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A CURRICULUM GuideFor
Secondary Schools - Grades 7 9 (Forms 1-!
"#CS #$UCA%I"& $#'#L"M#&% R")#C%("#$!
Funded *y +he Go,ernmen+ oS+. 'incen+ / +he Grenadines and 0orld an2
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TABLE OF CONTENTS
Acknowledgements
Message from Chief Education Ocer
Foreword
Mission !ision of "ni#ersal Secondar$
Education33333333333333333333333333331
Principles and Values of National Curriculum & Assessment Framework
Vision of the
Learner333333333333333333333333333333333333333333.4
Vision of the
Teacher333333333333333333333333333333333333333333..
Structure of the National
Curriculum3333333333333333333333333333333333....5
%hat is &ealth and Famil$ Life Education
'&FLE()..................................................................................................................7
A Life Skills Based A**roach to
&FLE3333333333333333333333333333333333..6
Funded *y +he Go,ernmen+ oS+. 'incen+ / +he Grenadines0orld an2
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Organi+ation of the Curriculum33333333333333333333333333333333.
3333..11
Curriculum ,uide '-rogrammes of Learning(333333333333333333333333..
33333314
Suggested Acti#ities3333333333.
3333333333333333333333333333333..5
Suggested Methods of Teaching
&FLE333333333333333333333333333333333.87
,lossar$ of Terms33333333333333333333333333333333333333..
333386
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ACKNOWLEDGEMENTS
The Government of St. Vincent and the Grenadines and the Ministry of Education wish to express gratitude to the
following persons for their invaluable assistance in the creation of The National urriculum for !ealth " #amily $ife
Education %!#$E&.
Mrs. Lindsay Howard: OECS Education Development Project (OEDP Consultant
Mrs. Sylvia !ac": Local Consultant
Mrs. De#ora$ %acc$us & Senior Education O''icerCurriculum Development )nit
*#ner +ic$ards
%everly ,eptune
%ernisia +o#erts
-eia$ Malcolm
Heat$er +ic$ards
C$ristine Sam
Marilyn /rance
-enyon Pierre
*ll ot$er teac$ers w$o in one 'orm or anot$er assisted in t$e completion o' t$is project.
Special t$an"s to Miss Delise !ones w$o was responsi#le 'or t$e typin0 and re'inin0 o' t$e documents 'rom t$e inception
o' t$e project to its completion.
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Message from the Chief Education Ocer
Glo*alia+ion and +he 2no:led;e economy
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%he rame:or2 also allo:s hysical #duca+ion and Crea+i,e Ar+s
curricula. %his> i+ is ho :ill +he educa+ion recei,ed
:ill de+ermine +he ci+iensD ca
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%he com hi;hli;h+ed+he need or a
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%he Learning $utcomes are deri,ed direc+ly rom +he A++ainmen+ %ar;e+s. %hey indica+e +he *asicde *e a*le +o do> and +he desira*le a++i+udes +heyshould demons+ra+e.
%he Achievement %ndicators s+a+e :ha+ +he s+uden+s should 2no:> *e a*le +o do and +he ,alues
and a++i+udes +hey mus+ dis
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A+ +he Minis+ry o #duca+ion> :e are conEden+ +ha+ +hese Guides :ill si;niEcan+ly enhance +eachin;and learnin; in secondary schools and e,en+ually con+ri*u+e +o:ards +he achie,emen+ o school;radua+es :ho areJ-
Li+era+e and numera+e in all domains
Ca
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MISSION AND VISION OF UNIVERSAL SECONDARY EDUCATION
Purpose of Education
)To provide all persons of the State* especially the youth with opportunities appropriate to their developmentneeds* through the provision of +uality education, academic* technical,vocational* moral* physical and Sports,which will e+uip them with the values* attitudes* -nowledge and s-ills for life,long learning necessary forcreating and maintaining a productive* innovative and harmonious society./
Principes and Vaues
T!e under "entioned Principes and #aues are $ased on current researc! and are %uided $& t!ede"ands of t!e Nationa 'oas of education for St( Vincent and t!e 'renadines)
$earner0$earning #ocused
1chievement through $earning (utcomes
Shared values
1ccess to universal education for all
E+uity " E+ual opportunities
2uality
!igh Expectations
!armoni3ation 4ntegration
5rogression
6elevance
ommunication* ooperation " 5artnership
#lexibility " 1daptation
iti3enship
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Nationa Educationa 'oas
T!e Nationa Curricuu" and Assess"ent Fra"e*or+ ,NCAF- of St( Vincent and t!e 'renadines is $ased
on t!e under "entioned Nationa 'oas)
7e literate in all domains including the visual " technological.
