully. |
|Negotiation | | |Case studies |Newspaper article |Simulating group activities: | |
| | |Demonstrate an appreciation of a need to deal | | |-radio programmes |Assist others in coping with |
|Managing stress | |with adverse and high risk situations. |Role play |Stories/ Documentary |-talk shows |stress and crises. |
| | | | | | | |
|Self management | |Apply appropriate skills to cope with adverse |Anonymous question |Resource personnel – Student |Composing: | |
| | |and high risk situations. | |Support Services |- songs | |
|Self monitoring |Coping strategies | |Small group discussion | |-calypsoes | |
| | | | | |-slogans | |
| | | |Creative expression/ writing | |-poems | |
| | | | | |-rhymes/jingles | |
| | | | | |-raps | |
| | | | | |to promote positive practices | |
| | | | | | | |
| | | | | |Creating: | |
| | | | | |posters | |
| | | | | |collages | |
| | | | | |murals | |
| | | | | |to promote positive practices. | |
| | | | | | | |
| | | | | |Writing letters to editors. | |
LEVEL THREE
Self and Interpersonal Relationships: Adapting To and Managing Change
| | | |SUGGESTED | |ASSESSMENT/ EVALUATION | |
|SKILL |TOPIC |OBJECTIVES |TEACHING/LEARNING STRATEGIES |RESOURCES | |SOCIAL ACTION |
| | | | | | | |
|Critical thinking |Delayed gratification |Identify friendly steps of refusal skills. |Role play |Stories |Writing journals |Practise friendly refusal skills. |
| | | | | | | |
|Managing issues | |Use refusal skills effectively. |Communication |Video clips |Composing:- |Display assertive behaviour. |
| | | | | |- songs | |
|Self management |Changes:- |Identify changes in situations with self and |Brainstorming |T.V. |-calypsoes |Manage change successfully. |
| |- Personal change |others. | | |-slogans | |
|Negotiation |- Social change | |Critical viewing |Current events |-poems | |
| | |Set and implement goals to achieve potential to | | |-rhymes/jingles | |
|Interpersonal | |adjust to change. |Discussion |Real life experiences |-raps | |
| | | | | | | |
|Communication | | |Small group activity |Resource personnel |Presentations:- | |
| | |Apply skills to adjust to change. | | |-oral | |
|Cooperation | | |Open Forum |Documentary |-written | |
| | |Reflect and introspect on adjustment to change. | | |-graphic | |
|Critical thinking |Reflection and Introspection | | |Books | | |
| | | | | |Responding to scenarios depicting| |
| | | | |Stories |change. | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
LEVEL THREE
Self and Interpersonal Relationships: Technology and Self
| | | |SUGGESTED | | | |
|SKILL |TOPIC |OBJECTIVES |TEACHING/LEARNING STRATEGIES |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | | | |EVALUATION | |
| | | | | | | |
|Communication |Responsible use |Use information and computer technology (ICT) |Demonstration |Books |Observing use of ICT |Use technology appropriately |
| |of ICT |with moral and ethical responsibility. | | | |without supervision. |
|Decision making | | |Critical viewing |Computer |Writing journals on experiences related| |
| | | | | |to use of ICT. |Influence peers to make |
|Problem solving | |Source useful information to make appropriate |Modelling |Resource personnel | |responsible choices when |
| |Making appropriate choices |choices. | | |Making presentations: |choosing websites. |
|Self monitoring | | |Role-play | |- oral | |
| | |Be aware of the dangers of visiting in | | |-written |Resist negative influences of |
| | |appropriate websites and developing online |Research | |-graphic |peers when choosing websites. |
| | |friends. | | | | |
| | | |Discussion | |Preparing | |
| | |Make responsible selections. | | |-projects | |
| | | | | |-reports | |
| | | | | | | |
| | | | | | | |
LEVEL THREE
Self and Interpersonal Relationships: Developing Self and Community
| | | |SUGGESTED | | | |
|SKILL |TOPIC |OBJECTIVES |TEACHING/LEARNING STRATEGIES |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | | | |EVALUATION | |
| | | | | | | |
|Critical thinking |Develop social responsibility. |Display a sense of loyalty to country. |Discussion |Songs |Responding to scenarios depicting |Volunteer community service. |
| | | | | |negative behaviour. | |
|Decision making | |Express an appreciation of the roles and |Role play |Emblems headers | |Display a sense of ownership for |
| | |responsibilities of persons in the community.| | |Observing and reporting behaviours and |community through positive actions.|
|Coping | | |Small group activity |Environmental information |incidents in their environment. | |
| | |Engage in activities which foster the | | | |Dissuade others from engaging in |
|Interpersonal | |collective good of the community. |Research |Real life situations |Group presentation of a community |negative behaviour in the |
| | | | | |project plan. |community. |
|Communication | |Treat with behaviour which impact negatively |Conducting interviews |Video clips |-oral | |
| | |on the community. | | |-written |Develop community project plan. |
| |Negative behaviour: | |Projects |Resource personnel |-graphic | |
| |-vandalism | | | | | |
| |-defacing | | |Library books | | |
| |-obscenities | | | | | |
| |-inconsideration | | |Journals | | |
| | | | | | | |
| | | | |Library personnel | | |
LEVEL THREE
Self and Interpersonal Relationships: Sensitivity to those with Special Needs
| | | |SUGGESTED | | | |
|SKILL |TOPIC |OBJECTIVES |TEACHING/LEARNING STRATEGIES |RESOURCES |ASSESSMENT/ EVALUATION |SOCIAL ACTION |
| | | | | | | |
|Empathy |Special needs persons. |Identify strengths and limitations of those |Brainstorming |Newspaper clippings |Responding to scenarios depicting |Empathize and work collaboratively |
