Integrating Health Education
into School Curriculum I
Stephen Yip
Chief Curriculum Development
Officer (Life-wide Learning), EMB
1
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？
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？…
2
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…
「健康教育?唔關我事，
完全是阿黃sir佢啲嘢，
問佢啦!」
我們需要專業伙伴要推
行健康教育。
School
Health
Promoting
Culture
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。
3
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
4
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
5
ROMAN MOSAIC ART FORM
6
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)
7
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 In what way does their
learning progress?
(管理)
As Objectives
Outcome-driven
(成果)
What do we want our
students learn?
8
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
9
1. What are the learning goals?
-
7 learning goals
Healthy lifestyle
Responsibility
-
Specific learning targets
10
Living a Healthy Lifestyle and
Making Responsible Decisions on Health Issues
Personal
Health
(Family)
(Neighbourhood)
Community
Health
Environmental
Health
Entry point C
Knowledge & Concepts
Living a Healthy
Lifestyle
Values & Beliefs
Entry point B
Skills & Actions
Entry point A
11
2. What should be learned?
Primary GS + PE
Formal Curriculum
Junior Sec – gaps!!
Knowledge & Concepts
Moral & Civic Education
(MCE)
Life-wide Learning
(LWL)
Values and Beliefs
Skills & Actions
12
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)
Environmental Health
Thematic/ Project
Approach
Skills & Actions
Knowledge & Concepts
Play Activities
Values & Beliefs
Related Subject Curriculum, e.g. GS, PE
KG
Community Health
P1
P6 S1
Related KLA/ Subject Curriculum, e.g. PSHE, Sc, TE, PE
S3 S4
Life Events in Moral & Civic Ed programme and Life-wide Learning Activities to fill
the gaps in / complementing KLA/ subject curriculum
S7
13
2. 學些甚麼?
常識 + 體育
正規課程
初中 (各學習領域)
知識與概念
德育及公民教育
(MCE)
全方位學習
(LWL)
價值與信念
技能與行動
14
小學健康教育全面體
MCE+LWL
社會與公民
MCE+LWL
人與環境
安全知識及實踐
常識
健康與生活
MCE+LWL
體育
健康與體適能
MCE+LWL
MCE+LWL
15
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
16
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
17
PSHE - personal
MCE + LWL
TE - technology
& living
perspective
& social
perspective
MCE
+
LWL
Living a Healthy Lifestyle
Sc Ed - science &
PE - physical
technology
perspective
health & safety
perspective
MCE + LWL
MCE
+
LWL
18
Junior Secondary
Senior Secondary
PSHE –
PSHE –
Personal & social development
Social systems & citizenship
(EPA, Social Studies,Integrated
Humanities)
Personal & social development
Social system & citizenship
(Integrated Humanities, Social
Studies, Liberal Studies)
Science Ed –
Science Ed –
Life & living
Science, technology & society
(Science)
Life & living
Science, technology & society
(Biology, Human Biology, Science
& Technology)
Technology Ed –
Technology Ed –
Technology & living
(Home Economics)
Technology & living
(Home Economics)
PE –
Health & fitness
Knowledge & practice of safety
PE –
Health & fitness
Knowledge & practice of safety
19
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)
20
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 SolventWater; Unit 7 Living things and air; Unit 11
Sensing the Environment; Unit 12 A Healthy Body
21
Knowledge & Concepts:
Health Education
Technology Education
Health
The purposeful application
of knowledge, skills and
experiences in using
resources to create
products or systems to
meet human needs.
“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
22
Technology Education/ Home Economics:
Healthy Living
Personal
Personal
Hygiene
•good
grooming
Healthy
Eating
Family
Community
Healthy Home
Healthy
and Family Environment
•food and
nutrition
•cleaning of •dietary goal
personal
•meal planning
clothing
•food
preparation
and
processing
•to make a
quality
home
•family
relationship
•safety and
cleanliness
in the home
Healthy
Community
•environmental
hygiene
•consumer
education
•importance of
cleanliness
•promotion of
harmony
within the
community
•disposal of
refuse
23
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
24
行動
Actions
一般社會的期望
個人
Beliefs
信念
Concepts
思維概念
傳統正規教育途徑
25
參與體驗
實際
上…
行動
ABC 不斷…
Actions
互相影響、
需要多樣化的
切入點
受外間衝擊、
反覆建構
Beliefs
信念
個人
Concepts
思維概念
環境薰陶
教學途徑
26
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 selfmanagement 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.)