7e capable of sound moral and ethical 8udgements.
ollect* analyse* organise and critically evaluate information to ma-e informed decisions based on
evidence.
7e s-illed in science and technology and their application.
!ave good interpersonal s-ills.
4dentify and solve problems as critical and creative thin-ers.
7e hardwor-ing with positive wor- ethics.
7e self,confident and emotionally secure.
7e capable of wor-ing independently as well as cooperatively with others.
7e flexible and adaptable to change.
7e life,long learners and responsible members of the community* capable of contributing to and benefiting
from the growth and development of their community* country and the world.
Vision of t!e Learner
T!e %raduate of t!e Nationa Curricuu" is en#isa%ed as so"eone *!o !as earnt to)
ommunicate effectively through words* numbers* visual images* symbols and sounds.
7e self,reliant* act positively and respond appropriately to changing situations.
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7e computer competent* s-illed in science and technology and able to apply research and evidence based
s-ills appropriately in his0her living.
7e aesthetically and artistically aware* creative* confident* emotionally secure with well,developed
interpersonal and problem,solving s-ills capable of sound moral and ethical 8udgements.
Engage in learning as a lifelong activity and thus be productive* adaptable citi3ens prepared to ta-e up
different employment opportunities to meet personal and national needs.
Evaluate data to ma-e and implement decisions and accept responsibility for those decisions in the home*
wor-place and wider society.
Vision of t!e Teac!er of t!e Nationa Curricuu" Assess"ent Fra"e*or+
T!e teac!er of t!e Nationa Curricuu" is en#isa%ed as so"eone *!o)
'emonstrates love and care for all the students* respects their ideas and opinions and plans the teaching
according to the students9 different learning styles and needs.
'emonstrates good reasoning and problem,solving s-ills in the 8ob is -nowledgeable of the sub8ect s0he
teaches* -eeps abreast of current developments in the field and is confident in appropriate delivery of thesub8ect matter.
4s flexible and creative a good role model with high moral values* professionalism and who can use
interpersonal s-ills to communicate competently and effectively with students* their families and othersta-eholders.
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6espects and values him0herself* all their students* other people* the man,made and natural environment
and their interdependence.
STRUCTURE OF T.E NATIONAL CURRICULUM
S&nopsis of t!e four ,/- Education Sta%es
The twelve years of universal schooling* as prescribed in the N1#* is organised on the basis of four educationstages which are outlined below:
EDUCATION STA'ES 'RADE0FORM INDICATIVE A'ES
Sta%e 1 2 3 'rade 4 5 &rs 3 607 &rs
Sta%e 4 'rades 8 3 9 7 &rs 3 11014 &rsSta%e 8 'rades 6 : ;0For"s 1 3 8 14&rs 3 1/015 &rs
Sta%e / 'rades 1< = 110 For"s / = 5 15&rs 3 19016 &rs
Education Sta%es 1 and 4
Sta%es 1 = 4 represent the primary school sector and are thus the first stages of formal education underta-enby all children in St. Vincent and the Grenadines. 4t is during these -ey stages that a child9s character* valuesand attitudes towards life are developed and shaped. Schools should therefore create safe* conducive* learningenvironments that maintain strong lin-s with the home* the community and nation to motivate teachers to teach*managers to manage and children to learn and achieve.
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Education Sta%es 8 and /
Sta%es 8 = / represent the secondary school sector and span the students9 period of adolescence. Schoolsneed to provide stable learning environments that are attractive and relevant to students of this age groupduring* what can be* a stressful period so that students are supported not only to develop the -nowledge* s-illsand understanding to engage purposefully in a rapidly changing world* but also to develop cooperative attitudesand values that will enable them to have respect for themselves* other people and the environment so that theycan live and wor- harmoniously together.
De#eop"enta 'oas of 'raduates of ES 8
At t!e end of Education Sta%e 8> Students can)
'emonstrate competence to collect and analyse information* use evidence to ma-e decisions and accept
responsibility for those decisions.