| | |with special needs. | | |interaction with special needs |with those having special needs. |
|Critical thinking | | |Communication |Real life situations |persons. | |
| | |Empathize with special needs persons. | | | |Encourage others to display |
|Creative thinking | | |Research |Documentaries |Performing peer assessment |affirmative action towards persons |
| | |Value the contributions of special needs | | | |differently abled. |
|Cooperation | |persons. |Role-play |Resource personnel |Composing: | |
| | | | | |- songs | |
|Managing feelings | |Interact positively with special needs persons |Group presentation |Observation |-calypsoes | |
| | |in every day activities. | | |-slogans | |
|Communication | | |Observation | |-poems | |
| | | | | |-rhymes/jingles | |
| | | |Peer assessment | |-raps | |
| | | | | |on issues relevant to special | |
| | | | | |needs persons. | |
| | | | | | | |
| | | | | |Creating | |
| | | | | |-cartoons | |
| | | | | |-collage | |
| | | | | |-posters | |
| | | | | | | |
| | | | | |Writing journals | |
LEVEL THREE
Eating and Fitness: Physical Fitness
| | | |SUGGESTED | | | |
|SKILL |TOPIC |OBJECTIVES |TEACHING/LEARNING STRATEGIES |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | | | |EVALUATION | |
| | | | | | | |
|Critical thinking |An active healthy |Identify and work to develop components of |Brainstorming |Literature |Performance tasks – development of |Incorporate a fitness programme into |
| |lifestyle. |health-related fitness – flexibility, | | |personal and group fitness plan. |daily life. |
|Creative thinking | |cardio-vascular endurance, muscular strength, |Lecture |Resource personnel – Sports | | |
| |Activities that contribute |muscular endurance. | |Officer |Keeping log – charting progress towards |Form fitness teams / clubs. |
|Healthy self management |to a healthy body. | |Demonstration | |fitness goal. | |
| | |Set fitness goals. | |Video clips | |Participate in fitness competitions. |
|Self monitoring | | |Group work | | | |
| |Developing a fitness |Select appropriate activities to improve fitness. | | | | |
| |routine. | |Critical viewing of video programmes on | | | |
| | | |fitness. | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
LEVEL THREE
Eating and Fitness: Food and Nutrition
| | | | | | | |
|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING /LEARNING STRATEGIES | |EVALUATION | |
| | | | | | | |
|Critical thinking |Nutrients and Food Groups. |Correlate nutrients and food groups. |Cooperative learning groups |Dietary guidelines |Writing journals on eating choices. |Eat for health. |
| | | | | | | |
|Decision making |Changing needs of the body. |Compare their food intake with recommended |Class and group discussion |Food pyramid |Keeping logs. |Persuade others (peers, parents and |
| | |adolescent guidelines. | | | |other adults) to eat for health. |
|Self management | | |Case studies |Video clip/s |Planning and executing a food fair involving | |
| |Relationship of self esteem |Correlate diet and a healthy appearance. | | |parents and community. | |
|Communication |to diet. | |Critical viewing |Literature | | |
| | |Correlate diet choices based on food facts and | | |Creating : | |
|Self awareness | |nutritional requirements. | | |-cartoons | |
| | | | | |-collages | |
|Advocacy | |Be aware of B.M.I. |Group work to plan meals using local and | |-posters. | |
| |B.M.I.(Body Mass Index) | |inexpensive foods | | | |
| | |Calculate their B.M.I. | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
LEVEL THREE
Eating and Fitness: Influences on Food Choices
| | | | | | | |
|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING /LEARNING STRATEGIES | |EVALUATION | |
| | | | | | | |
|Critical thinking |Influences on eating |Review influence of people around them on their |Cooperative learning groups |Video clips |Keeping a log of how they respond to |Choose foods based on health principles |
| |choices: |eating practices. | | |influences around them. |rather than on whims and fancies. |
|Decision making |-parents | |Discussion |Newspaper articles | | |
| |-peers |Evaluate advertisements as they relate to personal | | |Ranking, rating and grading of advertisements.|Influence and help others to choose a |
|Problem solving |culture |health practices. |Critical viewing |Advertisements | |diet based on health principles. |
| |-availability | | | | | |
|Refusal skills |-advertisements |Develop ability to resist negative influences on |Critical analysis of ads |Boxes | | |
| | |food choices. | | | | |
|Self awareness | | |Carousel technique |Packages | | |
| | | | | | | |
|Healthy Self | | | | | | |
|management | | | | | | |
| | | | | | | |
|Self monitoring | | | | | | |
LEVEL THREE
Eating and Fitness: Anatomy and Physiology
| | | | | | | |
|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING /LEARNING STRATEGIES | |EVALUATION | |
| | | | | | | |
|Critical thinking |The Immune System |Describe the structure and function of the immune |Lecture |Video clips |Developing a portfolio |Adopt a lifestyle that enhances health |
| | |system. | | | | |
|Problem solving | | |Research |Transparencies |Creating : |Influence and help others to do adopt a |
| | |Differentiate between communicable and non- | | |-cartoons |healthy lifestyle. |
|Self awareness | |communicable diseases. | |Resource personnel |-collages | |
| | | | | |-posters | |
|Self management | |Describe ways to avoid / or prevent communicable | |Literature | | |
