Personal Development - Home EducationPNG...Personal Development 1 Introduction Purpose of the...

Personal Development

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Upper primaryTeachers Guide

2003

Papua New GuineaDepartment of Education

Upper Primary Teachers Guide

ii

Issued free to schools by the Department of Education

Published in 2003 by the Department of Education, Papua New Guinea

© Copyright 2003, Department of Education, Papua New Guinea

All rights reserved. No part of this publication may be reproduced, stored in a

retrieval system, or transmitted in any form or by any means, electronic,

mechanical, photocopying, recording or otherwise without the prior written

permission of the publisher.

ISBN 9980-930-34-9

Acknowledgments

This Teachers Guide was written and coordinated by Colette Modagai. The National

Department of Education acknowledges the work of the Curriculum Development

Division, the Subject Advisory Committee, United Nations Population Fund (UNFPA)

through the Population Education Project and the following provinces, schools,

colleges, institutions and individuals contributed to the development of this Teachers

Guide through workshops and through consultation meetings.

Senior inspectors and other inspectors and provincial education officers and head

teachers, teachers in the following primary and community schools were involved in

the subject trial.

Schools

East Sepik: Kaindi, St Mary’s, Kreer, Moem, Hayfield, Maprik Catholic, Maprik

Admin, Brikiti, Supari, Sir Peter Lus

Milne Bay: Alotau Ladava, Rabe, Divinai, Siasiada, Sideia, Logeia, Fife Bay, Naura,

Lelehoa, Goilanai, Hagita, St Mary’s Okaikoda, Losuia, Omarakana, Silaketa

Western Highlands: Rabiamul, Tarangau, Hagen, Kagamuga, Holy Trinity, Banz

New Ireland: Carteret, Pinikidu, Eli Wanera, Sacred Heart, Livitua, Lakurumau,

Kimadan, Halis

East New Britain: Keravat, Malaguna, Napapar, Vunadidir, Tanaka, Vunairoto

Madang: Bahor, Holy Spirit, Megiar, Sagalau, Bogia, Jomba, Lutheran Day, Gum,

Dangsai, Dor, Naringel, Kambos

Manus: Lorengau East, Pombrut, Bundralis, Dunomashi, Pityluh, Vorei, Bipi, Powat,

Pityluh, Baluan, Kari, Kawaliap, Lombrum, Mokoreng, Wilhem Metpi Melpi, Buyang

Institutions

PNG Education Institute, Gaulim Teachers College, Kabaleo Teachers College, Our

Lady of Sacred Heart

Individuals and Non-Government Organisations

Lester Billy, Division of Health, Alotau, Desley Paanasae, Ninikin Division of

Community Development, Wewak, Mary Soondrawu, Council of Women, Wewak,

Daniel Bu,Youth Development, Wewak, Sally Business Group, Kokopo, Catholic

Diocese of Mt Hagen, Goroka University, Goroka Institute of Sports.

This document was developed with the support of the Australian Government

through the Curriculum Reform Implementation Project.


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Contents

Introduction …………………………………………………………….. .. 1

Key features ...................................................................................... 3

Teaching and learning strategies ...................................................... 5

Assessment ....................................................................................... 12

Programming ..................................................................................... 21

Elaboration of outcomes ................................................................... 25

Units of work ..................................................................................... 56

Resources ......................................................................................... 69

Glossary ............................................................................................ 70

Appendix (Time allocations) .............................................................. 74


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Inservice Units

A set of inservice units have been written to support the implementation ofthe Upper Primary reform curriculum.

These units are:

• self-instructional, so you can access them according to your needs whenand where suits you,

• self-paced, so you can study at your own pace,

• outcomes-based, so you can experience outcomes-based approaches toeducation,

• based on adult learning principles of learning, doing, sharing andreflecting,

• practical and related to your daily work as a teacher or a supervisor

• collegial, so you can learn together in small groups, whole school orcluster settings,

• accredited with PNG Education Institute, so you can improve yourqualifications,

• designed to promote best practice, so you can effectively implement thecurriculum,

• applicable across Upper Primary Syllabuses.

These units integrate principles contained in the National CurriculumStatement (2002) and the National Assessment and Reporting Policy (2003).

These units can be used in conjunction with this Teachers Guide.


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Secretary’s Message

Primary teachers are generalist teachers and this Teachers Guide is for allteachers in Upper Primary schools. It is one of a set of seven guides writtenfor teachers of Upper Primary, Grades 6 to 8.

The Upper Primary Syllabuses identify the learning outcomes. The TeachersGuides give more information about what to teach and describe ways ofimplementing the Syllabuses. The Teachers Guides are supported by theInservice Units that have been written to assist the implementation of theUpper Primary Syllabuses and provide valuable information about teaching.I also encourage teachers to work closely with members of their schoolcommunities to ensure that local community needs are met.

Important reforms to our education system will only be successful with thesupport and understanding of teachers. Every Teachers Guide containsdetailed information about appropriate Subject content, a broad range ofideas and strategies to help teachers use and understand the SubjectSyllabuses. Each guide is written for a particular Subject but many of theideas and strategies can be used with different Subjects or when using anintegrated approach to teaching and learning.

Teachers should read each guide carefully and become familiar with thecontent of each Subject as specified in the Elaborations section in eachguide.

I encourage teachers to try out the ideas and strategies that they believe willbe effective in their schools with their students. Teachers have the right tomodify and amend these ideas to suit their local circumstances.

Peter M. BakiSecretary for Education


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Introduction

Purpose of the Personal DevelopmentTeachers GuideThe Personal Development Teachers Guide is designed to provide teacherswith many practical ideas and processes on how to use the key parts of theSyllabus. The Teachers Guide and Syllabus should be used together in theteaching and learning of the Outcomes in all subjects including PersonalDevelopment. The Teachers Guide provides guidelines and directions tohelp you plan and develop teaching and learning opportunities for theachievement of learning Outcomes. There are ideas and strategies to helpyou develop:

• student activities using the elaborations of Outcomes,

• weekly, term and yearly programs,

• other relevant elements that link with the Syllabus.

The elaborations of Outcomes include recommended knowledge, processesand skills and sample suggested activities that you can use to createsuitable activities for your students. The guide also includes examples ofhow you can assess, record and report students’ achievements.

You are encouraged to select and adapt the strategies and processesillustrated in the guides to meet the needs and demands of your studentsand their communities.

How to use the Teachers GuideThe Teachers Guide also provides information for teachers about theprocesses for developing units of work with the support of the elaborations ofthe Outcomes, teaching and learning, and assessment strategies. It alsoprovides a step-by-step guide to develop units of work for selected learningOutcomes. The information will assist teachers to help students achieve theOutcomes outlined in the Personal Development subject for Grades 6 to 8.Therefore you should:

• read each guide carefully,

• become familiar with each Syllabus, the Strands and the Substrands,

• read the Outcomes and indicators in each of the Syllabuses,

• read each section of the Teachers Guide again and make notes aboutthose ideas, strategies and processes that you think will be useful to you,

• meet with other teachers, share your ideas and plan how you will worktogether to write programs and units of work,

• now be ready to try out some of the units of work in the Teachers Guides,

• now be confident to write your own programs and units of work using theinformation in one or more of the Teacher Guides and the subjectSyllabuses.