;se information technology s-ills competently and effectively for a variety of purposes in their lives.
Exhibit positive wor- attitudes.
;nderstand " demonstrate respect for their faith* their family* the law " society.
;nderstand and demonstrate a commitment to physical and mental fitness* good healthcare and a
productive life style.
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'emonstrate a high level of self,worth.
Ma-e sound moral and ethical 8udgements.
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%&AT 3S &FLE)'Ada*ted from CA/3COM Framework(
HFL# is a com
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A Life S+is ?ased Approac! to .eat! and Fa"i& Life Education
Definin% Life S+is
$ife,S-ills are abilities for adaptive and positive behaviour that enable individuals to deal effectively with thedemands and challenges of everyday life %=!(* >??@&.
Why a life skills-based Approach to HFLE?
The !#$E programme is a vital ingredient in combating a number of social ills which continue to threaten thevery fabric0soul of our society. These include* negative peer pressure* violence* early pregnancies* child sexabuse* disintegration of families* unhealthy sedentary life,styles etcetera. Given these ills* it is important that inthe delivery of !#$E* the fostering of necessary0commendable attitudes* values and s-ills be placed alongside
the -nowledge and content component with great emphasis placed on affording our children opportunities topractice these personal and social s-ills they need to help them become contributing capable adults.
1s stated by the 164(M !#$E frame wor-* results of !#$E 5rogramme evaluation studies in some countriesreveal that competence in the use of life,s-ills can:
'elay the onset of drug abuse5revent high,ris- sexual behaviours#acilitate anger management and conflict resolutions
4mprove academic performance and5romote positive social ad8ustment in view of such positive effects. 4t is incumbent on educators to lay thefoundation which would ensure that our young people are empowered to cope with the challenges whichthey face.
To further support the need for life,s-ills %5atterson >?AB& posits that:
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hildren and adolescents who fail to ac+uire the life,s-ills for interacting with others in a socially acceptablemanner early in life can be re8ected by their peers and often engage in unhealthy behaviours such as violence orabuse of alcohol and drugs* that lead to their re8ection.
The research also shows that children with social deficits or aggressive behaviours are at higher ris- of pooracademic performance %5ar-er and 1she* C?A@&
The life s-ills that should be inculcated in our students include:
.ecision MakingJ %he a*ili+y +o choose a course o ac+ion rom a num*er o o
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Self awarenessJ Ha,in; a sense o iden+i+y and an unders+andin; o oneDs eelin;s> *elies>a++i+udes> ,alues> ;oals> mo+i,a+ions and *eha,iours.
Em*ath$J %he a*ili+y +o ima;ine :ha+ lie is li2e or ano+her e,en in a si+ua+ion :i+h:hich one is unamiliar.
Negotiation SkillsJ %he a*ili+y +o communica+e :i+h o+her
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na+ion 0# mus+ *e;in *y addressin; +he common> underlyin; con+ri*u+ory ac+ors> o :hichmanies+ed *eha,iours are *u+ sym*u+ a resource or li,in; and de,elo
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SU?@ECT) H.F.L.E EDUCATION STA'E) T.REE ,8-
STRAND) 1 3 SELF & INTERPERSONAL RELATIONSHIPS
ATTAINMENT TAR'ET) The students can use life skills to demonstrate res*ect and #aluefor self6 famil$
and others6 irres*ecti#e of gender6 ethnicit$ and faith1
0e :ill
Theme 75 SELF,rade 89Form 7 ,rade :9Form ;
LearningOutcome'LO(
Achie#ement 3ndicators LearningOutcome'LO(
Achie#ement3ndicators
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2no:+ha+ +helearner
hasachie,ed
+hisA++ainmen+ %ar;e+
:henshe can
.emonstrate anunderstanding of thefactors thatin +he amily and ;rou
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0e :ill2no: +ha+
+helearner
hasachie,ed
+hisA++ainmen
+ %ar;e+:hen she
can
Theme 75 SELF,rade =9Form >
Learning Outcome 'LO( Achie#ement 3ndicatorsPractise behaviours that enhance
esteem in self an others.
