Integrating Health Education into School Curriculum I

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Integrating Health Education into School
Curriculum I

• Stephen Yip
• Chief Curriculum Development Officer (Life-wide
  Learning), EMB

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School
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Health Promoting Culture
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Why Integration? I

• Avoid marginalization(???)
• Avoid trivialization(???)
• Mirroring learners daily life
• A sense of community(???)
• Allowing holistic (???)improvement or monitoring

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Why Integrating?II

• Integration (??)
• Assimilation (?????) absorbed
• Tribalism (??/??????)
• Mosaic art piece Roman art
• Integrity connenctedness, networks,
• integration and differentiation Complexity
  (Csikzentmihalyi)
• Sustainable

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ROMAN MOSAIC ART FORM
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Curriculum

• Latin currere race track (????)
• As experience (??)(Dewey)
• As subjects (??), programme of study, syllabuses,
  
• As plan (????), intention (MacDonald) not
  activities
• As objectives (??)(Tyler)

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What is Curriculum
Curriculum Perspectives Key Questions
As Experience Process-based (??) How do our students go through the learning?
As Subjects Content-based (??) What do our students learn?
As Plan Management-driven (??) In what way does their learning progress?
As Objectives Outcome-driven (??) What do we want our students learn?
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• 1. What are the learning goals?
• 2. What should be learned?
• 3. How to learn and teach effectively?
• 4. How to assess or appraise?
• 5. Summary the Way forward

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1. What are the learning goals?

• 7 learning goals
• Healthy lifestyle Responsibility
• Specific learning targets

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Living a Healthy Lifestyle and Making
Responsible Decisions on Health Issues
Community Health
Environmental Health
Personal Health
(Family) (Neighbourhood)
Entry point C
Knowledge Concepts
Living a Healthy Lifestyle
Skills Actions
Values Beliefs
Entry point A
Entry point B
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2. What should be learned?
Formal Curriculum
Knowledge Concepts
Moral Civic Education (MCE)
Values and Beliefs
Life-wide Learning(LWL)
Skills Actions
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A Proposed Framework for Health Education in the
School Curriculum
Living a Healthy Lifestyle and Making Responsible
Decisions on Health Issues
Personal Health (Family/ Neighbourhood)
Community Health Environmental Health
Thematic/ Project Approach
Skills Actions
Knowledge Concepts
Play Activities
Values Beliefs
Related Subject Curriculum, e.g. GS, PE
Related KLA/ Subject Curriculum, e.g. PSHE, Sc,
TE, PE
KG P1
P6 S1 S3
S4 S7
Life Events in Moral Civic Ed programme and
Life-wide Learning Activities to fill the gaps in
/ complementing KLA/ subject curriculum
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2. ?????
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MCELWL
MCELWL
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MCELWL
MCELWL
MCELWL
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MCE LWL
TE - technology living perspective
PSHE - personal social perspective
MCELWL
MCELWL
Living a Healthy Lifestyle
Sc Ed - science technology perspective
PE - physical health safety perspective
MCE LWL
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Junior Secondary
Senior Secondary
PSHE Personal social development Social
systems citizenship (EPA, Social
Studies,Integrated Humanities)
PSHE Personal social development Social
system citizenship (Integrated Humanities,
Social Studies, Liberal Studies)
Science Ed Life living Science, technology
society (Science)
Science Ed Life living Science, technology
society (Biology, Human Biology, Science
Technology)
Technology Ed Technology living (Home
Economics)
Technology Ed Technology living (Home
Economics)
PE Health fitness Knowledge practice of
safety
PE Health fitness Knowledge practice of
safety
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Knowledge ConceptsHealth Education

• PSHE Learning objectives (KS3)
• Subjects Social Studies,
• To understand the importance of maintaining a
  healthy lifestyle and be informed about matters
  related to health
• To understand the importance of valuing oneself
  others
• Strands Personal Social Development Healthy
  lifestyles (KS3) Social Systems and Citizenship
  (KS3)

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Knowledge ConceptsHealth Education

• Science Education Learning objectives (KS3)
• Be aware of the physiological and emotional
  changes during puberty
• To recognize the importance of maintaining body
  health
• S1-3 Science Curriculum Unit 3 Cells Human
  Reproduction Unit 5 The Wonderful Solvent-
  Water Unit 7 Living things and air Unit 11
  Sensing the Environment Unit 12 A Healthy Body

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Knowledge Concepts Health Education
Technology Education The purposeful application
of knowledge, skills and experiences in using
resources to create products or systems to meet
human needs.
Health a state of complete physical, mental and
social well-being and not merely the absence of
disease or infirmity. (WHO)
To achieve Healthy Living through Technology
Education
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• Technology Education/ Home Economics

Healthy Living
Personal
Family
Community
Healthy Home and Family
Healthy Environment
Personal Hygiene
Healthy Eating
Healthy Community

• to make a quality home
• family relationship
• safety and cleanliness in the home

• food and nutrition
• dietary goal
• meal planning
• food preparation and processing

• environmental hygiene
• importance of cleanliness
• disposal of refuse

• good grooming
• cleaning of personal clothing

• consumer education
• promotion of harmony within the community

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Knowledge ConceptsHealth Education

• Physical Education (KS 1-3) via PE activities,
  practical knowledge and skills could be acquired
  in the following areas
• Health and Active Lifestyle
• Physical Activity and Health Fitness
• Growth and Development
• Weight Control
• Physical Activity and Safety
• Substance Abuse

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Actions
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Beliefs
Concepts
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Actions
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Beliefs
Concepts
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Values Beliefs Health Education

• Moral Civic Education
• Use life events as entry point to develop moral
  and civic education curriculum/program
• Life events aim at developing students positive
  values, attitudes and skills conducive to develop
  healthy lifestyle
• - to sustain their life-long civic
  responsibilities
• - to enhance their abilities of
  self-discipline and self- management skills
  (e.g. personal and environmental hygiene)
• - to enhance critical skills and empower them
  to face personal and social challenges (e.g.
  anti-smoking facing illness etc.)

