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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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最近 SARS 對學校及學生有多大影響？

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？

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？

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？

學生欺凌的問題？學生對兩性關係的態度？…

學生對個人、家居、學校、社區、 衛生和健康的承擔有多少呢？

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School

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…

「健康教育 ? 唔關我事，完全是阿黃 sir 佢

啲嘢，問佢啦 ! 」

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。

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。

Health Promoting

Culture

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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

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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 (Csik

zentmihalyi)• Sustainable

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ROMAN MOSAIC ART FORM

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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)

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What is Curriculum

Curriculum Perspectives Key Questions

As Experience Process-based

( 過程 )

How do our students go through the learning?

As Subjects Content-based

( 內容 )

What do our students learn?

As Plan Management-driven

( 管理 )

In what way does their learning progress?

As Objectives Outcome-driven

( 成果 )

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

Personal Health

(Family) (Neighbourhood)

Community Health

Environmental Health

Skills & ActionsValues & Beliefs

Living a Healthy Lifestyle

Entry point AEntry point B

Entry point CKnowledge & Concepts

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2. What should be learned?

Formal Curriculum

Moral & Civic Education (MCE)

Life-wide Learning(LWL)

Primary GS + PE

Junior Sec – gaps!!

Values and Beliefs

Skills & Actions

Knowledge & Concepts

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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

Th

ematic/ P

roject A

pp

roachP

lay Activities

Skills & Actions

Values & Beliefs

Knowledge & Concepts

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. 學些甚麼 ?

正規課程

德育及公民教育 (MCE)

全方位學習(LWL)

常識 + 體育

初中 ( 各學習領域 )

價值與信念

技能與行動

知識與概念

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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

小學健康教育全面體

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健康教育 : 知識與概念常識科常識科 ::• 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

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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

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MCE + LWL

MCE+

LWL

MCE+

LWL

MCE + LWL

Living a Healthy Lifestyle

PSHE - personal & social perspective

TE - technology & living perspective

Sc Ed - science & technology perspective

PE - physical health & safety perspective

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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)

PE – Health & fitness

Knowledge & practice of safety

Technology Ed – Technology & living

(Home Economics)

PE – Health & fitness

Knowledge & practice of safety

Junior Secondary Senior Secondary

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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)

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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

Knowledge & Concepts:Health Education

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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 Hygiene

Healthy Eating

Healthy Home and Family

Healthy Environment

Healthy Community

•food and nutrition

•dietary goal

•meal planning

•food preparation and processing

•to make a quality home

•family relationship

•safety and cleanliness in the home

•environmental hygiene

•importance of cleanliness

•disposal of refuse

•good grooming

•cleaning of personal clothing

•consumer education

•promotion of harmony within the community

Personal Family Community

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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

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Beliefs

Actions

Concepts

個人

行動

信念 思維概念傳統正規教育途徑

一般社會的期望

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Beliefs

Actions

Concepts

個人

行動

信念 思維概念

實際上…

教學途徑環境薰陶

參與體驗

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

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Values & Beliefs: Health EducationMoral & 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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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

Values & Beliefs: Health Education

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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

機構名稱 活動 備註 查詢電話 香港幼兒教育及服務聯會 健康生活嘉年華 健康檢查、講座、座談會、運動及

遊戲等2788 1666

香港吸煙與健康委員會 吸煙危害新一代 健康講座 2838 8822

社區藥物教育輔導會 藥物教育活動 級際及班際活動 2521 2880

醫院管理局健康資訊天地 推廣健康資訊活動 講座、展覽、研討會、經驗分享等 2300 7733

生教育展覽及資料中心

生教育活動 圖書館、展覽廳及資源中心 2377 9275

生活教育活動計劃 健康教育課程 六個生活教育中心，其中五個是流動中心

2530 0018

香港科學館 生命科學展覽廳 展覽館及講座 2732 3232

香港醫學博物館學會 專題介紹香港醫學發展歷史

圖書館及展覽廳 2549 5123

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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 lea

rn/ reflect• Enjoyment• Flow – High Skills and High Challenge

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Intentionality

of a

learning activity

Purpose perceived by Students

Purpose perceived by Community

groups concerned

Purpose perceived by teachers

Purpose perceived by

Parents, Governors…

Socially constructed Purpose

“You want me

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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…

Learning Objectives in HPS/ LWL Activities

Students need to understand…

Before activity

During activity

After activity

DEEP LEARNING

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Active Learning/ Quality Experience

• Multi-sensory experience

• Catering individual needs/ learning styles

Visual

Smell KinestheticAudio

TouchLearning through…

VAK stimuli – as basic elements in a learning activity

Social interactions

Thresholds applied – over-stimulated, Fear, Anxiety, Boredom, Apathy

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ApathyBoredom

Relaxation

ControlWorry

AnxietyArousal

Flow

High Challenge

High SkillsLow Skills

Low Challenge

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Major Health Education Conceptsin the School Curriculum

Personal Health

Physical, Mental & Emotional Health

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

Environmental Health &

Issues of Global Concern

Environmental Awareness

Environmental Protection

Environment and Health Issues

Poverty and Health

International Cooperation

Sustainable Development

+Life Event Approach

+ Life-wide Learning

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Identifying curriculum gaps in your schools: a checklist

1. Personal health2. Food & nutrition3. Mental & emotional health4. Family life & sex education5. Prevention & treatment of diseases6. Smoking, alcohol & drugs abuse7. Consumers’ health8. Safety & first aid 9. Environmental health10. Life education (life, death, old…)

(Extract from CUHK’s 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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組織型學習的「雙環路」

x計畫 x檢視我們做得有

多好 ?

Are we doing the things rig

ht?

我們的目標完善嗎 ?

Are we doing the right thin

gs?

宏觀目標檢視

x學習

x行動

一個為了「自我完善」的評鑑

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行政與策劃

領導能力

人力管理

資源調配

自我評鑑

準則

提問例証

測試

1. 具備方向與目標

2. 探知各方面的需要

1. 連繫其他課程及學習經驗

2.擴闊學生的參與和選擇

3.開展多元 / 多樣化的項目

4.採用有效的資訊策略

1.教師的投入參與

2.學生與其他人士的熱心參與

1. 善用資源2. 善用夥伴關係

1.蒐集學生成就

2.重視變革管理

3.表揚項目 / 活動成就

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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 Clean’s direction: “We all want a clean Hong Kong — a world class city that w

e 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 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/clea

nHK/index0.asp)