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Nature of Personal DevelopmentStudents of Papua New Guinea are challenged daily with changes takingplace as they observe and experience these changes and events in theirlives. Personal Development deals with needs and issues that are sensitive.There is not always a right answer to them because they are based onindividual and cultural values and beliefs. Students try to understand aboutthemselves, how their bodies grow and develop, the relationships they formand activities in which they participate. Students should also understandtheir own and other cultural practices associated with rules and values thatthey will uphold as they grow. This makes the nature of PersonalDevelopment unique and will require teachers at this level to be flexible todeliver facts and seek support from various sources to make learning moredesirable and meaningful. A lot of practical applications should be used toprovide students with skills to make informed choices in the future. The useof the Personal Development processes, skills and other teaching andlearning strategies will assist teachers in teaching the subject.

Links with different levelsPersonal Development is one of the seven subjects at the Upper Primarylevel. The learning of knowledge and application of skills and attitudes willenable students in the Upper Primary school to achieve the overall aims ofPersonal Development as stated in the Syllabus. The students undertakingPersonal Development will have studied similar content with different level ofcomplexity in the areas of Community Living, Health and Physical Educationat Lower Primary. The teacher's role is to provide opportunities for studentsto explore, be able to make informed decisions and to foster positiveattitudes in the society in which they will live.

Links with other subjects

The integration of different aspects of the curriculum will provide studentswith an understanding of the ways in which all aspects of the world arelinked and depend upon each other. Personal Development also providesopportunities for teachers to develop integrated units of work using Strands,Substrands and Outcomes that link different subjects. The knowledge, skillsand attitudes from various subjects will assist teachers to create relevantactivities to make learning more holistic and meaningful. Strands andOutcomes that do not link themselves well with other subjects should not beintegrated forcefully but rather be taught separately. Some subjects thatPersonal Development can link well with are Science, Arts, Social Scienceand Making a Living. An expansion of how different subjects and Strands arelinked is shown in the units of work section.

PERSONAL

DEVELOPMENT

LEARNING

AREA

ElementaryAspects of PDare covered inCulture andCommunity

LowerPrimaryHealth

PhysicalEducation

UpperPrimaryPersonalDevelopment

LowerSecondaryPersonalDevelopmentto include

UpperSecondaryPersonalDevelopmentincluding

Community living


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Key features

The unique aspects of Personal Development

Personal Development, like other subjects in the curriculum, also promotesthe curriculum principles Our Way of Life and Integral HumanDevelopment. It provides opportunities for students to know how to interactpositively with each other, and to develop physically, mentally and sociallyto their fullest potential in order to live productively. Personal Developmentaddresses health issues that are important to people in Papua New Guineaand gives students the opportunity to develop health care practices toprevent or reduce the risk of illness and disease. Taking part in physicalactivity is an important part of Personal Development and contributes tohealthy living. Personal Development emphasises rules and laws offamilies, communities and the nation as well as the duties and obligationseach citizen has in relation to these laws.

The students learn to appreciate and value other people’s cultures, eventhough they present them differently. They learn to appreciate that customsand traditions affect both the expectations and reactions of people.Recognition of the social and cultural diversity of Papua New Guineansociety also means recognising the traditional taboos in different societiesconcerning issues of spirituality, intimate relationships, sexuality, andsensitive issues such as family planning, reproductive health, sexuallytransmitted illnesses STIs and HIV/AIDS which in some societies may betaboo. Respect for these taboos is essential and will influence the ways inwhich these issues are addressed as part of the Personal Developmentprogram.

Approaches and processes

Students of Personal Development need to develop and use a range ofprocesses to enable them to achieve and demonstrate the Outcomesoutlined in the Syllabus. These processes will help students tocommunicate and interact effectively with others to formulate ideas, reflecton experiences, gather and interpret information, and make judgmentsabout personal and social actions, issues and concerns. The threeapproaches used for planning and teaching Personal Development are:

• Personal Development process skills,

• the inquiry-based approach,

• the three-step approach OES.

These approaches are explained in detail in the Teaching and LearningStrategies section of this document.


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School, home and community support

Cultural values and beliefs shape people’s behaviour in their communities.The quality of relationships is important not only within the school, but alsobetween the school, parents and wider community. What students learn andpractise in the classroom will be enriched and the development of health-enhancing behaviour supported, when the values and skills of family, friends,home and community reinforce and are in line with those taught in schoolprograms. Community and family support is very important in teaching andlearning Personal Development because they can influence the waystudents develop values and behaviour and how they conduct themselves inthe community.

Essential content

The content of the Syllabus is organised into five Strands that outline theknowledge, skills and attitudes distinctive to Personal Development.The Strands are:

• Relationships,

• Our Culture, Lifestyle and Values,

• Movement and Physical Activity,

• Health of Individuals and Populations,

• Living and Working Together.

The content is expressed through the Substrands, Outcomes, indicators andelaborations that are specific to each Strand. Personal Development willmake a significant contribution to preparing students to take a responsibleand productive role in society and to develop in them a commitment to lifeplanning by developing in each student the following:

• cultural understanding and appreciation,

• self-esteem and social wellbeing,

• movement skills and personal fitness,

• an ability and commitment to make and act upon informed healthdecisions.

Refer to Personal Development Syllabus, pages 9 to 12, and Teachers Guide,under Elaborations of Outcomes for detailed information on content.

Catering for diversity

Papua New Guinean culture is unique and diverse with many cultural beliefs,practices, languages, celebrations, rituals and customs. These culturalbeliefs and practices shape a unique cultural environment that values thisdiversity and becomes the foundation of cultural and personal identity. Eachperson's life and decisions are greatly influenced by their cultural groups.The extended family becomes a very important part of each person’s growthand development. Personal Development will continue to promote thisdiversity both in the formal and informal curriculum.


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Teaching and learning strategiesTeaching and learning strategiesTeaching and learning strategiesTeaching and learning strategiesTeaching and learning strategies

Student–centred approachTo develop suitable activities within the selected teaching and learningapproaches, it is important to first identify the Outcomes to be demonstrated,and what students are expected to know and do with respect to theOutcomes. The student-centred approach to Personal Developmentprovides opportunities for students to practise critical and creative thinking,problem solving and decision-making. It involves the use of skills andprocesses such as recall, application, analysis, synthesis, prediction andevaluation all of which contribute to the development and enhancement ofconceptual thinking. This approach encourages students to reflect on andmonitor their thinking as they make decisions and take actions.

While working towards their goals, students develop communication skills toenable them to work with others to discuss issues, needs, values, feelings,opinions and attitudes. These skills include:

• interpersonal skills of listening, speaking, responding, being assertive,questioning and justifying a position,

• presenting feelings, ideas, views, decisions and findings in written orgraphic forms or through movement or drama,

• literacy skills such as reading, writing, and speaking in ways that suit thecontext and audience and using the specialised language of PersonalDevelopment.

In order to enhance effective and efficient learning for students, PersonalDevelopment promotes three types of student-centred approaches.

Approach 1: Personal Development process approach

This approach incorporates all the processes and skills that students willneed to develop and use in Personal Development. This approach involvesfour steps:

• gathering information,

• analysing information,

• taking action,

• evaluation and reflection.