| | |and non-communicable diseases. | | |Displaying and presenting materials | |
|Self monitoring | | | |Internet |created. | |
LEVEL THREE
Eating and Fitness: Personal Hygiene/Safety
| | | | | | | |
|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING /LEARNING STRATEGIES | |EVALUATION | |
| | | | | |
|Critical thinking |Personal hygiene and safety |Formulate a personal hygiene routine. |Research |Literature |
| | | | | |
|Creative thinking |Effects of improper practices |Identify |Critical viewing |Internet |
| |related to cleanliness and |icknesses and illnesses caused by poor | | |
|Decision making |grooming: |hygiene. |Group work |Resource personnel |
| |sickness | |Carousel brainstorming | |
|Self awareness |diseases |Address issues related to hygiene for | |Pictures charts |
| |isolation. |safety. |Discussion – group, class | |
|Self management | | | |Video clips |
| | | |Critical viewing | |
|Advocacy | | | |Pictures |
| | | | | |
| | | | |Charts |
| | | | | |
LEVEL THREE
Eating and Fitness: Injury Prevention
| | | | | | | |
|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING/LEARNING | |EVALUATION | |
| | | |STRATEGIES | | | |
| | | | | | | |
|Awareness |Prevention and care of injuries |Identify possible hazards at school and at home. |Discussion |Pictures |Responding to scenarios depicting |Use emergency numbers |
| |related to eating and fitness:- | | | |emergency situations. |responsibility. |
|Critical thinking |-choking; |Prescribe ways to prevent injuries. |Role playing |Stories | | |
| |-consuming dangerous | | | |Demonstrating First Aid practices.|Follow the correct procedure in|
|Decision making |substances; |Role-play actions and behaviours to protect oneself from |Demonstration |Video clips | |response to specific hazards. |
| |-physical injuries from |these hazards. (Preventive measures) | | | | |
|Problem solving |cuts, burns and falls. | | |Resource personnel |Creating:- | |
| | |Identify emergency numbers. |Interactive lecture. | |-cartoons | |
|Refusal skills |Emergency numbers:- | | |Comic strips |-collages | |
| |-local ambulance; |Be aware that emergency numbers should be used responsibly. |Critical viewing of video clips. | |-posters | |
|Healthy self management|-police; | | |Cartoons | | |
| |-parents. |Identify responsible school personnel and community helpers |Analyzing stories or case studies | | | |
|Self monitoring | |(doctor, nurse, dentist etc) who are first aid practitioners.| |Art materials | | |
| | | | | | | |
| |First Aid Practices. |Demonstrate first aid practices. | |Paper | | |
| | |. | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
LEVEL THREE
Eating and Fitness: Consumer Health
| | | | | | | |
|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ EVALUATION |SOCIAL ACTION |
| | | |TEACHING/ LEARNING | | | |
| | | |STRATEGIES | | | |
| | | | | | | |
|Critical thinking |Health information. |Identify characteristics of accurate health |Lecture/discussion |Literature |Oral presentations. |Be responsible consumers. |
| | |information. | | | | |
|Problem solving | | |Research |Labels – hair and skin products, |Formulating a Consumer Guide listing positive| |
| | | | |etc |ways to get information. | |
|Communication | | |Cooperative learning | | | |
| |Health promoting products | | |Prescriptions |Formulating a checklist for evaluating health|Advocate for accurate health |
|Self management |and services. |Validate and verify why one health product |Critical analysis of prescriptions and labels| |products and services. |information and wholesome |
| | |will be chosen over another. |for medicines and health care products. |Resource personnel – Consumer | |products and services. |
|Self monitoring | | | |Affairs |Selecting wisely health products and | |
| | | |Compare and contrast data on labels. |Health personnel |services. | |
|Advocacy | |Identify community agencies that advocate for| | | | |
| | |healthy individuals and communities. | |Internet ads and literature on |Writing letter to the editor of a newspaper. | |
| | | | |weight loss or fitness programmes.| | |
| | | | | | | |
| | | | | | | |
LEVEL THREE
Eating and Fitness: Food Safety
| | | | | | | |
|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ EVALUATION |SOCIAL ACTION |
| | | |TEACHING/ LEARNING | | | |
| | | |STRATEGIES | | | |
| | | | | | | |
|Decision making |Food Preservation |Develop appropriate practices relevant to the |Analyzing labels |Food labels |Critiquing posters and literature on each |Select appropriate methods for |
| | |preservation of foods. | | |topic. |storing foods. |
|Problem solving | | |Interpreting data | | | |
| | |Read and interpret information on food labels | |Literature |Presenting information on topic:- |Read labels carefully at all times. |
|communication | |accurately. |Group work | |-oral | |
| | | | |Resource personnel |-written | |
|Self monitoring | |Deal responsibly with expired food items. |Discussion | |-graphic. | |
| |Expired food | | |Charts | | |
|Advocacy | |Identify improper practices which are dangerous to |Research | | |Execute an awareness campaign. |
| | |one’s health. | |Video clips |Planning an awareness campaign. | |
| |Improper practices and | |Lecture | | | |
| |effects. |Recognize sicknesses caused as a result of improper| |Internet |Displaying methods of food preservation. | |
| | |storage and handling. |Critical viewing | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
LEVEL THREE
Sexuality and Sexual Health: Relationships I
| | | |SUGGESTED | |ASSESSMENT/ | |
|SKILL |TOPIC |OBJECTIVES |TEACHING /LEARNING STRATEGIES |RESOURCES |EVALUATION |SOCIAL ACTION |
