Cover Image
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

UNIT SEVENTEEN: METHODS AND APPROACHES OF TEACHING HEALTH EDUCATION IN PRIMARY SCHOOLS

OBJECTIVES:

By the end of this unit, students should be able to:

1. State the aims/objectives of Basic Science and Health Education for Primary schools syllabus and Grade III Teachers’ College syllabus.

2. Explain the methods/approaches used in teaching Health Education.

3. Suggest appropriate and relevant methods of teaching specific topics.

4. Describe the kinds of materials for use in teaching Health Education.

5. Design and produce materials for use in Health Education.

6. Explain the various kinds of evaluation tools.

7. Keep records for students’ progress

8. Use the available Health Kits creatively.

TOPICS

1. Familiarization with and interpretation of Primary school, Basic Science and Health Education Syllabus.

(a) Aims and Objectives
(b) Contents of units of the syllabus
(c) Teachers Guides and Pupils’ Books
(d) Health kits

2. Aims of Health Education in Schools.

3. Methods and approaches of teaching Health Education.

(a) What they are and their appropriate use:

(i) chalk and talk
(ii) project method
(iii) demonstration
(iv) assignment
(v) field trips
(vi) role play
(vii) collection, recording and interpretation of information.
(viii) class organisation
(ix) question and answer
(x) discussion
(xi) construction and maintenance of teaching learning materials.
(xii) use of resource person
(xiii) use of multi-media.

NB: This list is not complete

4. (a) Planning for teaching Health Education.

(i) schemes of work
(ii) lesson plans/notes
(iii) Designing an activity
(iv) use of books, kits and other resources.
(v) selection of books for references

(b) Field trips and planning visits.

5. Checking on children’s progress.

(a) Purpose of assessment in Health Education
(b) Kinds of Assessment tools a teacher can use.
(c) Purpose of record keeping.
(d) How to keep records.

6. SUGGESTED ACTIVITIES AND METHODS

- Discussion

- Micro-teaching
- Demonstration of skills
- Observation of participative lessons.
- Observation of improvement in individual health habits in school and at home.

EVALUATION

- Oral Exercises
- Written Exercises
- Observation and recording

REFERENCE

1. A Guide to Environmental Science unit 15 pp. 55 - 73 by Bro Tarsis Nsobya.