Gathering information

This phase requires students to find, investigate and gather informationabout the issue, topic or task from a variety of sources including books,journals, radio, television, resource personnel or people from the community.Students can also use questionnaires, surveys or interviews to gatherinformation about the topic or issue. Movement skills are an importantcomponent of Personal Development and students can gain information


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about their physical fitness and physical performance by doing the activitiesand describing their feelings and the physical changes that occur during andafter the activity.

Analysis and processing

The information gathered then needs to be analysed to explain, suggestsolutions or arguments and make judgements about the reliability of theinformation. Processing the information includes grouping or classifying itinto categories, interpreting information through a process of criticalevaluation, identifying and clarifying values and deciding what to believe,and applying problem-solving and decision-making skills to consider options.

Planning and action

Students will use the results of the decision-making process to makedecisions, set goals, consider the consequences of their decisions anddevelop strategies to achieve the goals.

Evaluation and reflection

Students will reflect on and evaluate the Outcomes of their decisions andactions. They will then make any changes to their goals and reflect on howvalues and attitudes have influenced their decisions.

Layout of Approach 1

You can use a table similar to the one below to plan teaching and learningactivities using the Personal Development process.

Learning Outcomes:

Studentactivities

Gatheringinformation

Analysinginformation

Takingaction

Evaluation


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Approach 2: Inquiry-based approach

This approach focuses on students developing problem-solving anddecision-making skills and skills needed to demonstrate Outcomes. Todevelop appropriate activities within the inquiry-based approach it isimportant to first identify the Outcomes to be demonstrated and whatstudents are expected to know and do to demonstrate the Outcomes. Theinquiry-based approach is presented in four phases and sequenced in a waythat student activities progress as they move from one phase to another.

The four phases are:

• understanding,

• planning,

• acting,

• reflecting.

Phase 1: Understanding

Identifying the topic, issue or task

The topic should be related to:

• a Strand, Outcomes and elaborations,

• the students' needs and interests.

For example the Health of Individuals and Populations Strand could includea healthy diet and how we grow and change. To gather the informationneeded to explore the topic, issue or task:

• find information from a range of different sources such as surveys,relevant resources, and interviews,

• explore the topic,

• use the information gathered to consider possible actions.

Some useful questions

• What do I want to learn from this topic or issue?

• How do I feel about this topic or issue?

• Where can I obtain the information about this topic or issue?

Phase 2: Planning interpreting, analysing and reviewing information

Processes and skills for this step include:

• interpreting, analysing and reviewing the information gathered,

• setting goals and developing an action plan,

• making judgments about the reliability and suitability of the information,

• identifying and clarifying values about issues and considering whatoptions are available. For example, students may need to exploredifferent or conflicting views about issues such as cultural beliefs andsexuality.


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Understanding Planning Acting Reflecting

Making decisions and setting goalsProcesses and skills for this step include:

• deciding on appropriate actions to take in relation to the topic, issue or task,

• considering the alternatives for action,

• choosing an alternative,

• setting goals.

Personal behaviour relates to the health and wellbeing of others. Refer tothe decision-making process outlined in the Elaborations of Outcomes underLiving and Working Together for a follow-up activity on decision-making.

Deciding on an action planProcesses and skills for this step include:

• developing strategies to enable them to achieve their goals,

• identifying factors that will help them achieve the goal,

• identifying skills they will need and practise them.

Phase 3: Acting

The emphasis in this phase is the implementation of plans or goals. Thismay result in the presentation of findings about working towards their goalsin order to learn about themselves and others. They will establish controlover their health, physical activity, relationships and how they live and workin the society of which they are part. Real-life practice builds knowledge,confidence and skills for future actions and where necessary, students canmonitor and modify their actions.

Phase 4: Reflecting

Students reflect on and assess what they have done. They evaluate theOutcomes of their actions and use this as a guide to further planning.Students can use their own experiences as a basis for evaluation andconsider the significance of what they have learned. At the same timeteachers will be able to observe and monitor students' progress and assesstheir learning.


Learning Outcomes:

Teaching andlearningactivities

Identify issueor topicGatherinformation

Interpret,analyseand reviewinformation

MakedecisionsSet goals

Decide onaction plan

Identifyfactors thatsupport theachievementof goals

Carry outthe actionorperformtask

Considerwhat hasbeen learntReplan ifnecessary


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Studentactivities

Orientate Enhance

Approach 3: Three-step approach: orienting, enhancing, synthesising (OES)

There are three phases to this approach.

Orientate

Activities are planned to focus on students' interest in the topic to beexplored. Teachers need to find out students' prior knowledge andunderstanding of the topic.

Enhance

In this phase, students undertake investigative hands on activities,describing their understanding of the topic and testing their ideas. Theybegin to discuss and compare their understandings with others in the classand the teacher. Teachers will begin to introduce new terminology and skillsthat students need to explore the topic.

Synthesise

During this phase, students will reflect on their learning, and will be able todemonstrate what they know and can do in relation to the topic. As studentsmove through the different phases, teachers will have a number ofopportunities to make judgments about the students' progress, theirunderstanding of issues and the development of skills necessary todemonstrate the Outcomes.


Learning Outcomes:

Synthesise


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Teaching and learning tools to support the strategies andsamples for each tool

Discussion

Teaching tool How to apply it Samples

Discussion offers opportunities for:

• the exchange of information betweenteachers and students and students andstudents,

• students to gain understanding andrespect for each other’s feelings andviews,

• students to ask questions,

• bringing sensitive issues into an openforum,

• assessing students' levels ofunderstanding.

• brainstorming

• debates

• question banks

• reporting

• forums

• interviews

Practice andrehearse

Practice and rehearsal strategies requirestudents to be placed in simulatedsituations that allow them to trial and refineskills and behaviour. Practice andrehearsal strategies should be:

• relevant to real-life situations,

• of sufficient duration to allow of skillconsolidation.

• role play

• drills

• skill checklists

• simulations such as first aid or emergencysituations

Questioning Questioning involves students in askingand responding to questions. Students'response to questions may take differentforms such as written, verbal, movementand pictorial responses. Questioningallows students to:

• recall information,

• organise data,

• seek explanations,

• obtain conclusions,

• think creatively.

• quizzes and tests

• question and answer situations

• question bank

• interviews

• case studies

Research Research is a structured method of gaininginformation about practical and socialproblems. In response to a stated problem,research will involve students:

• selecting methods of data collection,

• collecting and organising information,

• interpreting and analysing data,

• drawing conclusions.

• case studies

• interviews

• reporting

• surveys

• experiments

• field trips and excursions

• observations

• files and logbooks

Demonstration It can be done by:

• illustrating variety or depth of a skill oracceptable styles,

• showing something unique or different,

• pointing out techniques or approaches,

• showing progress

• teacher demonstration• demonstration by individual students

• group demonstration

• expert demonstration

• audiovisual demonstration

• construction of models

Values exploration Values exploration is a reflective and sharingstrategy. It involves the teacher raisingvalue-related issues and presenting activitiesdesigned to help students become aware of:

• their personal value positions on suchissues,

• differing value positions within society,

• the influence their values have onbehaviour.

• moral dilemmas

• dramatisations

• attitude scales

• debates

• values clarification activities

• journals or diaries


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Teaching tool How to apply it Samples

Directed learning In directed learning, the teacher makes allthe decisions about what, when, where andhow to teach. Directed learning capitaliseson the expertise of teachers and requiresstudents to move through a set ofsequenced activities.