1. #n;a;e in ac+i,i+ies ( drama> son;s> e+c.! :i+h
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0e :ill2no: +ha+
+helearner
hasachie,ed
+hisA++ainmen
+ %ar;e+:hen she
can
,rade 89Form 7 ,rade :9Form ;
LearningOutcome'LO(
Achie#ement3ndicators
LearningOutcome'LO(
Achie#ement 3ndicators
.emonstrateanunderstanding of theissues thatim*act onrelationshi*swithin thefamil$1
1. $emons+ra+e anunders+andin; o +hena+ure o amilyrela+ionshi:hich in@uence +hem
4. Role
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0e :ill2no: +ha+
+helearner
hasachie,ed
+hisA++ainmen
+ %ar;e+:hen she
can
Theme ;5 FAM3L? BON.3N,,rade =9Form >
LearningOutcome 'LO(
Achie#ement 3ndicators
3dentif$ andutilise strategiesto im*ro#erelationshi*swith famil$ andsignicantothers1
1. Iden+iy +he hones+y> sel-discires 2indness! in amily mem*ers
4. $iscuss +he *eneE+s +o rela+ionshi
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0e :ill
2no: +ha++he
learnerhas
achie,ed+his
A++ainmen+ %ar;e+
:hen shecan
Theme >5 /ELAT3ONS&3- %3T& OT&E/S,rade 89Form 7 ,rade :9Form ;
LearningOutcome'LO(
Achie#ement3ndicators
LearningOutcome'LO(
Achie#ement 3ndicators
Showunderstanding of thenature ofthecommunication *rocessand how itin
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0e :ill2no: +ha+
+helearner
hasachie,ed+his
A++ainmen+ %ar;e+
:hen shecan
Theme >5 /ELAT3ONS&3- %3T& OT&E/S,rade =9Form >
LearningOutcome'LO (
Achie#ement 3ndicators
!alue the rightsof all *eo*leregardless oftheir di#erse0ackgrounds1
1. $e*a+e issues :i+h re;ard +o ci+iensD ri;h+s and
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0e :ill2no: +ha+
+helearner
hasachie,ed
+hisA++ainmen
+ %ar;e+:hen she
can
Theme 7 5 FOO & N'TRITION,rade 89Form 7 ,rade :9Form ;
LearningOutcome'LO(
Achie#ement3ndicators
LearningOutcome'LO(
Achie#ement 3ndicators
.emonstrate
anunderstanding of therelationshi*0etween*ro*erdieting andnutrition and*h$sical well0eing1
1. Correla+e die+ and a
heal+hy a
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0e :ill2no: +ha+
+helearner
hasachie,ed
+hisA++ainmen
+ %ar;e+:hen she
can
Theme 7 5 FOO & N'TRITION(%ont)*
,rade 89Form 7 ,rade :9Form ;
LearningOutcome'LO(
Achie#ement3ndicators
LearningOutcome'LO(
Achie#ement 3ndicators
.emonstrateanunderstanding of therelationshi*0etween*ro*erdieting andnutrition and*h$sical well
0eing1
8. #=
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SU?@ECT) H.F.L.E EDUCATION STA'E) T.REE ,8-
STRAND) 4 ! "AINTAININ# A HEALTH$ HOLISTI% LIFEST$LE
ATTAINMENT TAR'ET) The student can a**reciate the relationshi* 0etween making
*ositi#e life choices and maintaining a holistic6 health$ lifest$le1
0e :ill2no: +ha+
+helearner
has
achie,ed+his
A++ainmen+ %ar;e+
:hen shecan
Theme 75 FOO & N'TRITION,rade =9Form >
Learning Outcome'LO(
Achie#ement 3ndicators
.emonstrate an
understanding of howeating 0eha#iours arein
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SU?@ECT) H.F.L.E EDUCATION STA'E) T.REE ,8-
STRAND) 4 ! "AINTAININ# A HEALTH$ HOLISTI% LIFEST$LE
ATTAINMENT TAR'ET) The student can a**reciate the relationshi* 0etween making*ositi#e life choices
and maintaining a holistic6 health$ lifest$le1
0e :ill2no: +ha+
+he
learnerhas
Theme ;5 /EST AN. EE/C3SE,rade 89Form 7 ,rade :9Form ;
LearningOutcome'LO(
Achie#ement 3ndicators LearningOutcome'LO(
Achie#ement3ndicators
