Health Education Grades 6, 7, 8, and 9 Healthy Learners = Better Learners Better Learners = Healthy Learners

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Health Education “In order for students to grow up to be able to take on responsibility for their own health, they need the basic knowledge, values, skills, attitudes, and beliefs to undertake lifelong, positive personal health practices…” (Public Health Agency of Canada, 2003) Required Area of Study (grades 6-9) Grade 6 ~ 80 minutes/week/year Grade 7-9~ 100 minutes/week/year (Core Curriculum: Principles, Time Allocations, and Credit Policy, 2007)

How does the provincial Health Education Curricula provide opportunities for students to acquire the knowledge, skills, values, attitudes, and beliefs? Key Opportunities: 1. Comprehensive School Health 2. Health Literacy 3. Inquiry for Healthy Decision Making 4. Aim and Goals

1. Why Comprehensive School Health (CSH)? CSH is an integrated approach that CSH is an integrated approach that promotes health within and beyond promotes health within and beyond the classroom, encouraging values, the classroom, encouraging values, skills and actions that foster the skills and actions that foster the healthy development of students. healthy development of students. (Health Canada, 2004) (Health Canada, 2004) Curriculum? Achievement? Key Messages?

Teaching and Learning Health and other Support Services Social Supports Healthy Physical Environment Four ‘Components’ of CSH Provincial curricula Instructional Strategies Learning Strategies Resources Assessment

What is Effective Teaching and Learning? Incorporates facets of health (mental, physical, emotional and spiritual) Uses a variety of resources Identifies cross-curricular learning opportunities Promotes learning strategies that are culturally sensitive and developmentally appropriate Demonstrates effective teaching and learning approaches that support development of students’ knowledge, attitudes, skills and behaviours for healthy decision making Fosters life skills such as health literacy, problem- solving, communications skills Promotes a sense of personal competency, self- efficacy, and social responsibility.

2. Health Literacy the ability to understand health concepts, content, and health research skills in communication critical interpretation of mass media messages navigating complex systems of health care and governance knowledge and use of resources using cultural and indigenous knowledge in health decision making. (Nutbeam, 2000; Ratzan, 2001; Zarcadoolas, Pleasant, & Greer, 2002).

Health Information Literacy is the set of abilities needed to: recognize a health challenge identify sources of information and retrieve relevant information assess the quality of the source and of the information and its applicability to a specific situation analyze, understand, and use the information to make healthy decisions (Adapted from the Medical Library Association. 2003)

3. Inquiry for Healthy Decision Making

Why Inquiry for Healthy Decision Making? Inquiry learning provides students with opportunities to build knowledge, abilities, and inquiring habits of mind that lead to deeper understanding of their world and human experience.

Why Inquiry? Enjoyment is not a main goal of education; it is the main goal of entertainment. The ultimate goal of all education at every level is to engage the mind so as to strengthen the learner’s disposition to go on learning. (Lillian Katz, 1997)

The K-12 AIM of the Saskatchewan Health Education curricula is to develop confident and competent students who understand, appreciate, and apply health knowledge, skills, and strategies throughout life. 4. What do students really need to learn in health education?

Goal #1: Students will develop the understanding, skills, and confidences necessary to take action to improve health. Goal #2: Students will develop the life- long motivation and skill of making informed decisions based on health- related knowledge. Goal #3: Students will apply decisions to improve personal health and/or the health of others.

Goals of Education Broad Areas of Learning Cross-curricular Competencies AIM Goal #1Goal #2Goal #3 OutcomesOutcomesOutcomes Indicators Indicators Indicators

(9.3) Interpret, critique, and question the stigma associated with individuals, families, and communities living with/affected by non-curable infections/ diseases, including HIV/AIDS and Hepatitis C and for those who advocate for them. Evaluate and respond to sources of, and information about, the provincial, national, and international impact of HIV/AIDS and Hep C. Recognize and question community prejudices. Examine the impact of the stigmas associated with HIV/AIDS and Hepatitis C on the individual, the family, and the community. Determine the effects of stigmas of association with/advocacy for those living with/affected by HIV/AIDS and/or Hepatitis C. Analyze how HIV and Hepatitis C infection is linked to risky behaviours, not to particular groups of people and examine the stigma associated with risky behaviours (e.g., intravenous drug use). Goal #1: Develop the understandings, skills, and confidences necessary to take action to improve health.

What have you learned about the health education curricula? What do your learnings have to do with student achievement? What do your learnings have to do with the key messages you will take back to you school divisions? Questions?

Kyla Christiansen Health Education Consultant Ministry of Education “Clearly, no knowledge is more crucial than knowledge about health. Without it, no other life goal can be successfully achieved.” (The Carnegie Foundation for the Advancement of Teaching, 2007)