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Values Beliefs Health Education

• Moral Civic Education
• Examples of life events suggested for schools

Topic Life event examples Values attitudes Skills
1. Personal Development and Healthy Living Developing good habits (KS1) Self-care of personal living (KS1,2,3) Responsibility self-discipline Self-management
2. Family Life Doing housework (KS1,2,3) Responsibility self-discipline Self-management
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Values Beliefs Health Education

• Moral Civic Education
• Examples of life events suggested for schools

Topic Life event examples Values attitudes Skills
3. School Life Eating lunch at school, (KS1,2,3) Self-discipline responsibility Cooperation self-management
4. Social Life Facing temptations and undesirable societal influences (KS3) Self-discipline responsibility Critical thinking self-management
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Values Beliefs Health Education

• Moral Civic Education
• Examples of life events suggested for schools

Topic Life event examples Values attitudes Skills
5. Life in the Community Discussing current issues of local or international community (KS2,3) Facing temptations and undesirable societal influences (KS3) Self-discipline rationality responsibility Critical thinking self-management
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Skills Actions Learning by doing

• Life-wide Learning definition
• Life-wide Learning is an overarching term
  for learning activities beyond the confines of
  the classroom.It offers learning in real/
  authentic contexts, and experiential learning
  that cannot be provided by classroom learning,
  especially in moral civic education, physical
  aesthetic experience, community service and
  career-related experience.
• How does it help in health education?
• Through direct involvement, taking actions, or
  learning through authentic/ real-life situations
  (e.g. Clean HK, visiting hospitals, serving
  patients/ elderly, health ambassadors)

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Skills Actions LWL Organizations
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Quality HPS/LWL experience

• Clear Learning Purpose/ Intentionality
• Multi-sensory experience
• Collaboration trust abundant environment
• Sense of responsibility and ownership
• Learning awareness, explicitly learning how to
  learn/ reflect
• Enjoyment
• Flow High Skills and High Challenge

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You want me
Purpose perceived by Students
Purpose perceived by Community groups concerned
Intentionality of a learning activity
Purpose perceived by Parents, Governors
Socially constructed Purpose
Purpose perceived by teachers
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Learning Objectives in HPS/ LWL Activities
Students need to understand
What to learn? e.g. Snacks (Know what to choose
and what to avoid, Good eating habits)
Why learning this? e.g. Counteracting media
influence, Discernment as consumers
Why learning this way? e.g. Running a snack bar,
increase the motivation, better involvement,
school as an intact community
DEEP LEARNING
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Active Learning/ Quality Experience

• Multi-sensory experience
• Catering individual needs/ learning styles

Learning through
Visual
Touch
Smell
Kinesthetic
Audio
VAK stimuli as basic elements in a learning
activity Social interactions Thresholds applied
over-stimulated, Fear, Anxiety, Boredom, Apathy
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High Challenge
Arousal
Flow
Anxiety
Worry
Control
Apathy
Relaxation
Boredom
Low Challenge
High Skills
Low Skills
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Major Health Education Conceptsin the School
Curriculum
Life Event Approach Life-wide Learning
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Identifying curriculum gaps in your schools a
checklist

1. Personal health
2. Food nutrition
3. Mental emotional health
4. Family life sex education
5. Prevention treatment of diseases
6. Smoking, alcohol drugs abuse
7. Consumers health
8. Safety first aid
9. Environmental health
10. Life education (life, death, old)

(Extract from CUHKs Health Promoting School
scheme)
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3. How to learn and teach effectively?

• Review existing curriculum, identifying gaps
• Use multiple entry points (e.g. engaging
  students in cleaning campaigns)
• Employ age-specific approaches (for lower forms
  more on beliefs, skills and actions)
• Help students making responsible/ informed
  decision
• Encourage students to form healthy habits
• Go beyond knowledge and target for action
• Establish role models (from teachers, parents, )
• Capitalize current / critical events

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4. How to assess or appraise?

• No pure knowledge testing
• Assessment for learning (e.g. feedback,
  reflection)
• Using relevant contexts in assessment
• Qualitative approach
• Portfolios with outstanding performance or
  achievement in health-related learning activities

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Whole School Approach of Health Education

• Organizational level
• Developing sustainable cultures
• Fostering partnerships and winning people
• Curriculum, Ethos and Activities
• Self-evaluative mindsets
• Health Promoting School concept

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5. Summary the Way forward

• Audit the existing learning opportunities related
  to health
• Make good use of MCE life event exemplars
  (http//cd.emb.gov.hk/mce)
• Get the best from expert organisations and LWL
  opportunities (http//cd.emb.gov.hk/lwl/)
• Go along Team Cleans direction
• We all want a clean Hong Kong a world
  class city that we can proudly call home. We
  will improve the environmental hygiene of Hong
  Kong for good. And we will achieve it with a
  sustainable and cross-sectoral approach.

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Team Cleans Long Term Measures in the Education
Sector

• Extended course for teachers and heads to acquire
  concepts practical knowledge about Health
  Promoting School (HPS)
• Provide suitable information and resources for
  schools (e.g. HPS pack)
• Incorporating HPS concepts in school development
  plan, School self-evaluation system
• Recognition of student participation in
  health-related community service.
• My Pledge to Act Day in each September
• A Team Clean website for students
  (http//cd.emb.gov.hk/cleanHK/index0.asp)