Transcript community schools

Health Education
Grades 6, 7, 8, and 9
Healthy Learners = Better Learners
Better Learners = Healthy Learners
?
Health Education
Required Area of Study (grades 6-9)
• Grade 6 ~ 80 minutes/week/year
• Grade 7-9~ 100 minutes/week/year
(Core Curriculum: Principles, Time Allocations,
and Credit Policy, 2007)
“In order for students to grow up to be able
to take on responsibility for their own
health, they need the basic knowledge,
values, skills, attitudes, and beliefs to
undertake lifelong, positive personal
health practices…” (Public Health Agency of Canada, 2003)
How does the provincial Health
Education Curricula provide
opportunities for students to
acquire the knowledge, skills,
values, attitudes, and beliefs?
Key Opportunities:
1. Comprehensive School Health
2. Health Literacy
3. Inquiry for Healthy Decision
Making
4. Aim and Goals
1. Why Comprehensive School
Health (CSH)?
CSH is an integrated approach that
promotes health within and beyond
the classroom, encouraging values,
skills and actions that foster the
healthy development of students.
(Health Canada, 2004)
Curriculum?
Achievement?
Key Messages?
Four ‘Components’ of CSH
Healthy Physical
Environment
Teaching and Learning
•Provincial curricula
•Instructional Strategies
•Learning Strategies
•Resources
•Assessment
Social Supports
Health and other
Support Services
What is Effective Teaching and Learning?
• Incorporates facets of health (mental, physical,
emotional and spiritual)
• Uses a variety of resources
• Identifies cross-curricular learning opportunities
• Promotes learning strategies that are culturally
sensitive and developmentally appropriate
• Demonstrates effective teaching and learning
approaches that support development of students’
knowledge, attitudes, skills and behaviours for
healthy decision making
• Fosters life skills such as health literacy, problemsolving, communications skills
• Promotes a sense of personal competency, selfefficacy, and social responsibility.
2. Health Literacy
• the ability to understand health
concepts, content, and health
research
• skills in communication
• critical interpretation of mass media
messages
• navigating complex systems of health
care and governance
• knowledge and use of resources
• using cultural and indigenous
knowledge in health decision making.
(Nutbeam, 2000; Ratzan, 2001; Zarcadoolas, Pleasant, & Greer, 2002).
Health Information Literacy is the set
of abilities needed to:
• recognize a health challenge
• identify sources of information and
retrieve relevant information
• assess the quality of the source and of
the information and its applicability to a
specific situation
• analyze, understand, and use the
information to make healthy decisions
(Adapted from the Medical Library Association. 2003)
3. Inquiry for Healthy Decision
Making
Why Inquiry for Healthy Decision
Making?
Inquiry learning provides students
with opportunities to build knowledge,
abilities, and inquiring habits of mind
that lead to deeper understanding of
their world and human experience.
Why Inquiry?
Enjoyment is not a main goal of
education; it is the main goal of
entertainment. The ultimate goal
of all education at every level is
to engage the mind so as to
strengthen the learner’s
disposition to go on learning.
(Lillian Katz, 1997)
4. What do students really need to
learn in health education?
The K-12 AIM of the
Saskatchewan Health Education
curricula is to develop
confident and competent
students who understand,
appreciate, and apply health
knowledge, skills, and
strategies throughout life.
Goal #1: Students will develop the
understanding, skills, and confidences
necessary to take action to improve
health.
Goal #2: Students will develop the life-
long motivation and skill of making
informed decisions based on healthrelated knowledge.
Goal #3: Students will apply decisions to
improve personal health and/or the
health of others.
Goals of Education
Broad Areas of Learning
Cross-curricular Competencies
AIM
Goal #1
Goal #2
Goal #3
Outcomes
Outcomes
Outcomes
Indicators
Indicators
Indicators
Goal #1: Develop the understandings, skills, and confidences
necessary to take action to improve health.
(9.3) Interpret,
critique, and
question the stigma
associated with
individuals, families,
and communities
living with/affected
by non-curable
infections/ diseases,
including HIV/AIDS
and Hepatitis C and
for those who
advocate for them.
Evaluate and respond to sources of, and
information about, the provincial, national, and
international impact of HIV/AIDS and Hep C.
Recognize and question community
prejudices.
Examine the impact of the stigmas associated
with HIV/AIDS and Hepatitis C on the individual, the
family, and the community.
Determine the effects of stigmas of
association with/advocacy for those living
with/affected by HIV/AIDS and/or Hepatitis C.
Analyze how HIV and Hepatitis C infection is
linked to risky behaviours, not to particular
groups of people and examine the stigma
associated with risky behaviours (e.g.,
intravenous drug use).
What have you learned about the health education
curricula?
What do your learnings have to do with student
achievement?
What do your learnings have to do with the key
messages you will take back to you school
divisions?
Questions?
“Clearly, no knowledge is more crucial than
knowledge about health. Without it, no
other life goal can be successfully achieved.”
(The Carnegie Foundation for the Advancement of Teaching, 2007)
Kyla Christiansen
Health Education Consultant
Ministry of Education
[email protected]