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EhE 215 Elementary School Health Education. health Education is a Required Area of Study. 80 minutes per week Part of a comprehensive school health education program Large focus on relationships
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health Education is a Required Area of Study • 80 minutes per week • Part of a comprehensive school health education program • Large focus on relationships • Lays a foundation for achieving a balance life physically, mentally, emotionally and spiritually.
Broad areas of Learning • Lifelong Learners • Sense of Self, Community and Place • Engaged Citizens
Broad areas of Learning • Lifelong Learners • Exploration • Discovery • Construction and Application of Knowledge • Awareness and appreciation of Indigenous ways of knowing
Broad areas of Learning Pause and Reflect Outcome: USC 4.1 What healthy eating and physical activity mean for pre/adolescence For the outcome USC 4.1 think of ways students could discover and explore the key learnings of the indicators listed in the curriculum. In what ways could the teacher lead students and the school to application of this outcome and indicators?
Broad areas of Learning Outcome: USC 4.1 Sample Indicators: • Investigate personal, family, community and cultural factors that influence healthy eating (e.g., time, serving size, cultural food practices and values, water consumption, access to healthy foods). • Discuss factors of healthy eating over which one has control. • Explain the importance of particular eating practices, including drinking water and eating breakfast. • Demonstrate an understanding of healthy food choices (nutritional value of foods) and serving sizes that support good health (Canada Food Guide) k. Investigate personal changes that need to be made for better nutrition.
Broad areas of Learning • Sense of Self, Community and Place • How is one’s identity shaped by his/her interactions and relationships with others and the environment? • Student’s sense of self is supported by learning about other world views on mental, emotional, physical and spiritual balance.
Broad areas of Learning • Engaged Citizens • Students as change agents • Active involvement • Healthy relationships with self, family, community and the environment • Local and global perspective
Cross-curricular competencies • Developing Thinking • Developing Identity and Interdependence • Developing Literacies • Developing Social Responsibility
Cross-curricular competencies • Developing Thinking • Students come to know the world around them • Creative and critical thinking • Arrive at healthy decisions
Cross-curricular competencies 2. Developing Identity and Interdependence • Decision making - choices • Ability to care for self and value and care for others • Contribute to a sustainable future • Aware of cultural and societal norms and expectations • Students develop a healthy self-concept and positive relations and behaviours with others
Cross-curricular competencies • Developing Literacies • Interpret the world through various literacies including: words (spoken and written), images, numbers, sounds and movements. • Develop skills to effectively communicate with others
Cross-curricular competencies 4. Developing Social Responsibility • How people contribute to their physical, social and cultural environments • Making choices and applying decisions for individual, family and community wellness • Become aware of your own gifts and talents
Goals of health education • Develop the understanding, skills and confidences necessary to take action to improve health • Make informed decisions based on health-related knowledge • Apply decisions that will improve personal health and/or the health of others • Develop a healthy mind, body and spirit
Major areas of focus (Big Ideas) • Healthy eating and physical activity • Prevention/management of health challenges • Negotiating disagreements • Safety and protection • Personal identity • Stress management
An effective health education program • Incorporates a comprehensive school health approach • Educates the “whole child” • Focuses on achieving health literacy • Builds inquiring habits of mind
Comprehensive School health Schools can make a difference with regards to student health and well-being. All aspects of the life of the school community have the potential to promote school and student health. A comprehensive school health plan includes a wide-range of school personnel and community members working together on behalf of students.
Comprehensive School healthBuilding Caring and Respectful Schools What do Caring and Respectful Schools look like?
Comprehensive School healthBuilding Caring and Respectful Schools Purpose: • Promote health and wellness • Prevent specific diseases, disorders and injuries • Intervene when children are at risk • Support children who are already experiencing poor health • Provide an equitable playing field that addresses disparities and contributes to academic success
Comprehensive School health Four Components • Healthy Physical Environment • Supportive Social Environment • Community Engagement and Partnerships • High Quality Teaching and Learning
Health literacy • Holistic Approach – body, mind, spirit • Build resiliency in students • Capacity to make well-informed, healthy decisions • Knowledge, skills and abilities to act upon health information • Skills to communicate health needs and challenges
Decision making Models Strategies to develop decision-making include: • Opportunities to practice and rehearse • Group work/ discussion • Concrete Situations/case studies • Search and explore new information • Help students understand how personal choices affect others • Help students understand how our emotions and behaviours influence self and others • Assist students to recognize personal biases • Teacher asks compelling questions and guides learning