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achie,ed+his
A++ainmen+ %ar;e+
:hen shecan
.e#elo* anawarenessthatade@uaterest andeercise arean integral
*art ofde#elo*ingandmaintaininga health$ lifest$le1
1. $esi;n a
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+helearner
hasachie,ed
+hisA++ainmen
+ %ar;e+:hen she
can
Learning Outcome'LO(
Achie#ement 3ndicators
Make informeddecisions regarding*h$sical acti#it$ andtness1
1. $escri*e +he
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0e :ill2no: +ha+
+helearner
hasachie,ed
+hisA++ainmen
+ %ar;e+:hen she
can
Theme >5 ORIENTATION TO +OR, & %AREER,rade 89Form 7 ,rade :9Form ;
LearningOutcome'LO 7(
Achie#ement3ndicators
LearningOutcome'LO ;(
Achie#ement3ndicators
.e#elo* a*ositi#eattitude towork andwork ethics1
1. $iscuss +he conce
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0e :ill
2no: +ha++he
learnerhas
achie,ed+his
A++ainmen+ %ar;e+
:hen shecan
Theme >5 ORIENTATION TO +OR, & %AREER,rade =9Form >
Learning Outcome'LO(
Achie#ement 3ndicators
Ehi0it 0eha#ioursdemonstrati#e of theirunderstanding of theim*ortance of makingcorrect career choicesand de#elo*ing *ositi#ework attitudes1
1. Ma2e inormed decisions a*ou+ +heir career choices
4. Ma2e educa+ional choices +ha+ :ill
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ATTAINMENT TAR'ET) The student can a**reciate the relationshi* 0etween making*ositi#e life choices
and maintaining a holistic6 health$ lifest$le1
0e :ill2no: +ha+
+helearnerhas
achie,ed+his
A++ainmen+ %ar;e+
:hen shecan
Theme D5 ./", A%A/ENESS,rade 89Form 7 ,rade :9Form ;
LearningOutcome'LO 7(
Achie#ement 3ndicators LearningOutcome'LO ;(
Achie#ement 3ndicators
.e#elo*anawareness of thedangersof thea0useandmisuse ofdrugs1
1. $eEne +he +erms dru;> dru;misuse and dru; a*use
4. Classiy dru;s as *ein; le;alor ille;al> harmul or useul.
. Lis+ some commonly a*useddru;s in +heir coun+ry.
5. Iden+iy reasons :hy
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SU?@ECT) H.F.L.E EDUCATION STA'E) T.REE ,8-
STRAND) 4 ! "AINTAININ# A HEALTH$ HOLISTI% LIFEST$LE
ATTAINMENT TAR'ET) The student can a**reciate the relationshi* 0etween making
*ositi#e life choices and maintaining a holistic6 health$ lifest$le1
0e :ill2no: +ha+
+helearner
hasachie,ed
+hisA++ainmen
+ %ar;e+:hen she
can
Theme D5 ./", A%A/ENESS,rade =9Form >
LearningOutcome 'LO(
Achie#ement 3ndicators
Ehi0it 0eha#iourdemonstrati#e of
theirunderstanding ofthe e4ects ofdrug a0use onthe widersociet$1
1. Access na+ional s+a+is+ics on dru; a*use and dru; rela+ed crimes rom
Her Maes+yDs rison and +he Men+al Heal+h Cen+re.
4. $iscuss +he im
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SU?@ECT) H.F.L.E EDUCATION STA'E) T.REE ,8-
STRAND) 4 ! "AINTAININ# A HEALTH$ HOLISTI% LIFEST$LE
ATTAINMENT TAR'ET) The student can a**reciate the relationshi* 0etween making*ositi#e life choices
and maintaining a holistic6 health$ lifest$le1
0e :ill2no: +ha+
+helearner
has
Theme 5 PERSONAL H$#IENE AN EPORT"ENT,rade 89Form 7 ,rade :9Form ;
LearningOutcome'LO 7(
Achie#ement 3ndicators LearningOutcomes'LO ;(
Achie#ement3ndicators
29
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achie,ed+his
A++ainmen+ %ar;e+
:hen shecan
.emonstrateanawareness oftheim*ortanceofmaintaining
*ersonalh$giene andde*ortment1
71 $eEne +he +erms *ersonalh$gieneand de*ortment.
