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Integrating Health Education into School Curriculum I

This curriculum development explores integrating health education into school curriculum to address real-world health challenges and foster holistic student development. Emphasis is on healthy lifestyle values, skills, and knowledge for personal, community, and environmental health. The integration aims to avoid marginalization and trivialization while promoting a sense of community and complexity in learning goals. The framework focuses on teaching effective health education, assessing, and achieving sustainable integration for long-term impact. The program covers various topics from healthy living to safety, drug abuse prevention, and interpersonal relationships.

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Integrating Health Education into School Curriculum I

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  1. Integrating Health Education into School Curriculum I Stephen Yip Chief Curriculum Development Officer (Life-wide Learning), EMB

  2. 學生對個人、家居、學校、社區、 衛生和健康的承擔有多少呢？ 我們學校的學生在藥物濫用問題上(吸煙、酒、精神科藥物、毒品…)是否嚴重？ 最近SARS對學校及學生有多大影響？ 我們的學生是否注重交通安全？職業安全？他們平時有否正確的安全意識？ 過去幾年，我們學校怎樣面對一些(有可能)爆發的疾病，如登革熱…H5N1…等？ 學生欺凌的問題？學生對兩性關係的態度？…

  3. 一波未平，一波又起。SARS剛過，諾沃克病毒，H5N1重臨…What next? 社會對學校的要求愈來愈大，又要搞好德育，又要成績增值，又要學生全人發展，語文…健康教育… 老師能力有限，在促進健康生活課題上，家庭佔重要位置，奈何… 我們需要專業伙伴要推行健康教育。 健康教育?一如過去推出的項目，慢慢會Fading out啦，不能成為長遠策略，..不如變佢為科目吧。 School 「健康教育?唔關我事，完全是阿黃sir佢啲嘢，問佢啦!」 Health Promoting Culture

  4. Why Integration? I • Avoid marginalization(邊緣化) • Avoid trivialization(輕視化) • Mirroring learners’ daily life • A sense of community(社羣感) • Allowing holistic (全面性)improvement or monitoring

  5. Why Integrating?II • Integration (綜合) • Assimilation (同化、融入)– absorbed • Tribalism (部落/「山頭」主義) • ‘Mosaic art piece’ – Roman art • Integrity – connenctedness, networks, • integration and differentiation = Complexity (Csikzentmihalyi) • Sustainable

  6. ROMAN MOSAIC ART FORM

  7. Curriculum • Latin ‘currere’ – race track (賽跑跑道) • As experience (經歷)(Dewey) • As subjects (學科), programme of study, syllabuses, • As plan (計劃藍圖), intention (MacDonald) – not activities • As objectives(目標)(Tyler)

  8. What is Curriculum

  9. 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

  10. 1. What are the learning goals? • 7 learning goals • Healthy lifestyleResponsibility • Specific learning targets

  11. 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 Values & Beliefs Skills & Actions Entry point B Entry point A

  12. Primary GS + PE Junior Sec – gaps!! 2. What should be learned? Formal Curriculum Knowledge & Concepts Moral & Civic Education (MCE) Values and Beliefs Life-wide Learning(LWL) Skills & Actions

  13. 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

  14. 常識 + 體育 初中 (各學習領域) 2. 學些甚麼? 正規課程 知識與概念 德育及公民教育 (MCE) 價值與信念 全方位學習 (LWL) 技能與行動

  15. 小學健康教育全面體 MCE+LWL MCE+LWL 社會與公民 人與環境 安全知識及實踐 常識 體育 健康與生活 健康與體適能 MCE+LWL MCE+LWL MCE+LWL

  16. 健康教育:知識與概念 常識科: • 成長與發育 • 健康飲食 • 情緒 • 常見的疾病 • 預防物質濫用 • 個人衞生與環境衞生 • 社區健康 • 人際關係 • 安全生活 • 消費與健康 • 性觀念與性知識