| | | | | | | |
|Critical thinking |Gender equity |Be aware of gender inequity. |Brain storming |Pictures |Writing journals. |Display comfort with each other |
| |and inequity | | | | |showing equal treatment. |
|Decision making | |Display equal treatment towards both sexes. |Critical viewing |Journals |Accepting and participating in | |
| | | | | |role play and panel discussion |Show responsibility and become |
|Self awareness | |Display comfort with one’s sexuality. |Questioning |Resource personnel | |intrusive in accepting roles when need|
| | | | | |Ongoing observation |arises. |
|Problem solving | |Maintain behaviours which depict responsibility |Panel discussions |Games, puzzles |-treatment of others | |
| | |towards one’s gender roles. | | | |Choose appropriate role models. |
|Communication |Gender role | |Lecture – Resource |Cartoons, Art pieces | | |
| |and responsibilities |Relate changing gender roles in relation to needs and|personnel | | |Display responsible sexual behaviour. |
| | |demands of society. (interdependence) | |Video/ televisions | | |
| | | |Games- puzzles | | | |
| | |Critique misconceptions about gender roles. | |Advertisements | | |
| | |(boys don’t cry; ladies belong to the kitchen, etc) |Panel discussions | | | |
| | | | | | | |
| | |Critically evaluate role models (peers, parents, |Role-play – radio or T.V. | | | |
| | |other adults) to inform behaviour. |talk show. | | | |
| | | | | | | |
| | |Model positive attributes that lead to responsible | | | | |
| | |sexual behaviour. | | | | |
| | | | | | | |
| |Role modelling | | | | | |
LEVEL THREE
Sexuality and Sexual Health: Relationships II
| | | | | | | |
|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING /LEARNING STRATEGIES | |EVALUATION | |
| | | | | | | |
|Self awareness |Inappropriate touching |Express love and care in appropriate age related ways. |Discussions |Video |Participating: |Behave appropriately with peers |
| | | | | |-class discussion. |and adults. |
|Decision making | |Display good moral conduct in boy/girl relationships. |Critical viewing of video clips – good and |Cassette recorder |-peer and self | |
| | | |bad behaviour. | |assessment | |
|Interpersonal | |Communicate openly and responsibly disapproval about | |Cassette recorder | |Take responsible action to stop |
| | |inappropriate touch. |Role play scenarios | |Producing a video recording of |abuse. |
|Effective communication | | | |Puppets |drama created by class. | |
|refusal | |Treat one’s and others’ body with respect. |Comic strip | | | |
|advocacy | | | | |Producing a cassette recording of |Display ability to use refusal |
|negotiation | |Develop ability to say ‘No’ to sexual advances. |Cassette recordings to generate discussions. | |participation in class discussion.|skills |
| | | | | | | |
|Empathy | |Be vocal to appropriate authorities about sexual abuse of |Puppets asking questions. | | | |
| | |self and peers. | | | | |
| | | | | | | |
| | |Develop strategies to avoid being in compromising | | | | |
| | |situations. | | | | |
| | | | | | | |
| | |Empathize with peers who may be experiencing abuse. | | | | |
LEVEL THREE
Sexuality and Sexual Health: Relationships II continued
| | | | | | | |
|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING/LEARNING STRATEGIES | |EVALUATION | |
| | | | | | | |
|Effective communication |Derogatory terms |Refrain from using derogatory terms. |Discussions |Cassette recordings to |Participating in class |Behave appropriately with peers and|
|refusal | | | |generate discussions |discussion. |adults. |
|advocacy | | | | | | |
|negotiation | |Convey firm disapproval to those who use derogatory terms.|Role play scenarios |Cassette recorder |Production of cassette |Take responsible action to stop |
| | | | | |recording highlighting |abuse. |
| | |Use positive expressions when expressing dissatisfaction. | | |refusal skills. | |
|Empathy | | | |Video | | |
| | | | | |Video recording class drama. | |
|Interpersonal | | |Critical viewing of video clips on behaviour |Critical viewing of comic | | |
| | | | |strips | | |
| | | | | | | |
| | | | |Puppets | | |
| | | |Puppets asking questions | | | |
| | | | | | | |
| | | | | | | |
LEVEL THREE
Sexuality and Sexual Health: Relationships III
| | | |SUGGESTED | |ASSESSMENT/ | |
|SKILL |TOPIC |OBJECTIVES |TEACHING /LEARNING STRATEGIES |RESOURCES |EVALUATION |SOCIAL ACTION |
| | | | | | | |
|Self awareness |Hygiene |Be aware that additional care is needed for the body |Lecture – resource personnel |Video recordings |Participating in class |Adopt appropriate hygienic practices. |
| | |during puberty. | | |activities. | |
|Assertiveness | | |Discussion |Charts | |Influence/persuade peers to do same. |
| | |Access necessary products, information and services to | | |Role playing hygienic | |
|Analytical and critical | |ensure hygienic practices. |Critical viewing |Pictures |practices. | |
|thinking | | | | | | |
| | |Explore relationship between personal hygiene and sexually| |Health Literature | | |
|Self management | |related diseases. | | | | |
| | | | |Resource personnel | | |
| | |Become role models of good hygienic practices. | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
|LEVEL THREE |
|Sexuality and Sexual Health: Relationships III (continued) |
| | | | | | | |
| | | |SUGGESTED | |ASSESSMENT/ | |
|SKILL |TOPIC |OBJECTIVES |TEACHING /LEARNING STRATEGIES |RESOURCES |EVALUATION |SOCIAL ACTION |
| | | | | | | |