• drills

• lectures

• chalk and talk

• word games

• demonstration

• directed study

Discovery learning In discovery learning the teacher determinesthe concepts or skills to be taught and thebest sequence for guiding students to thedesired response. It involves:

• setting a specific task,

• allowing students time for exploration andinvestigation,

• discovering solutions.

• experiments

• projects

• simulation activities

• movement problems

• role play

• field trips

Exploration Exploration offers opportunities for students to:

• freely express their thoughts, ideas andfeelings through different media,

• produce creative, original and imaginativeOutcomes (stories, plays, games, dances),

• learn from their own actions andobservations,

• experience and investigate a variety ofmaterials and environments.

• play

• improvisation

• mime

• creative movement

• journals

• collages

Group work Group work assists students to developconfidence in setting goals, identifying andsharing tasks, planning appropriate actionand reflecting. It is of value:

• when dealing with sensitive social skills,

• when working in movement situations.Its effectiveness will be related to theamount of prior experience students havein group situations.

• cooperative learning

• projects

• problem-solving situations

• assignments

• cross age tutoring

• productions and performances

Negotiated learning Negotiated learning offers opportunities forindividualised, personal instruction byenabling students to work at their own rateof learning or on an area of particular needor interest. It involves:

• the identification of student interests andneeds,

• discussion,

• the formulation of a particular course ofaction or program.

• contracts

• task cards

• individual learning programs

• goal setting tasks

• assignments

• study guides

Peer learning In peer learning, the organisational structureis partner work. One student performs a skill,while the other acts as observer, correctorand reinforcer. The teacher’s role is not incorrecting the performer but in interactingwith the observer to establish performancecriteria and encourage effectivecommunication.

• peer tutoring

• task cards

• checklists

• rating scales

• incidence charts

Board of Studies, New South Wales (1991) Personal Development, Health and Physical Education Year7-10 Support Document. Board of Studies, New South Wales, Australia


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Assessment

What is assessment?‘Assessment is the ongoing process of identifying, gathering and interpretinginformation about students’ achievement of the learning outcomes’ (NationalAssessment & Reporting Policy , 2003).

Assessment requires that students are able to show what they have learned.They can demonstrate what they know and can do. There is an integralrelationship between the experiences that promote learning and theassessment methods that facilitate students’ demonstrations of Outcomes.The assessment process is based on the Outcomes and assessmentmethods and instruments are selected by teachers to enable students todemonstrate the knowledge and skills outlined in the Outcomes. Theexperiences provided for students will determine the specific assessmenttask to be used. To clarify the expectations of the assessment process,assessment criteria are developed by the teacher to describe characteristicsof ideal responses.

Purpose of assessmentThe purpose of assessment is to assist teachers and students to gatherinformation, analyse it and judge or evaluate the quality of learning andstudents' achievement of the Outcomes. The information obtained fromassessment will be used to:

• provide feedback on students' progress,

• inform decision-making about students’ learning,

• improve teaching and learning strategies and the effectiveness ofteaching, learning and assessment programs.

The National Assessment and Reporting Policy (2003) outlines the followingpurposes:

• Feedback is provided to the individual learner and teacher on students'progress towards the achievement of Outcomes.

• Students improve their standards of achievement by knowing what theydo well and where they need to improve.

• Evidence gathered from assessments is monitored and used by teachersto improve their teaching and help students raise their standards ofachievement.

• Assessment information is reported to parents, guardians and otherstakeholders to enhance their understanding of students’ standards ofachievement.

• Reports are used to inform students’ choices of suitable careers andselection for educational progression and employment.


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Assessment principlesFor assessment and reporting to be effective, it should:

• be appropriate for Papua New Guinea,

• focus on students’ demonstrations of Outcomes,

• be comprehensive,

• be valid and reliable,

• take account of the needs of individual students,

• reflect equity principles,

• be an integral part of teaching and learning process,

• provide opportunities for students to take responsibility for their ownlearning and to monitor their own progress,

• be based on a criterion-referenced approach.

Upper Primary statement about assessment

The National Assessment and Reporting Policy (2003) states thatassessment at Upper Primary should:

• be flexible and use a range of assessment methods,

• be continuous and show development of knowledge, skills andunderstanding in all school subjects,

• use local cultural approaches to assess and report students’ achievementwhere appropriate,

• be mainly internal but may include external assessment at the end ofGrade 8,

• use criterion-referencing and Outcomes as the basis of externalassessment at the end of Grade 8,

• result in the issue of National Certificates of Basic Education approved bythe Board of Studies reporting academic achievement, attitudes, valuesand other relevant achievements.

Roles and responsibilitiesThe National Assessment and Reporting Policy (2003) states that teachershave a responsibility to:

• develop and implement effective school assessment and reportingpractices within school assessment and reporting programs,

• discuss with students the assessment, recording and reportingprocedures that meet the learning needs of individuals and groups ofstudents,

• develop students’ knowledge, skills and understanding of effectiveassessment and reporting methods,

• maintain and share relevant records of student progress whilstmaintaining confidentiality where appropriate,

• plan tasks and activities, which provide sufficient evidence to show thatparticular learning Outcomes have been achieved,


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• report students' progress and achievements to students, parents,guardians, teachers and others,

• use assessment information to inform and enhance their teaching andlearning practices,

• use assessment information to guide career paths,

• make valid report on students' achievement of Outcomes, attitudes andvalues using the appropriate reporting or certification systems (p. 13).

Students have a responsibility to:

• use assessment information to improve their learning,

• ensure that they reach their highest potential (p. 14).

Process of assessmentAssessment is an integral part of the learning process. As you plan teachingand learning activities, you should also plan how you will monitor students'progress. Genuine assessment tasks should match students’ activities andthe teaching and learning methods used. The process of assessment isidentified during the process of planning a unit of work and it involves:

• providing students with opportunities to demonstrate what they know andcan do based on the required Outcomes and the teaching and learningexperiences,

• gathering and recording evidence of students' demonstrations ofOutcomes;

• making judgements about students’ demonstrations of Outcomes.


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Assessment methods

Assessment methods should be selected according to the context in whichthe outcome is being demonstrated and the type of evidence required.Teachers are encouraged to familiarise students with assessment methodsthrough modelling and practice. A variety of assessment methods should beused to gather information about students’ performance in PersonalDevelopment. These could include demonstrations in a range of forms,including written, oral or practical.

Written

Examples of written assessment methods could include tasks such as shortanswer responses, portfolios, workbooks, Likert scales, peer assessment,contracts, checklists, sentence completions, standardised tests, essays,research projects, action plans, logbooks, journal entries, pictures ordrawings, posters, concept maps and brochures.

Oral

Examples of oral assessment methods could include tasks such aspresentations of data, class discussions, small group or team discussions,debates, interviews, role play, peer assessment, projects, contracts, selfassessment and sentence completions.

Practical

Examples of practical assessment methods could include tasks such asobservations of performance in games, sports and other physical activities,skill drills, peer tutoring, role play, group performances, creation ofmovement sequences, incidence charts, peer assessment, projects,contracts and tests.