;1 #=amine +he need +o1 Iden+iy :ea2nesses in+heir o:n *ersonal h$gieneand de*ortment1
D1 #n;a;e in
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achie,ed+his
A++ainmen+ %ar;e+
:hen shecan
Criticall$ anal$sehow maintainingde*ortmenta4ects e#er$ da$life1
71 #=
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0e :ill2no:
+ha+ +helearner
hasachie,ed
+his
A++ainmen+ %ar;e+
:henshe can
Theme 75 H'"AN #RO+TH AN EELOP"ENT,rade 89Form 7 ,rade :9Form ;
LearningOutcomes'LO 7(
Achie#ement 3ndicators LearningOutcomes'LO ;(
Achie#ement 3ndicators
.emonstrateanunderstanding of theconce*t2humanseualit$1
1. #=
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an integral *art of the total *erson and how to use thatknowledge to maintain their
seual health throughout the life c$cle1
0e :ill
2no: +ha++helearner
hasachie,ed
+hisA++ainmen
+ %ar;e+:hen she
can
Theme 75 H'"AN #RO+TH AN EELOP"ENT
,rade =9Form >Learning Outcomes 'LO>(
Achie#ement 3ndicators
emonstrate use of strate/ies for
reco/nisin/ an mana/in/ se0ual
feelin/s an behaviours.
1. Discuss adverse effects of failing to adjust to changes in puert!.
2. De"onstrate a #illingness to "a$e suitale choices to avoid situations that
could lead to se%ual activit!.
3. &%plain the enefits of astinence' postponing se%ual ehaviour and setting
li"its on se%ual ehaviour.
SU?@ECT) H.F.L.E. EDUCATION STA'E) T.REE ,8-
STRAND) 8 3SE-'ALIT$ & SE-'AL HEALTH
33
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ATTAINMENT TAR'ET) The student can demonstrate an understanding of the conce*tof human seualit$ as
an integral *art of the total *erson and how to use thatknowledge to maintain their
seual health throughout the life c$cle1
0e :ill2no: +ha+
+helearner
hasachie,ed
+hisA++ainmen
+ %ar;e+:hen she
can
Theme ;5 SE-'AL HEALTH,rade 89Form 7 ,rade :9Form ;
LearningOutcome 'LO7(
Achie#ement3ndicators
LearningOutcome 'LO;(
Achie#ement3ndicators
3dentif$ thefactors and
risks a4ectingseual health1
1. $iscuss +he in@uence o +hemedia on +heir se=uali+y.
4. $iscuss +he in@uence o
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SU?@ECT) H.F.L.E. EDUCATION STA'E) T.REE ,8-
STRAND) 8 3SE-'ALIT$ & SE-'AL HEALTH
ATTAINMENT TAR'ET) The student can demonstrate an understanding of the conce*t
of human seualit$ as an integral *art of the total *erson and how to use thatknowledge to maintain their
seual health throughout the life c$cle1
0e :ill2no: +ha+
+he
learnerhas
achie,ed+his
A++ainmen+ %ar;e+
:hen shecan
Theme ;5 SE-'AL HEALTH,rade =9Form >
Learning Outcome 'LO
>(
Achie#ement 3ndicators
Make a**ro*riate choicesto a#oid the factors andrisks which a4ect seualhealth1
1. $emons+ra+e use o a
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SU?@ECT) H.F.L.E. EDUCATION STA'E) T.REE ,8-
STRAND) 8 3SE-'ALIT$ & SE-'AL HEALTH
ATTAINMENT TAR'ET) The student can demonstrate an understanding of the conce*tof human seualit$ as
an integral *art of the total *erson and how to use thatknowledge to maintain their
seual health throughout the life c$cle1
0e :ill
2no: +ha++he
learnerhas
Theme >5 ,EN.E/ 3SS"ES
,rade 89Form 7 ,rade :9Form ;LearningOutcome'LO(
Achie#ement3ndicators
LearningOutcome'LO(
Achie#ement 3ndicators
36
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achie,ed+his