|Decision making |Sexually related |Identify sexual diseases. |Lecture/demonstrations by resource personnel |Health literature |Display literature on sexually |Take steps to avoid contracting |
| |diseases | |nurses | |related diseases. |sexually transmitted diseases. |
|Problem solving | |Identify symptoms associated with HIV / AIDS and other |persons living with HIV/AIDS |Video clips | | |
| | |STDs. |relatives of victims | |Debate on sexually related |Adopt an abstinence policy as the only |
|Coping | | | |Resource personnel |issues. |safe method of protection from HIV/AIDS|
| | |Be aware of the dangers of HIV/AIDS. |Case Study/ studies | | |and sexually transmitted infections and|
|Refusal | | | |Pictures |Role play consequences of being|diseases (STIs, STDs). |
| | |Access information, products and services as they relate |Research on HIV/AIDS | |a person living with sexually | |
|Advocacy | |to sexually related diseases. | |Over-The-Head Projector |related diseases. | |
| | | |Role play | | | |
|Self awareness | |Identify behaviours which make one vulnerable to HIV/AIDS | | |Writing journals. | |
| | |and other STDs. | | | | |
|Empathy | | | | | | |
| | |Become an advocate of the abstinence policy. | | | | |
| | | | | | | |
| |Abstinence | | | | | |
| | |Empathize with persons living with STDs and HIV/AIDS. | | | | |
| | | | | | | |
| | | | | | | |
| |Stigmatization | | | | | |
LEVEL THREE
Sexuality and Sexual Health: Growth and Development: Life Cycles
| | | |SUGGESTED | | | |
|SKILL |TOPIC |OBJECTIVES |TEACHING /LEARNING STRATEGIES |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | | | |EVALUATION | |
| | | | | | | |
|Self awareness |Body changes |Examine and accept the changes associated with puberty |Lectures |Video clips |Observing students’ interaction |Cope with emotions. |
| |- sexual |(hormonal, emotional, physical). | | |with others. | |
|Self management |maturity/ | |Discussions |Drawings | |Exercise restraint. |
| |readiness |Be aware that puberty is an indication that females can | | |Participating in discussion. | |
|Self monitoring | |conceive babies. |Critical viewing of video recording on topic |Documentaries | | |
| | | | | |Writing journals. | |
|Decision making | |Be aware that puberty is an indication that males can father |Role-play |Video clips | | |
| | |babies. | | | | |
|Analytical and critical | | |Question & answer sessions |Resource Personnel | | |
|thinking | |Practise self control and abstinence in response to the new | | | | |
| |Self control and |urges being experienced. | | | | |
|Coping |abstinence | | | | | |
| | |Speak respectfully and openly about puberty. | | | | |
|Refusal | | | | | | |
| | | | | | | |
LEVEL THREE
SEXUALITY AND SEXUAL HEALTH: Growth and Development: Life Cycles (continued)
| | | |SUGGESTED | | | |
|SKILL |TOPIC |OBJECTIVES |TEACHING /LEARNING STRATEGIES |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | | | |EVALUATION | |
| | | | | | | |
|Self awareness |Concept of Reproduction|Examine how babies are conceived. |Lectures |Age appropriate video |Participating in discussion and |Advocate for abstinence. |
| |or Birth | | |clips on conception and |role play. | |
|Assertiveness | | |Discussions. |birth. | | |
| | |Be aware that a consenting adult male and female is the | | |Debating sexually related issues. | |
|Self management | |responsible way to conceive babies. |Debate on the advantages and disadvantages of|Charts | | |
| | | |irresponsible sex. | |Engaging in self and peer | |
|Self monitoring | | | |Relevant literature |assessment | |
| |Dangers of early sex |Be aware of the dangers of early sex. |Role play to highlight dangers of | | |Avoid early sexual activities. |
| | | |irresponsible sexual activities. |Resource Personnel |Writing journals. | |
| | | | | | | |
| | |Seek responsible help if they become victims of sexual abuse. | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
LEVEL THREE
Sexuality and Sexual Health: Growth and Development: Life Cycles (continued)
| | | |SUGGESTED | | | |
|SKILL |TOPIC |OBJECTIVES |TEACHING /LEARNING STRATEGIES |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | | | |EVALUATION | |
| | | | | | | |
|Critical thinking |Responsibility of |Appreciate the serious responsibility that comes |Struggle and success stories. |Literature |Responding to scenarios depicting the |Advocate for abstinence. |
| |child-bearing. |with child-bearing. | | |consequences of unplanned parenthood. | |
|Decision making | | | |Video clips | | |
| | | |Class discussion to promote abstinence. | |Writing journals. | |
|Self management | |Be aware that best practice means delaying sexual | |Resource Personnel | | |
| | |activities until one is mature and ready for |Debate: Abstinence vs. Free expression | |Debating the pros and cons of child | |
|Self monitoring | |family commitments. | | |bearing. | |
| | | | | | | |
|Negotiation | |Become role models and advise peers confidently | | |Creating and critiquing posters on: | |
| | |that they should practise abstinence. | | |-promoting abstinence. | |
|Refusal | | | | |-negatives consequences | |
| | |Be aware of the negative consequences associated | | |of unplanned and | |
| | |with unwanted pregnancies for all parties – |Analyzing case studies- | |unwanted pregnancies. | |
| | |mother, father and baby. |Stories or question and answer session with | | | |
| | | |victims of unwanted pregnancy and role models. | |Set up displays in appropriate places to | |
| | | | | |promote abstinence. | |
| | | | | | | |
LEVEL THREE
Sexuality and Sexual Health: Factors Influencing Sexual Expression: What I see, hear and do?