Teachers’ professional judgment forms the basis for the assessment andreporting process. Decisions should be based on explicit criteria, using arange of evidence to determine demonstrations of learning Outcomes.Students should be informed of the assessment criteria so that they knowthe basis for judgment of their achievement and demonstration of theOutcomes.


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Sample assessment instruments, description and examples

Checklist

Instruments Description Examples

A list for ticking items about knowledge,competencies (physical skills, problemsolving or group interactions and workhabits). Checklists can be based onobservations by a teacher or peers orused as for self assessment.

Contract A formal, signed agreement between theteacher and the student that shows whatwork is to be done by the student by aspecific date. Both positive and negativeconsequences that follow the completion ornon-completion of the contract should beincluded.

My goal is …My plan is …This is how I’ll present my work...My contract is for …If I don’t honour my contract …Date:Student signature:Teacher signature:

Diary or journal A dairy or journal can be a written, taped ororal reflection on issues, events or students'own choice of topics. Students should beencouraged to provide personal reflectionsrather than simple descriptions.

Diary entries focussing on stressmanagement strategies over a set period oftime.

Formal or informalobservation

Short objective statements that describe anincident or individual student's behaviour,believed to be typical or distinctive.

Incidence chart A list of skills performed, recorded on a givenchart. Incidence charts are particularly usefulfor assisting the teacher in describingmovement performance to students.Incidence charts can also be used for peerassessment.

Interview An interviewer, teacher or student, meetswith one student or a group of students toobtain information or opinions about an issueor concern. The interview can be structuredor unstructured.

Interviews with students on their fitnessprograms, including discussion about:

• understanding of fitness,

• behaviour,

• attitudes towards fitness,

• progress,

• barriers and solutions.

Likert scale A scale where students indicate to whatextent they agree or disagree with a statedattitude or opinion. On this scale SA meansstrongly agree, A means agree, D meansdisagree and SD means strongly disagree.This strategy is inappropriate for measuringknowledge and skills but is appropriate formeasuring attitudes or behaviour.

Peer assessment This form of assessment can occur at both astructured and unstructured level. Theemphasis is on constructive observation andcritical feedback. It is a particularly usefulstrategy for skill assessment for formativepurposes.

After viewing each other’s danceperformance or role plays, students areasked to give informal feedback to eachother focussing on positive comments andareas that might need further attention.

Length of jump Ao Oa Oe

Jumped 1 metre

Jumped 2 metres

Jumped 3 metres

Date Student behaviour Commentor incident

Volleyball

Name:---------------------------

The serve: ---------------------

Into net On the net Out of court

SA A D SD

Violent moviesshould be bannedon TV

Teenage smokingis a big socialproblem


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Instruments Description Examples

Portfolio orworkbook

A collection of items which illustrates thework of a student or which records eventsthat took place during the course of study. Itmay include items such as worksheets,reaction statements, essays or diagrams.

Project A comprehensive study that can be practicalin nature, such as a performance or displayitem, or theoretical in orientation, researchon a community or personal health issue.The manner of presentation may be set bythe teacher or left as a matter for studentchoice.

Gymnastics display

Personal health appraisal

Research project on a health promotioninitiative

Self assessment This strategy requires students to bereflective, to set their own standards ofbehaviour and make judgements about theirown work. It is a strategy that should beused for formative purposes only.

Video analysis of own skills performance‘I’ messagesKeeping journals on social skills

Sentencecompletion

A method of gathering information byproviding the beginning of a sentence as astimulus and inviting students to completethe sentence in their own words.

Standardised tests

My favourite food is...Child abuse is ...Corruption is ...Passive smoking is...

Standardised tests are professionallydeveloped tests that include set proceduresfor administering and interpreting results.They are a commonly used to assessmovement skills.

Tests (objective) Objective tests can be teacher-developed orstandardised. They may involve multiplechoice questions, true or false questions,completion items or matching items. Theycan assess the ability of students to recall,interpret, comprehend or apply knowledge.

Tests (freeresponse)

Free response tests, in either the shortanswer or extended essay form, provide anopportunity for students to organise,integrate and express ideas. Free responsecan be used as an assessment technique forcollecting information on student knowledge,skill or attitudes.

Board of Studies, New South Wales (1991) Personal Development, Health and Physical Education Year7-10, Support Document. Board of Studies, New South Wales, Australia


18

Developing a specific assessment taskAssessment tasks are an integral part of the students’ activities. You willneed to select the assessment method that best gives you evidence ofstudents' achievement of the Outcomes. Outcomes should be used as thestarting point in the process of planning assessment tasks.

When developing or writing an assessment task, the following are somesteps that you may find useful to follow.

1 Select students’ learning experiences and activities that you will use asassessment tasks while planning the unit of work.

2 Choose which assessment method is most suitable for the assessmenttask.

3 Develop assessment criteria by breaking down the Outcomes intoknowledge, skills or attitudes students will do in order to complete theactivity successfully,

4 Develop a manageable way of recording your assessment information:

• class or individual checklist, class grid to record observations,

• comments on students' work showing what they have done welland need to improve on,

• work samples being added to a portfolio,

• test marks,

• students’ assessments of their own performance using theassessment criteria,

• student’s assessment of their peers using the assessment criteria.

Application of the four steps above

A model of each step is shown below. You can use these samples to developyour own assessment tasks, criteria and recording methods to judgestudents' demonstration and achievement of the Outcomes.

Step 1: Select assessment tasks from students’ learning activities identifiedduring the planning of the unit of work.

Students’ learning activities selected from the sample unit of work shown inthe Units of Work section.

• Brainstorm with students the meaning of the word ‘group ‘ and list on aboard the different groups they belong to, such as family, class, team andclan.

• Ask students to describe their place in the different groups, such asdaughter, son, sister, member of a team, youngest in the class.

• Students share with the class the customs and traditions of their familyand their clan, such as special celebrations, traditions, dress and songs.

• Ask class to identify similarities and differences between these customsand traditions.

• Trainstorm with class the different members of families.


1919

Assessment task

1. Students make a personal record of different groups to which they belongand their place in each group.

2. Students write an essay on their plan to improve their sharing andcooperative skills and describe how this affects their relationships withfriends.

Step 2: Choose an assessment method suitable for the assessment task.The method most suitable for this activity will be in a written form. Studentswill record information about the different groups to which they belong andoutline their plan on how to improve their sharing and cooperative skills. Thisinformation based on the Outcomes can be stored in portfolios or workbooksas evidence of students' achievements.

Step 3: Develop assessment criteria by breaking down the knowledge,skills or attitudes from the Outcomes. The assessment criteria show whatstudents will need to do in order to complete the activity successfully.

Students make a personal record of The student’s personal record should contain the following:different groups to which they belong 1. an accurate list of all groups to which the student belongs,and their place in each group. 2. a description of their place in each group such as within the family

responses could be son, daughter or nephew, and within a sportsteam responses could be player, referee, coach or time keeper,

3. a description of their roles and responsibilities in two groups such asfamily and school.

Write an essay on their plan to improvetheir sharing and cooperative skills anddescribe how this affects theirrelationships with friends.

Assessment tasks Assessment criteria

The essay should include:

1. a description of the behaviour of others that make themfeel happy or good, and those that make them feel unhappy,sad or angry,

2. a description of the consequences of those behaviour ontheir friends,

3. a description of two or three kinds of behaviour they can practise todemonstrate sharing and cooperative skills, such as sharingtheir lunch with a friend or helping a friend to finish a task.

