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close this bookHealth Education Syllabus Grade III Teachers' College In Uganda (SHEP, 63 p.)
View the documentFOREWORD
View the documentINTRODUCTION
View the documentUNIT ONE: OUR HEALTH
View the documentUNIT TWO: AIR, WATER AND SANITATION
View the documentUNIT THREE: BODY SYSTEMS
View the documentUNIT FOUR: FOOD AND NUTRITION
View the documentUNIT FIVE: SAFETY, ACCIDENTS, POISONING AND FIRST AID
View the documentUNIT SIX: ORIENTATION TO SCHOOL WORK I
View the documentUNIT SEVEN: TEACHING PRACTICE I
View the documentUNIT EIGHT: DISEASES
View the documentUNIT NINE: AIDS
View the documentUNIT TEN: ORAL HEALTH
View the documentUNIT ELEVEN: MATERNAL AND CHILD HEALTH
View the documentUNIT TWELVE: IMMUNIZATION
View the documentUNIT THIRTEEN: FAMILY HEALTH AND SOCIAL PROBLEMS
View the documentUNIT FOURTEEN: ESSENTIAL DRUGS AND DRUG USE
View the documentUNIT FIFTEEN: TRADITIONAL PRACTICES OF MEDICINE
View the documentUNIT SIXTEEN: PRIMARY HEALTH CARE
View the documentUNIT SEVENTEEN: METHODS AND APPROACHES OF TEACHING HEALTH EDUCATION IN PRIMARY SCHOOLS
View the documentUNIT EIGHTEEN: ORIENTATION TO SCHOOL WORK II
View the documentUNIT NINETEEN: TEACHING PRACTICE II

INTRODUCTION

This syllabus is for Health Education. Health is the state of well being in body and mind, a positive state that we all wish to possess. Much death, disease and suffering CAN BE PREVENTED if the knowledge and skills of health education are available and applied. Today the whole community should be involved in developing health care delivery system. A school teacher is a leader, first in the school community and the educators in the local area. The challenge to teacher trainers and their students is to spread the knowledge and skills that lead to healthy living to the children they teach and through them to their families and the wider community. For this reason they must first acquire the relevant knowledge and put it into practice in their personal lives. Example is a powerful Teacher. They then must be prepared to build up existing knowledge and practice by recognising and respecting customs and traditions that are of value to health. The knowledge gained through study of the topics on this syllabus can save lives and relieve distress and suffering. This is a unique claim for this subject to be studied in teachers’ college and shows the great importance which should be placed on this area of study.

1. GENERAL OBJECTIVES

By the end of the course, students should be able to:-

(a) Exhibit good health attitudes and behaviour and adopt appropriate health education methods in teaching health education.

(b) Explore and evaluate the use of modern methods of teaching in health education.

(c) Interpret and effectively teach the primary science and health education syllabus to primary school pupils at different levels and under different school environments.

(d) Motivate and guide primary school pupils to apply their health education knowledge and attitudes to create and engage themselves in health improving activities within their environments.

2. SUMMARY OF SYLLABUS CONTENT

The syllabus content is divided into appropriate units for each college term for the two years.

YEAR 1:

TERM 1

Unit 1:

Our Health

Unit 2:

Air, Water and Sanitation

Unit 3:

Body Systems.

YEAR 1:

TERM 2

Unit 4:

Food and Nutrition

Unit 5:

Safety, Accidents, poisoning and First Aid

Unit 6:

Orientation to school work Part 1

Unit 7:

Teaching Practice Part 1

YEAR 1:

TERM 3

Unit 8:

Diseases

Unit 9:

AIDS

Unit 10:

Oral Health

YEAR 2:

TERM 1

Unit 11:

Maternal and Child Health

Unit 12:

Immunisation

YEAR 2:

TERM 2

Unit 13:

Family Health and Social Problems

Unit 14:

Essential drugs and drug use

Unit 15:

Traditional Practices of medicine

YEAR 2:

TERM 3

Unit 16:

Primary Health Care (PHC)

Unit 17:

Methods and approaches of Teaching Health Education in Primary schools

Unit 18:

Orientation to school work Part II

Unit 19:

Teaching Practice Part II

3. TEACHING SEQUENCE

The teaching sequence is per term as shown above, although within the term the sequence can be re-arranged to suit the prevailing conditions in a particular college.

4. SUGGESTED APPROACH

Identification and use of learning activities is recommended. Attention is drawn to the following books:

- Basic Primary Science course for Uganda, Teachers reference book Vol. I for primary 1 and 2, National Curriculum Development Centre, (NCDC) Ministry of Education and Sports.

- Basic Primary Science Course for Uganda, Teachers Reference book Vol. II for primary 3 and 4 by NCDC.

- Basic Primary Science Course for Uganda, Teachers’ Reference book Vol. III for Primary 5,6 and 7 by NCDC.

5. REMEDIAL AND ENRICHMENT WORK

Tutors should endeavour to identify extra readings in books, newspapers, magazines, pamphlets etc. They should give remedial work in form of assignments and extra readings.

6. DEMONSTRATION

Students will set up demonstrations and learning activities such as simulations, role plays and dramatization which will be examined. The student should be able to show what messages are carried by such activities and which topic and aspects of the primary school syllabus the activities are covering.

7. PROJECT WORK

Students will be required to present a project on a topic of their choice related to Health. This will enable them to understand health problems and aspects in the schools and the community. This will further enable them to identify appropriate teaching/learning activities.

8. ASSESSMENT:

Year 1: Promotion Examination to year 2.

There will be an internal examination at the end of first year comprising the following:-

(a) Theory Paper: 3 hours

(b) Methods Paper: 3 hours

(c) Demonstration of teaching and learning activities designed by students themselves will be examined by continous assessment.

A candidate should obtain an average pass mark of 40% in the three papers (a), (b) and (c).

(d) Teaching practice:

There will be four weeks of internally supervised teaching practice. A failing student will be required to do remedial teaching practice.

Year 2

(a) Theory Examination:

There will be a three hours theory paper comprising structured and essay questions.

(b) Methods/Demonstration Examination:

There will be a demonstration of a teaching/learning activity designed by the student.

(c) Teaching Practice;

There will be teaching practice of six weeks which will be internally and externally examined.

(d) Project Work:

Candidates will be required to submit a project they have carried out on a health problem or aspect in the school or community.