| | | |SUGGESTED | | | |
|SKILL |TOPIC |OBJECTIVES |TEACHING /LEARNING STRATEGIES |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | | | |EVALUATION | |
| | | | | | | |
|Self awareness |Social practices; |Note that practices of one’s family, peers and society |Group discussion. |Video Clips |Engaging in peer assessment of |Demonstrate proper forms of |
| |family |influence personal sexual expression. | | |drama and conversation recordings.|expression in social |
|Self monitoring/ |peers | |Critical viewing of video scenario of family |Audio Recordings | |interactions. |
|management |society | |practices. | | | |
| | |Identify practices of one’s family, peers and society result | |Resource Personnel | |Dress appropriately and influence|
|Critical thinking | |in unacceptable sexual expression. |Critique of recording of conversations | | |friends to dress appropriately. |
| | | |related to topic. |Photographs | | |
|Assertiveness | |Speak confidently against practices which result in | | |Self and peer assessment of use of|Display resilience to negative |
|Coping | |irresponsible sexual expression. |Role-play scenario in which assertive and |Case studies |language. |influences. |
| | | |advocacy skills are used. | | | |
| | |Avoid and advocate against the use of language, behaviour and| | |Critiquing choice of wear. | |
| | |dress that exhibit vulgarity. |Critique of video clips or pictures showing | | | |
| | | |appropriate vs. inappropriate dress. | | | |
| | | | | | | |
| | | | | | | |
LEVEL THREE
Sexuality and Sexual Health: Factors Influencing Sexual Expression: What I see, hear and do? (continued)
| | | |SUGGESTED | | | |
|SKILL |TOPIC |OBJECTIVES |TEACHING /LEARNING STRATEGIES |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | | | |EVALUATION | |
| | | | | | | |
| | | | | | | |
|Critical thinking |Influence of substances on|Identify the range of substances abused. |Research Literature on substance abuse. |Posters |Developing portfolio on substance |Organize campaigns to speak out |
| |sexual expression: – drugs| | | |abuse. |against substance abuse. |
|Problem solving |(alcohol, cigarettes, |Explore how substance abuse can result in irresponsible | |Brochures | | |
| |etc.) |sexual expression. | | | |Avoid use of harmful substances. |
|Refusal skills | | | |Charts |Rubric to assess participation in | |
| | | |Use of resource personnel – patient in rehab | |scenarios depicting the | |
|Communication | |Develop the ability to say ‘No’ to influences/ pressures to |centre. |Literature |consequences of victims of | |
| | |use substances. | | |substance abuse. | |
|Self management | | | |Video clips | | |
| | | |Case Studies |Audio recordings |Set up display on substance abuse.| |
| | |Refrain from visiting places that nurture negative sexual | | | | |
| | |practices. | |Resource person |Role-playing refusal | |
| | | | | |skills. | |
| | | |Role-play use of firm refusal skills. | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
LEVEL THREE
Sexuality and Sexual Health: Factors Influencing Sexual Expression: What I see, hear and do? (continued)
| | | |SUGGESTED | | | |
|SKILL |TOPIC |OBJECTIVES |TEACHING /LEARNING STRATEGIES |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | | | |EVALUATION | |
| | | | | | | |
|Critical thinking |Influence of the media on |Critique print (pornography etc), advertisements, movies, |Discussion about topic. |Literature |Engaging in peer and self |Speak out against improper sexual|
| |sexual expression: |websites and chat rooms to differentiate which are clean | | |assessment of debate. |expression. |
|Problem solving |-print, television, |and which promote promiscuity. |Group discussion on incidents featuring |Video clips of | | |
| |cable, video | |negative impact of media on young children |advertisements |Critiquing clips on media |Avoid being victim of the media |
|Refusal skills |-computer. |Make responsible choices which indicate positive |and adults. | |publications. |and peer pressure. |
| | |behaviours when using any of the media. | |Movie clips |-advertisements | |
|Communication | | |Debate on censorship. | |-articles |Advise friends about positive |
| | |Say ‘No’ to peer pressure when making choices. | |DVD | |choices. |
|Coping | | |Interact with resource personnel. e.g. | |Role playing refusal skills. | |
| | | |Rapport | | | |
|Self management | | | | | | |
| | | |Case studies | | | |
| | | |Literature | | | |
| | | |Video clips | | | |
| | | |Audio recording | | | |
| | | | | | | |
|Decision making |Sexual exploitation |Identify causes of sexual exploitation (money, power, |Discussion about Audio/ video recordings of |Resource Personnel |Engaging in self and peer |Speak out against sexual |
| |vulnerability |poverty, immaturity, favours etc) |scenarios that lead to exploitation and model| |assessment of role play. |exploitation. |
|Problem solving | | |behaviour which can prevent sexual |Video clips | | |
| | |Resist sexual exploitation even when in need. |exploitation. | |Writing journals. |Advise peers how to protect |
|Coping | | | |Audio recordings | |themselves. |