  17. 健康教育:知識與概念 體育: 健康與活躍生活方式 體育活動及健康與體適能 身體成長與發展 體重控制 體育活動及安全 濫用藥物

  18. MCE + LWL TE - technology & living perspective PSHE - personal & social perspective MCE+LWL MCE+LWL Living a Healthy Lifestyle Sc Ed - science & technology perspective PE - physical health & safety perspective MCE + LWL

  19. 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

  20. Knowledge & Concepts:Health 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)

  21. Knowledge & Concepts:Health 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

  22. 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

  23. Healthy Living Technology Education/ Home Economics: 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 • good grooming • cleaning of personal clothing • food and nutrition • dietary goal • meal planning • food preparation and processing • environmental hygiene • importance of cleanliness • disposal of refuse • consumer education • promotion of harmony within the community

  24. Knowledge & Concepts:Health 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

  25. 行動 Actions 一般社會的期望 個人 Beliefs Concepts 信念 思維概念 傳統正規教育途徑

  26. 參與體驗 實際上… 行動 需要多樣化的切入點 ABC 不斷… 互相影響、 受外間衝擊、 反覆建構 Actions 個人 Beliefs Concepts 信念 思維概念 環境薰陶 教學途徑

  27. 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.)

  28. Values & Beliefs: Health Education Moral & Civic Education: Examples of life eventssuggested for schools:

  29. Values & Beliefs: Health Education Moral & Civic Education: Examples of life eventssuggested for schools:

  30. Values & Beliefs: Health Education Moral & Civic Education: Examples of life eventssuggested for schools:

  31. 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…)

  32. Skills & Actions: LWL Organizations

  33. 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

  34. “You want me Purpose perceived by Students Purpose perceived by Community groups concerned Purpose perceived by Parents, Governors… Intentionality of a learning activity Socially constructed Purpose Purpose perceived by teachers

  35. After activity Before activity During activity 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

  36. 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

  37. High Challenge Arousal Flow Anxiety Worry Control Apathy Relaxation Boredom Low Challenge Low Skills High Skills

  38. Major Health Education Conceptsin the School Curriculum Environmental Health & Issues of Global Concern Personal Health Physical, Mental & Emotional Health Environmental Awareness Environmental Protection Environment and Health Issues Poverty and Health International Cooperation Sustainable Development Personal Hygiene Healthy Body Healthy Living (Food, Nutrition & Diet) Common Diseases Health and Fitness Safety Education Self Esteem Managing Emotions Self Discipline Human relationships Sex Education Substance Abuse Life and Death Community Health Environmental Hygiene Civic Responsibility Health Services Public Health Issues Technology and Living Diseases and Control Occupational Safety Equal Opportunities Consumers of Health +Life Event Approach + Life-wide Learning

  39. Identifying curriculum gaps in your schools: a checklist • Personal health • Food & nutrition • Mental & emotional health • Family life & sex education • Prevention & treatment of diseases • Smoking, alcohol & drugs abuse • Consumers’ health • Safety & first aid • Environmental health • Life education (life, death, old…) (Extract from CUHK’s Health Promoting School scheme)

  40. 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

  41. 4. How to assess or appraise? • No ‘pure knowledge’ testing • Assessment for learning (e.g. feedback, reflection…) • Using relevant contextsin assessment • Qualitative approach • Portfolios – with outstanding performance or achievement in health-related learning activities

  42. 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

  43. 組織型學習的「雙環路」 x行動 我們做得有多好? Are we doing the things right? 我們的目標完善嗎? Are we doing the right things? 宏觀 目標檢視 x計畫 x檢視 x學習 一個為了「自我完善」的評鑑

  44. 1. 連繫其他課程及學習經驗 • 擴闊學生的參與和選擇 • 開展多元/多樣化的項目 • 採用有效的資訊策略 • 具備方向與目標 • 探知各方面的需要 行政與策劃 • 蒐集學生成就 • 重視變革管理 • 表揚項目/活動成就 資源調配 領導能力 人力管理 自我評鑑 • 善用資源 • 善用夥伴關係 • 教師的投入參與 • 學生與其他人士的熱心參與 測試 準則 例証 提問

  45. 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 Clean’s 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.”

  46. Team Clean’s 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)

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