Step 4: Decide and develop a manageable way of recording and storingthe assessment information.This section refers to recording and how to keep a record of students’ progress.

What is recording?

Recording is what teachers do to collect evidence of students’ achievementof the learning Outcomes. The National Assessment and Reporting Policy(2003) states the purposes of recording are:

• to check students’ progress,

• to plan and program future learning,

• to report students’ progress or achievement to parents, guardians andothers,

• to inform students about their progress.


20

The principles of assessment outlined earlier in this document also apply toreporting.

Recording can be done a variety of ways including:

• checklists either whole class or individual,

• anecdotal records,

• journals,

• work samples with teacher comments,

• portfolios.

The table below relates to Step 4 of developing an assessment task andshows a sample checklist.The key for recording is for the assessment criteria developed in Step 3above, and it covers only the first assessment task.

Assessment criteria

1 Provided an accurate list of the groups to which they belong.

2 Described their place within those groups.

3 Described the roles and responsibilities for two of those groups.

Code

A met the criteria to a high standard

B met the criteria to a satisfactory standard

C needs further work to meet the criteria

Sample recording checklist for the assessment task

Name of student Task Comments

Criteria 1 Criteria 2 Criteria 3 Criteria 1 Criteria 2 Criteria 3

Nani A A A

ReportingReporting is communicating clearly to students, parents, guardians, teachersand others the information gained from assessing students' learning. TheNational Assessment and Reporting Policy (2003) outlines ways in whichstudents' progress can be reported, including:

• formal reports,

• parent, teacher and student interviews,

• certification.

It also provides details about formal reports and certification.

described groupshe belongs to

described hisplace in allgroups he listed

described his roleandresponsibilitiesfor the groupslisted

Ponu A A C described groupsshe belongs to

described herplace in allgroups shelisted

needs to knowher roles andresponsibilitiesfor the groupslisted

Kakou

Lola


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Programming

The content included in teachers' Personal Development programs dependslargely on the needs and interests of the school and the community in whichit is based. Therefore, teachers should be flexible in their programs toenable those needs to be addressed.

Options for period allocationPersonal Development has been developed as an integrated subject of 240minutes. The tables below provide a number of options for period allocationacross the grades at Upper Primary. Choose or select one that is best foryour teaching or design your own.

Option 1 1

(Using 40-minuteand 60-minuteperiods each week)

Option 2

(Using 30-minuteand 60-minute periodseach week

Option 3

(Using 60-minuteperiods eachweek)

Option 4

(Using 40-minute,50-minute and 60-minute periodseach week)

3 x 40-minuteperiods per week2 x 60-minuteperiods per week

4 x 30-minuteperiods per week2 x 60-minuteperiods per week

4 x 60-minuteperiods per week

2 x 40-minuteperiods per week2 x 50-minuteperiods per week1 x 60-minuteperiod per week

6 x 40-minuteperiods per week

Estimated numberof PersonalDevelopmentlessons in a 10-week term

3 x 10 = 30 x 40-minute lessons perterm




2x10 = 20 x 60-minute lessons perterm







Estimated numberof PersonalDevelopmentlessons in a 10 -week term

6 x 10 = 60 x 40-minute lessonsper term

Option 5

(Using 40-minute periods each week)


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Teachers either develop their teaching program individually or with otherteachers teaching the same grades. To effectively implement the PersonalDevelopment Syllabus, schools will be required to undertake a similarprocess whereby they develop a term and yearly program with specialconsideration to the following points:

• whole staff or Upper Primary staff input,

• time,

• external factors,

• support for the different elements of the Syllabus.

Whole staff or Upper Primary staff input

It is important that all Upper Primary staff involved in teaching PersonalDevelopment have input in determining the allocation of Strands andSubstrands across the grades and terms. Combining expertise within thegroup promotes a shared ownership of the yearly program. It will alsoprovide a variety of ideas and strategies with solutions on how to implementthe program with special commitment and dedication.

Time

Teachers are always given a week to develop their yearly teachingprograms. The nature of Personal Development would require discussion,evaluation and revision. It is important to provide time to make sure thatPersonal Development is programmed effectively.

External Factors

Each education year has events that have impact on the time allocated forteaching. Such situations may include:

• school carnivals, examinations, outdoor excursions, religiouscelebrations, Independence Day and other public holidays,

• promotional events such as Education Week, World Environment Dayand International Womens Day,

• weather conditions and other features associated with a particularlocation in which the school is situated.

An estimated time break-up for Personal Development

Average number ofweeks in a term

Estimated no ofperiods per term

Estimated no ofperiods per week

Total number of PDlessons in a year

Term one 11 weeks 3 x 40 min2 x 60 min

33 x 40 min22 x 60 min

55 lessons

Term two 10 weeks 3 x 40 min2 x 60 min

30 x 40 min20 x 60 min

50 lessons

Term three 10 weeks 4 x 30 min2 x 60 min

40 x 30 min20 x 60 min

60 lessons

Term four 10 weeks 3 x 40 min2 x 60 min

30 x 40 min20 x 60 min

Total number oflessons in a year

50 lessons

215 PD lessons


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Movement andphysical activity

Health of individualand population

Our culture,lifestyle & values

Living and workingtogether

Relationships

Interactions inrelationships andgroups

Cultural and personalidentity

Managing relationships

Movement andphysical activity

Roles andresponsibilities

Leisure andrecreation

Safety and movementskills

Fitness for health

Our culture, lifestyleand values

Culture Culture Lifestyle and changes Lifestyle andchanges

Health of individualsand populations

Growth anddevelopment

Personal health andsafety

NutritionUse of drugs

Community health

Living and workingtogether

Respecting rightsand freedoms

Making choices Rule of law Good and fairleaders

Insert substrandyou want taught inthis term




Support for different elements of the Syllabus

The Syllabus is structured in a way to allow flexibility when developing theyearly program. The program you develop should meet the particular needsof students, school and the community. It is essential that the PersonalDevelopment program:

• draws from all the Strands in the subjects outlined in the Syllabus,

• develops knowledge and understanding of all Strands,

• promotes skills and attitudes development outlined in the Syllabus.

Sample program for Personal Development

Sample 1: Yearly program based on the Strands and Substrands

TERM ONE TERM TWO TERM THREE TERM FOUR

Substrand Substrand Substrand SubstrandStrand

A yearly program with Strands and Substrands

TERM ONE TERM TWO TERM THREE TERM FOUR

Strand Substrand Substrand Substrand Substrand

Relationships Changing roles and responsibilities

Upper Primary Teacher Guide

24

Grade 6 Grade 7 Grade 8

Sample 2: Term or weekly program based on themes

Here is an example of a Personal Development program based on a theme.

Sample 3: Based on themes for each grade

Term

One The value of my name Playing traditional games Promoting national identity through our culture

Two

Three

Four

You should plan units of work for the whole term so that tentative programscan be given to supervisors such as head teachers, senior teachers, andinspectors for their planning and other related administrative duties. Atentative yearly or term program also helps you to determine the totalnumber of Outcomes in each Strand and the approximate number of weeksrequired to teach all of the Outcomes. This is to make sure that all Outcomesare covered by the end of the year.