A++ainmen+ %ar;e+
:hen shecan
.e#elo* anawareness ofgenderidentit$issues1
1. #=
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hasachie,ed
+hisA++ainmen
+ %ar;e+:hen she
can
Ehi0it 0eha#ioursindicati#e of theirawareness of thechanges in gender rolesand its im*act onsociet$1
1. Cri+ically analye ho: e=
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0e :ill2no: +ha+
+helearner
hasachie,ed
+his
A++ainmen+ %ar;e+
:hen shecan
,rade 89Form 7 ,rade :9Form ;LearningOutcome'LO(
Achie#ement 3ndicators LearningOutcome'LO(
Achie#ement 3ndicators
Showunderstanding of
the0asics of&3!9A3.S
1. $iscuss +he e,olu+ion oHI'AI$S
4. $ieren+ia+e *e+:een HI'and AI$S
. Lis+ +he modes o+ransmission o HI'
5. $is
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seual health throughout the life c$cle1
0e :ill2no: +ha+
+helearner
hasachie,ed
+hisA++ainmen
+ %ar;e+:hen she
can
Theme D5 &3!9A3.S A%A/ENESS,rade =9Form >
Learning Outcome'LO(
Achie#ement 3ndicators
Anal$se the societalim*act of &3!9A3.S1
1. Re,ie: +he &a+ional S+a+is+ics on HI'AI$S and discuss i+sim
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ATTAINMENT TAR'ET) The stuent can sho1 an a22reciation for the Ph3sical an Social environment4 1hile bein/ able to res2on a22ro2riatel3 to an3 environmental ris5 to self an communit3.
0e :ill2no:
+ha+ +helearnerhas
achie,ed+his
A++ainmen+ %ar;e+
:henshe can
Theme 75 HEALTH PRO"OTION,rade 89Form 7 ,rade :9Form ;
LearningOutcome
'LO(
Achie#ement3ndicators
LearningOutcome
'LO(
Achie#ement 3ndicators
.emonstrateanunderstanding of theim*ortanceof*reser#ingtheen#ironment1
1. $iscuss +he ollo:in;
+ermsJ
a.
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STRAND) / 3 "ANA#IN# THE ENIRON"ENT
ATTAINMENT TAR'ET) The stuent can sho1 an a22reciation for the Ph3sical an Social environment4 1hile bein/ able to res2on a22ro2riatel3 to an3 environmental ris5 to self an communit3.
0e :ill
2no: +ha++he
learnerhas
achie,ed+his
A++ainmen+ %ar;e+
:hen she
can
Theme 75 HEALTH PRO"OTION
,rade =9Form >Learning Outcomes'LO(
Achie#ement 3ndicators
Anal$se how economicand socio2culturalforces and factors cana4ect decisions andactions taken 0$indi#idual6 families6
communities andnations in managingthe en#ironment1
1. $iscuss +he ollo:in; +ermsJ economic and socio-cul+ural.
4. Conduc+ a s+udy on ho: +heir amily heal+h
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STRAND) / 3 "ANA#IN# THE ENIRON"ENT
ATTAINMENT TAR'ET) The stuent can sho1 an a22reciation for the Ph3sical an Social environment4 1hile bein/ able to res2on a22ro2riatel3 to an3 environmental ris5 to self an communit3.
0e :ill2no: +ha+
+helearner
hasachie,ed
+hisA++ainmen
+ %ar;e+
:hen shecan
Theme ;5 T&E SOC3AL EN!3/ONMENT H !3OLENCE -/E!ENT3ON9-EACE -/OMOT3ON,rade 89Form 7 ,rade :9Form ;
LearningOutcome'LO(
Achie#ement 3ndicators LearningOutcome'LO(
Achie#ement 3ndicators
.emonstrate ana**reciation formaintainingharmoniousrelationshi*s1
1. #=amine +he im educa+ion! in socie+y.
. $esi;n an ac+i,i+y +ha+ :ill$emons+ra+e ,alue andres
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ATTAINMENT TAR'ET) The stuent can sho1 an a22reciation for the Ph3sical an Social environment4 1hile bein/ able to res2on a22ro2riatel3 to an3 environmental ris5 to self an communit3.