| | |Display self efficacy as a sexual being. | | |Responding to scenarios depicting | |
|Refusal | | |Role play scenes to develop refusal skills. | |the consequences of being a victim| |
| | | | | |of sexual exploitation. | |
|Advocacy | | | | | | |
| | | | | | | |
|Self awareness | | | | | | |
| | | | | | | |
|Empathy | | | | | | |
LEVEL THREE
Managing The Environment: Caring for the Environment
| | | |SUGGESTED | | | |
|SKILL |TOPIC |OBJECTIVES |TEACHING/LEARNING STRATEGIES |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | | | |EVALUATION | |
| | | | | | | |
|Interpersonal |Caring for the Environment |Explain ways in which one can care for the |Lectures |Packaged instructions |Journals, projects |Form an environmental club. |
| | |environment. | | |portfolios. | |
|Healthy self management |Sustainable practices: | |Value clarification exercise |Videos | |Adopt and maintain a park or public |
| |-litter policy |Identify sustainable practices necessary for | | |Oral and written presentation on ways|place. |
|Advocacy |-the R’s |a healthy environment. |Field Trips |Resource Persons |in which one can take care of their | |
| |-reforestation | | | |immediate environment. |Take necessary action to educate public |
|Decision making |-using environmentally friendly | |Team Teaching |Slides | |about conservation and preservation |
| |products. | | | | |practices. |
|Assertiveness | | |Case studies | | | |
| | | | | | | |
|Negotiation | | |Role-playing | | | |
| | | | | | | |
|Effective communication | | |Drama | | | |
| | | | | | | |
|Problem solving | | | | | | |
LEVEL THREE
Managing The Environment: Waste Disposal
| | | | | | | |
|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING/LEARNING STRATEGIES | |EVALUATION | |
| | | | | | | |
|Creative thinking |Effects of improper waste disposal |Discuss methods of waste disposal |Researching |Pictures |Project |Use available methods to engage in |
| |on man and the environment. | | | | |recycling and re-using of waste material |
|Decision- making | |Identify and analyze improper methods of |Discussion |Video clips |Portfolio |e.g. composting. |
| | |waste disposal | | | | |
|Problem- solving | | |Group work |Resource personnel |Debate |Research and develop new methods in the |
| | |Analyze the effects of improper waste | | | |use and/ or re-cycling of waste material.|
|Self- awareness | |disposal practices on man and the environment|Brainstorming |Flow charts | | |
| | | | | | | |
|Coping with stress | |Practise proper methods of waste disposal |Field trips |Advertisements | | |
| | |which will impact positively on their home | | | | |
|Assertiveness |Responsibility- |and environment |Role play |Flow chart | | |
| |methods used in waste disposal. | | | | | |
| | | |Buzz groups | | | |
| | | | | | | |
| | | |Lecture | | | |
| | | | | | | |
| | | | | | | |
LEVEL THREE
Managing The Environment: Pollution
| | | | | | | |
|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING /LEARNING STRATEGIES | |EVALUATION | |
| | | | | | | |
|Critical thinking |Pollution and health|Create community awareness of pollution and |Class discussion |Charts |Investigating – sources of pollution.|Students produce a plan to reduce |
| | |its impact on health. | | | |pollution in their environment. |
|Creative thinking | | |Debate |Pictures |Creating: | |
| | |Explore environmentally safe ways of reducing| | |posters | |
|Problem solving |Reducing pollution |pollution. |Panel discussion |Videos |jingles | |
| | | | | |slogans | |
|Healthy self | |Display habits that reflect a concern for |Case studies |Radio Programmes |conveying messages about pollution. | |
|Management | |reducing pollution. | | | | |
| | | | |Resource Personnel |Making presentations: | |
|Interpersonal | |Develop a plan to reduce pollution in their | | |- oral | |
| | |community. | |Drama |-written | |
|Effective communication | | | | |-graphic. | |
| | | | |E. M.A. | | |
|Decision making | | | | |Preparing: | |
| | | | | |- projects | |
|Coping with stress | | | | |- reports | |
| | | | | |- portfolios | |
| | | | | |on ways of reducing pollution and | |
| | | | | |causes of pollution. | |
LEVEL THREE
Managing The Environment: Conservation and Preservation
| | | | | | | |
|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING/LEARNING STRATEGIES | |EVALUATION | |
| | | | | | | |
|Empathy |The Three (3) R’s |Examine the 3 R’s, reduce, reuse and recycle as |Role playing |Slides |Projects |Participate in World Environment Day, |
| | |they pertain to conservation and preservation. | | | |Wetlands Day, |
|Critical thinking | | |Drama |Videos |Portfolios |Earth Days, etc. |
| |Responsibility towards |Display positive attitudes and practices towards | | | | |
|Problem solving |environment |the conservation and preservation of the |Projects on the R’s |Resource Personnel | |Take necessary action to educate public|
| | |environment. | |-Forestry division | |about conservation and preservation |
|Advocacy | | |Lectures |-W.A.S.A. | |practices. |
| | | | |-E.M.A. | | |
|Decision making | | |Field work | | | |
| | | | |Songs | | |
|Refusal | | |Value clarification exercise | | | |
| | | | |Poetry | | |