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Elaborations of outcomes

Sequence of outcomes with elaborations

This section outlines each Outcome with elaborations for Grades 6, 7 and 8.The elaborations detail possible content and contexts to help you with yourplanning so that your teaching helps students to achieve the Outcomes. Thiscontent is drawn from the Strands outlined in the Syllabus.

The elaborations provide teachers with the necessary backgroundinformation, recommended knowledge, processes and skills and sampleactivities for each Outcome. You should select the content from theelaborations that best meets the needs of your students.

Upper primary teachers guide

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Sub-Strands

Strand: Relationships

Substrand Grade 6 Grade 7 Grade 8

6.1.1 Identify groups to whichthey belong such as family,friends and tribes

7.1.1 Describe different typesof families and the roles offamily members

8.1.1 Describe standards ofbehaviour that are importantto their community and tofamilies and groups to whichthey belong

Interactions inrelationshipsand groups

Recommended knowledge

Groups to which individualsbelong

family, clan, tribe, village,sports teams, classmatesclubs, religious groupsfriendship and peer groups

Influence of groups

· behaving and dressing in aparticular way

· ownership of properties

· involvement of females indecision making

Recommended processesand skills

· research and gatherinformation

· conduct surveys

· analyse different groups andtheir influences

· use questionnaires

Suggested activities

· interview and collectinformation on differentgroups

· list groups students belong toand their influences

· explore how names are usedto identify individuals andtheir relationships with others

· suggest ways to be a positivemember of a group


Types of families

extended family, nuclearfamily, single parent, de factoblended, polygamous (severalwives), polyandry (severalhusbands)

Roles of different types offamily

· help meet basic humanneeds

· provide respect, comfort,love, security

· provide support for healthyand happy living

The importance of thefamily and other groups

· satisfy our physical needs

· provide parenting skills andguidance

· responsible for social,emotional, intellectual andspiritual needs


· communicate and cooperatewith others

· develop skills to make gooddecisions

· negotiate and handle familyand group issues in positiveand peaceful ways

· be assertive


· research and gatherinformation on types ofrelationships

· identify and comparesimilarities and differences

· consider options on how tomaintain and promotepositive relationships

· set goals

· make a list of responsibilitiesof people in differentrelationships


Standards of behaviour

· degree of respect, opennessand trust

· level of intimacy and physicalcontact

· being positive

· stand up for our rights

· listen to others

· make good decisions

· give and accept compliments

Assertive behaviour

· stand up for one's right withoutputting others down byspeaking confidently anddealing with criticisms in apositive way

Aggressive behaviour

· behave without considering thefeeling of others

Submissive behaviour

· makes decisions withhesitation or pretends thatconcerns and issues are notdifficult


· making decisions

· making judgments

· suggesting solutions

· communicating and interactingeffectively with others


· explain reasons for havingrules in the family

· discuss factors or behaviourthat make a relationship goodor bad

· compare different cultural andpersonal values and how theyinfluence relationships


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Grade 6 Grade 7 Grade 8Substrand

6.1.2 Identify different typesof relationships and howpeople interact with eachother

7.1.2 Develop codes ofbehaviour appropriate todifferent relationships andgroups

8.1.2 Examine the rights ofindividuals in different formsof relationships


Different types ofrelationships

For example child– parent, peer group, student– teacher, sibling (brother or

sister), player– coach, doctor– patient, boyfriend – girlfriend,

employee – employer

How people interact witheach otherFor example a child and parent· work together· help each other· support one another· show love and concern· listen to each other

Skills for maintaining positiverelationships and skills fordealing with negativerelationships

· expressing feelings· assertive, non aggressive

communication· resolution of conflict· dealing with sexual

harassment, abuse or violence

Changes that occur inrelationships

· birth, death, divorce, moving,illnesses, conflict, marriage,remarriage

· coping with change, loss or grief· influence of family change on

self and other family members


· team work and cooperation· dealing with conflict· communicating with others· listening attentively· making decisions


· gather information aboutdifferent relationships

· make a list of all the groupsto which you belong otherthan your family and whatyou get from each group

· list reasons for change inrelationships


Codes of behaviour fordifferent relationships

· being assertive

· making good decisions

· developing respect

· feeling positive about youand others

· listening to people's opinions

· recognise needs of others

· develop positive values suchas being trustworthy, helpfuland sharing

· dealing with bullying

Resolving conflicts ofdifferent expectationsGroup: family – childBehaviour: listen attentively,and respectfully

Reasons for behaviour:

· to understand, makeappropriate decisions,behave appropriately for thatgroup and to know theexpected group behaviour


· listen attentively

· set goals

· develop and maintainrelationships

· develop conflict resolution skills

· use assertive, non-aggressivecommunication


· explore and identify types ofrelationships and ways ofdeveloping them

· brainstorm behaviour thatpromote positive relationships

· write an essay on how todevelop and maintain arelationship

· describe how a goodrelationship makes you feel


Rights of individuals indifferent relationships

· right to think for themselves

· right to speak for themselves

· right for freedom fromdiscrimination

· right to life

· right to name and nationality

· right to health andhealthservices

· right to a standard of living

· right to parental care

· right to education

· right to protection frommistreatment

· right of parents to respect

Equality and inequality inrelationships

· aggressiveness, power orlack of power,interdependence


· finding information from avariety of sources

· analysing the information

· using questionnaires


· discuss ways to uphold thelaws that guarantee equalrights for men and women

· discuss their opinions oncertain rights of individualsand how they can affectrelationships


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Cultural andpersonalidentity

6.1.3 Describe themselvesthrough images

7.1.3 Describe differencesbetween people and theirsimilarities

8.1.3 Explain how differentways of describing peopleinfluence how people valueand treat themselves andothers


Different ways people arenamed

· the origin and reasons forfirst name, clan name,father’s name, surname

· different characteristicspeople have such asphysical differences,interests, mannerisms thatcan be personal or familytraits

How you see yourself

· positive person

· negative person

· cooperative, honest

How others see you

· concern for others

· helpful

How I feel about how othersand I see myself

· the affect of positive andnegative words used todescribe peopleWays inwhich individuals canunderstand and supporteach other

· listen attentively,respectfully, understand

· make appropriate decisions

· behave appropriately for thatgroup


· explaining and describing

· listening attentively

· making decisions

· demonstrating positiveattitudes and skills


· write a description ofthemselves and of a friend

· state how they feel and seethemselves and how otherssee and feel about them

· role play situations whichhighlight low and high selfesteem


Differences and similaritiesbetween people

· different groups such asclan, sports, hobbies,religion, age, gender, andlanguage

· characteristics of people ingroups

- may have in common

- activities, values, dress,diet, and interests

· ways groups interact toshare values

- open discussion, being told,copying, tradition, andopportunity

· signs, values and purpose

· identity is shaped by others.for example, non-smokersmay smoke to be part of agroup

· we all have identities thathave been shaped and areexpressed in different ways,for example; food, languageand dress


· clarifying own values

· interacting effectively withothers and the environment

· thinking critically


· identify and list differentcultural groups’ similaritiesand differences

· describe how they showrespect for the differences byidentifying and statingreasons


Ways of describing peopleand influencing how peoplevalue and treat themselvesand others

