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close this bookBasic Science and Health Education for Primary Schools, Uganda (UNICEF, 1992, 162 p.)
View the document(introduction...)
View the documentAcknowledgements
View the documentForeword
View the documentLinking Volume 1 and 2 of Basic Science and Health Education Teacher's Guide
Open this folder and view contentsIntroduction to Book
View the documentCHAPTER 1. My Health and Other People's
View the documentCHAPTER 2. Caring for Our Bodies
View the documentCHAPTER 3. Causes of Accidents
View the documentCHAPTER 4. Names and Sources of Food
View the documentCHAPTER 5. The Importance of Immunisation
View the documentCHAPTER 6. Cleaning Things We Use
View the documentCHAPTER 7. Family Relationships and Interactions
View the documentCHAPTER 8. The Six Immunisable Diseases
View the documentCHAPTER 9. Food Hygiene
View the documentCHAPTER 10. Helping Others to Keep Healthy
View the documentCHAPTER 11. Worms, Diarrhoea and Dehydration
View the documentCHAPTER 12. Safety and Accident Prevention
View the documentCHAPTER 13. Germs and Prevention of Disease
View the documentCHAPTER 14. Working together for Good Health
View the documentCHAPTER 15. Topic: Keeping Clean
View the documentCHAPTER 16. Malaria, Trachoma and Sleeping Sickness
View the documentCHAPTER 17. First Aid for Common Accidents
View the documentCHAPTER 18. Food Preservation and Contamination
View the documentCHAPTER 19. Injuries and Their Care
View the documentCHAPTER 20. Digestive System
View the documentCHAPTER 21. Nutrition, Health and Disease
View the documentCHAPTER 22. Worms

Linking Volume 1 and 2 of Basic Science and Health Education Teacher's Guide

The Teachers Guide, Vol. 1 lays the foundation of Health Education knowledge, skills, attitudes and practices. It is on this foundation that Teachers Guide Vol. 2 develop further knowledge skills, attitude and practices taught in upper grades P5, 6, 7.

In teaching health education, continuity, consistance and practicability are very important factors which the teacher needs to keep in mind all the time so that the learner can properly develop good health behaviours.

Consequently, it is necessary for all teachers of Health Education to continuously study both Vol 1 and 2 of the Teachers Guide to be aware of the content development from P1 to P7.

This will facilitate a proper linkage between lower and upper primary levels.

This linkage will be cemented further if teachers would meet occasionally and compare their schemes of work and lessons together for the benefit of the pupils.

Since Vol. 2 has been in the schools long before Vol. 1. The approach and practices already acquired by pupils should not be disrupted but rather carefully accommodated unless there is a strong reason not to adhere to such established approach or practice.