|Effective communication | | |Drama | | | |
| | | | | | | |
|Self awareness | | | | | | |
| | | | | | | |
|Coping with stress | | | | | | |
LEVEL THREE
Managing The Environment: Relationship between Environmental Health and Personal Health
| | | |SUGGESTED | | | |
|SKILL |TOPIC |OBJECTIVES |TEACHING/LEARNING STRATEGIES |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | | | |EVALUATION | |
| | | | | | | |
|Communication |Human actions affecting environmental|Analyze how human actions affect |Brainstorming |Pictures |Conducting interviews. |Speak out against unsafe environmental |
| |health. |environmental health. | | | |practices. |
|Problem solving | | |Discussion |Slides |Making slogans. | |
| |Health issues |Assess environmental health issues and | | | |Display behaviours that are environment |
|Decision making |-lead poisoning |state how they affect their lives and the |Research |Resource personnel |Writing journals. |friendly. |
| |-toxic dumping |lives of others. | | | | |
|Self awareness |-global warming | |Lectures |Project |Creating posters. | |
| | |List factors which demonstrate that man’s | | | | |
|Critical thinking | |survival is dependent on his environment. |Assessing Flow Chart |Flow Chart | | |
| | | | | | | |
| | |Identify and examine health issues that |Role play | | | |
| | |exist due to poor environmental health. | | | | |
| | | |Debates | | | |
| | | | | | | |
|Decision making |Alternative products used to reduce |Display alternative products that are used|Brainstorming |Pictures | |Make lifestyle choices to promote wellness: |
| |health risk and environmental |to reduce health risk and environmental |Discussion |Slides | |- choosing environmentally |
|Critical thinking |degradation. |degradation |Research |Resource personnel | |friendly products e.g. |
| | | |Web articles | | |hairsprays, deodorants |
|Communication |Making lifestyle choices. |Choose products that are environmentally |Display |Project | | |
| | |friendly. | |Flow Chart | | |
|Coping with stress | | | | | | |
LEVEL THREE
Managing The Environment: Disaster Preparedness
| | | | | | | |
|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING/LEARNING STRATEGIES | |EVALUATION | |
| | | | | | | |
|Decision making |Disaster Preparation |Distinguish among the different types of disasters. |Composing poems |Slides |Portfolios |Develop and participate in a plan to |
| | | | | | |respond to natural and man made |
|Problem solving | |Investigate how they affect oneself and the |Discussions |Newspaper |Essays |disasters. |
| | |environment. | |clippings/articles | | |
|Creative thinking | | |Critiquing videos | |Construction of map of escape route | |
|Communication | |Discuss ways one can prepare for large scale | |Resource persons | | |
| | |disasters. |Games | | | |
|Interpersonal relationships | | | |Pictures | | |
| | |Show compassion towards victims of disasters. |Drama/role play | | | |
|Coping with emotions | | | |Video clips | | |
| | |Access help from appropriate authorities. |Research | | | |
|Empathy |N.E.M.A. | | | | |Contact appropriate authorities in |
| |N.G.O.s | | | | |times of disaster. |
|Critical thinking | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
LEVEL THREE
Managing The Environment: Environmental Laws and Organizations
| | | | | | | |
|SKILL |TOPIC |OBJECTIVES |SUGGESTED |RESOURCES |ASSESSMENT/ |SOCIAL ACTION |
| | | |TEACHING/LEARNING STRATEGIES | |EVALUATION | |
| | | | | | | |
|Communication |Concept of environmental laws? |Explain why environmental laws and regulations |Brainstorming |Charts |Interview |Participate in town meetings, speeches, |
| | |are made and enacted. | | | |walkathon to develop environmental |
|Interpersonal | | |Role play |Handouts |Essay |awareness. |
|relationship |Upholding and maintaining environmental|Compare and contrast environmental laws that | | | | |
| |laws. |may have a positive or negative impact on the |Resource persons |Resource persons |Debate |Serve as school litter wardens. |
|Critical thinking | |environment and family life. | | | | |
| | | |Town meetings |Video tapes/clips |Portfolio |Report offenders to appropriate |
|Creative thinking | |Analyze the roles of organizations (e.g. | | | |authority. |
| |Organizations responsible for upholding|private, community, gov’t) in development and |Field trip- |Pictures |Research | |
|Problem solving |environmental laws. |enforcement of environmental health laws as |(E.M.A., Regional Corporation) | | | |
| | |they relate to Health and Family Life. | | | | |
| | | |Research | | | |
| | |Recognize individuals’ role in upkeeping | | | | |
| | |environment laws. |Interviews | | | |
| |Responsibility | | | | | |
|Advocacy | | |Slide presentation | | | |
| | | | | | | |
| | | |Journal writing | | | |
| | | | | | | |
| | | | | | | |
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CURRICULUM FOUNDATIONS
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REPUBLIC OF TRINIDAD AND TOBAGO
MINISTRY OF EDUCATION
PRIMARY HEALTH AND FAMILY LIFE EDUCATION
(H.F.L.E.) CURRICULUM
Curriculum Development Division
[pic]
January 2006
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