0e :ill2no: +ha+
+helearner
hasachie,ed
+hisA++ainmen
+ %ar;e+:hen she
can
Theme ;5 T&E SOC3AL EN!3/ONMENT H !3OLENCE -/E!ENT3ON9-EACE-/OMOT3ON
,rade =9Form >Learning Outcomes'LO(
Achie#ement 3ndicators
.emonstrate anunderstanding of the*romotion of world*eace1
1. $iscuss +he role +ha+ +heir coun+ry can
. #n;a;e in ac+i,i+ies +ha+ :ill lead +o +he disco,ery o +he conce
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STRAND) / 3 "ANA#IN# THE ENIRON"ENT
ATTAINMENT TAR'ET) The stuent can sho1 an a22reciation for the Ph3sical an Social environment4 1hile bein/ able to res2on a22ro2riatel3 to an3 environmental ris5 to self an communit3.
0e :ill2no: +ha+
+helearner
hasachie,ed
+hisA++ainmen
+ %ar;e+:hen shecan
Theme >5 .3SASTE/ -/E-A/E.NESS
,rade 89Form 7 ,rade :9Form ;LearningOutcome'LO(
Achie#ement 3ndicators LearningOutcome'LO(
Achie#ement 3ndicators
.emonstrate anawarenessofa**ro*riateres*onsesto reducingthe im*actof disaster1
1. $eEne +he +erm Ndisas+er.
4. $ieren+ia+e *e+:eenna+ural and man-madedisas+ers.
. $emons+ra+e +he a*ili+y +oa,oid ini+ia+in; man-madedisas+ers.
5. Res
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SU?@ECT) H.F.L.E EDUCATION STA'E) T.REE ,8-
STRAND) / 3 "ANA#IN# THE ENIRON"ENT
ATTAINMENT TAR'ET) The stuent can sho1 an a22reciation for the Ph3sical an Social environment4 1hile bein/ able to res2on a22ro2riatel3 to an3 environmental ris5 to self an communit3.
0e :ill2no: +ha+
+helearner
hasachie,ed
+his
A++ainmen+ %ar;e+
:hen shecan
Theme >5 .3SASTE/ -/E-A/E.NESS,rade =9Form >
Learning Outcomes 'LO( Achie#ement 3ndicatorsAssume a res2onsible attitue to1ars
isaster 2re2areness.
1. &%a"ine disaster preparation strategies for ()*.
2. De"onstrate the ailit! to respond appropriatel! at different stages of a
disaster.
3. +dentif! priorit! issues during ti"es of disaster.
4. Design a co""unit! disaster plan.
46
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Suggested acti#ities for &ealth and Famil$ Life Education '&FLE(
Strand 75 Self and 3nter*ersonal /elationshi*s LO75 Self
i! #ach s+uden+ ma2es Kiden+i+y cards :i+h +heir address> $.".>e+c.
ii! Small ;rou< discussions usin; char+s K%his is ho: I see myselJ $iscuss :hat % li&e mosta'out
mysel andhat % least li&e a'out mysel#
iii)Use conce
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,ii! S+uden+s com
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LO>5 /elationshi*s with others
i) Ha,e s+uden+s ma2e a Nriendshi< ca2eD (see sam
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9) Res %.'. sho:s> ad,er+isemen+s in@uence +heir se=uali+y (sam
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i,! #=amine my+hs on se=uali+y (sam radio
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iv)$e*a+e on N%he church is res
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Strand >5 Maintaining a health$ holistic lifest$le
LO75 Food and Nutrition
i) Use ne:s son;s and
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9) Research on +he con+ri*u+ions social ;rou reli;ion> cul+ure and economics ha,e madeon ea+in; ha*i+s.
9i) Ha,e s+uden+s
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LO>5 Orientation to work and career
i) Role
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iii! Use s+ories or ne:s
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i! Role
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iii) Role
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vi) #lec+ Neace
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,i! Role clo+hin;> money>
e+c.! on +he oreheads o some s+uden+s. As2 +hese s+uden+s +o s+and in +he cen+re o +he class.
&o:
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S",,ESTE. MET&O.S OF TEAC&3N, &FLE
%eachers should de,elo< s2ills in usin; a ,arie+y o a
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,LOSSA/? OF TE/MS
A3.SJ An a**re,ia+ion +ha+ s+ands or Ac?uired Immune $eEciency Syndrome. %his reers +o a;rou< o
diseases and disorders> reerred +o as o
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.iscriminationJ A dis+inc+ion made a;ains+ a or *ein;
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-s$chological2 A com
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&$gieneJ %he
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SelfJ %he sum o mind and *ody +ha+ cons+i+u+es +he iden+i+y o a
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