27
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
Selfmanagement
2. Family
Life
Doing housework
(KS1,2,3)
Responsibility;
self-discipline
Selfmanagement
28
Values & Beliefs: Health Education
Moral & Civic Education:
Examples of life events suggested for schools:
Topic
Life event
examples
3. School Life Eating lunch at
school, (KS1,2,3)
4. Social Life
Values &
attitudes
Skills
Self-discipline;
responsibility
Cooperation;
selfmanagement
Facing
Self-discipline;
temptations and
responsibility
undesirable
societal influences
(KS3)
Critical
thinking; selfmanagement
29
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; Critical
rationality;
thinking;
responsibility selfmanagement
30
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…)
31
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
圖書館、展覽廳及資源中心
2377 9275
生教育展覽及資料中心
生教育活動
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
32
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
33
“You want me
Purpose
perceived by
Parents,
Governors…
Purpose perceived
by Students
Intentionality
Socially constructed
of a
Purpose
learning activity
Purpose
perceived by
Community
groups
concerned
Purpose perceived
by teachers
34
Learning Objectives in HPS/ LWL Activities
Students need to understand…
What to learn?
Why learning this? Why learning this way?
e.g. Snacks (Know
what to choose and
what to avoid, Good
eating habits)
e.g. Counteracting
media influence,
Discernment as
consumers…
e.g. Running a snack bar,
increase the motivation,
better involvement, school
as an intact community…
DEEP LEARNING
Before
activity
During
activity
After
activity
35
Active Learning/ Quality
Experience
• Multi-sensory experience
• Catering individual needs/ learning styles
Learning
through…
Visual
Smell
Audio
Touch
Kinesthetic
VAK stimuli – as basic elements in a learning activity
Social interactions
Thresholds applied – over-stimulated, Fear, Anxiety, Boredom, Apathy
36
High Challenge
Anxiety
Arousal
Flow
Worry
Control
Apathy
Low Challenge
Low Skills
Relaxation
Boredom
High Skills
37
Major Health Education Concepts
in the School Curriculum
Personal Health
Environmental Health &
Physical, Mental & Emotional Health
Issues of Global Concern
Personal Hygiene
Self Esteem
Environmental Awareness
Healthy Body
Managing
Emotions
Environmental Protection
Healthy Living
Self Discipline
(Food, Nutrition &
Diet)
Human
relationships
Common Diseases
Sex Education
Health and Fitness
Substance Abuse
Safety Education
Life and Death
Community Health
Environment and Health
Issues
Environmental Hygiene
Poverty and Health
Civic Responsibility
International Cooperation
Health Services
Sustainable Development
Public Health Issues
Technology and Living
+Life Event
Approach
Diseases and Control
Occupational Safety
Equal Opportunities
+ Life-wide
Learning
Consumers of Health
38
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 CUHK’s Health Promoting School scheme)
39
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
40
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
41
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
42
組織型學習的「雙環路」
x行動
x計畫
我們做得有
多好?
Are we doing
the things
right?
x檢視
我們的目標
完善嗎?
Are we doing
the right
things?
宏觀
目標檢視
x學習
一個為了「自我完善」的評鑑
43
1.
具備方向與目標
2.
探知各方面的需要
行政與策劃
及學習經驗
2. 擴闊學生的參
與和選擇
1. 蒐集學生成就
3. 開展多元/多
樣化的項目
2. 重視變革管理
資源調配
3. 表揚項目/活動
成就
1. 連繫其他課程
測試
準則
例証
提問
自我評鑑
1. 善用資源
2. 善用夥伴關係
領導能力
4. 採用有效的資
訊策略
人力管理
1. 教師的投入參與
2. 學生與其他人士的熱心
參與
44
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.”
45
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
46
(http://cd.emb.gov.hk/cleanHK/index0.asp)