· words used to describepeople can be positive ornegative

· examples of describingphysical factors: large,small, tall, short, fat, thin

· examples of describingdescribe social factors:friendly, honest, caring,angry, aggressive, bossy

· examples of describingcultural factors: clothes,decorations

· examples of describingintellectual factors: smart,stupid, quick, slow, clever,useful

· stereotyping anddiscrimination might affect thetype of friends you choose,where you live, the work youdo, the sport you play, theperson you marry, your wayof doing things, the food youeat and the way you dress

Coping and treating othersso their traditions arerespected

· understanding the uniqueways and traditions of others

· respecting differences


· researching information

· analysing situations

· evaluating and drawingconclusion

· demonstrate positiveattitudes


· research and write an essayexplaining how stereotypesand discrimination affect aperson’s sense of identityand relationships


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Changing rolesandresponsibilities

6.1.4 Describe changing rolesand responsibilities in familiesas they grow

7.1.4 Outline how taking ondifferent roles affectsrelationships, attitudes andbehaviour

8.1.4 Outline their currentroles and consider howpositive role models canaffect how they carry outthese roles


Roles and responsibilities

· parents are providers,nurturers, mentors, guides,and their responsibilities areto love and care for theirchildren

· children are learners andtheir responsibilities are tolove and respect theirparents

· extended families areadvisors and supporters andtheir responsibilities are tolove and respect the family“

· referees ensure games areplayed according to therules

· players play a gameaccording to the rules so asto win, or have fun, or makefriends, or keep fit

· leaders guide a grouptowards a common goal

Changing roles andresponsibilities

· males may now be lookingafter babies, marketing,shopping and cooking

· females may now be leadersand politicians


· research information

· describe different roles andresponsibilities

· role play


· conduct a survey to find outdifferent roles andresponsibilities in differentsituations

· identify some traditionalroles for men and womenand roles that havechanged, and discuss thecauses of these changes

· describe how they cansupport the roles andresponsibilities for groupsthey are part of


Roles and the effects onrelationships, attitudes andbehaviour

Some effective ways ofworking with peers on rolessuch as leader, team memberand coach are to:

· discuss common problemsand find solutions together

· speak kindly and clearly,openly and honestly, whencommunicating with others

· assist each other when thereis work to be done

· be patient with each otherand tolerate mistakes

· behave in a trustworthy waywith each other

Some changes of behaviourthat can happen when rolesare changing in positiveways

· show respect for the persontaking on your previous role

· try hard to perform the newrole in ways that work well


· communicate effectively

· identify changes and actappropriately

· participate with others

· perform to the best of yourability

· support others


· choose a group and aphysical activity

- list the roles andresponsibilities required ofthat group

- describe theresponsibilities that youcan carry out

· suggest how taking on theseresponsibilities can affect therelationship, attitudes andbehaviour of members of thegroup


Some characteristics thatpositive role models have

· facing up to problems

· being organised

· recovering from setbacks

· persistence anddetermination

· having a dream, a goal

Some characteristics thatare necessary for students’current roles

· confidence

· courtesy

· determination

· striving for excellence

· flexibility

· being organised

· facing up to problems

· having a dream, a goal


· gather information

· analyse information

· make choices

· evaluate results.


· do a short survey of differentfemale and male role modelsand state reasons forchoosing them

· list and discuss somecharacteristics of positiverole models

· select a role model studentswish to follow and havethem:

- state reasons for theirselection

- indicate somecharacteristics that theirrole model does notpossess


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Managingrelationships

6.1.5 Demonstrate sharingand cooperative skills

7.1.5 Demonstrate skillsneeded to maintain effectiverelationships

8.1.5 Describe ways in whichrelationships form, develop,adapt and end


Some behaviour that affectrelationships are:

· listening or not listening

· sharing or being selfish

· thinking positively aboutothers or thinking negativelyabout others

· finding peaceful solutions orbeing angry and violent

· accepting differences asstrengths or beingprejudiced

· cultural differences canaffect relationships throughdiffering beliefs, values,language, food, marriageand laws

· respect for the value andattitudes of others



· demonstrating cooperativeand sharing skills

· solving problems peacefully

· interacting positively

· developing friendships


· write down behaviour ofothers that make them feelhappy or good and thosethat make them feelunhappy, sad or angry

· describe how thesebehaviour affect theirfriendships with others

· discuss a plan of how toimprove their sharing andcooperative skills


How to maintain effectiverelationships

· listening, speaking kindly,finding peaceful solutions,looking at the issuespositively

· reporting to an appropriateauthority

· being assertive without beingaggressive (speaking kindlyand firmly)

· thinking positively aboutthemselves and others

Behaviour that can lead tothe breakdown ofrelationships

· people show anger andfrustration by shouting, ornot cooperating, opposing,fighting, or not listening toothers

· people are harassing andbullying others when theyhurt others deliberately, putdown or humiliate anddisrespect others


· gather information byobserving and questioning


· communicating effectivelywith others

· giving and receivingcompliments

· problem solving skills

· evaluating issues and actingappropriately


· identify and describe ways tomaintain healthyrelationships and list thenecessary skills

· think about two people, oneyou communicate well withand one you do not

- describe your relationshipwith each person and givereasons for it

- discuss ways to maintain orimprove your relationshipwith each person


How relationships form,develop, adapt and end

· a good relationship orfriendship is when a personshows another respect,courtesy, compassion,kindness, patience, love,generosity, loyalty and trust

· changes in friendships andrelationships can happenwhen someone moves,passes away, learns newthings, completes orachieves something

· we can adjust positively byvisiting and communicatingwith friends who haveshifted, accepting supportfrom other friends, listeningto each other, sharing ideasand celebrating together


· approaching and joining in

· negotiating

· speaking and requestingpolitely

· listening attentively andasking questions

· demonstrating positiveattitudes


· research and listcharacteristics of a goodfriendship

· discuss how newrelationships are formed andhow to adjust to the changesand needs of a relationship

· describe ways of how to dealwith ending relationships andthe type of support to give tothose who need it


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Strand: Movement and physical activity

Movement skills 6.2.1 Demonstrate movementskills and sequences in arange of physical activities:games, sports and dance

7.2.1 Link a series oflocomotor and non locomotorskills using equipment ingames and sports

8.2.1 Implement strategies ingames, using and adapting arange of locomotor skills


Movement skills used in arange of physical activities

· hand-eye coordination, forexample, when throwing aball: look at ball, look whereball is going and put armthere

· throw for speed, distance,accuracy and height

· move to catch differentlyshaped objects

· balance of different bodyparts on and off apparatus toshow stability

· float and use sculling actionsto conserve energy forsurvival in water

· perform set body actions intime to rhythmic or musicalaccompaniment

· coordinate with others ingames which use strategiesand team effort

· develop control andcoordination of basicmovements


· hand-eye coordination

· throwing and catching

· balancing

· performing set body actions

· control and coordinate basicmovements


· explore and practisemovement skills used indifferent games common intheir area

· select a game of interestand identify and practiseskills they can perform

· choose one skill from thegame and explain how thisskill will be used to improvetheir performance

· practise particular skill tillthey are able to perform well


Linking simple locomotorskills

· combine running, jumping,hopping and skipping

· taking off and landing usingone foot or two feet

· travel taking weight ondifferent body parts such ashands

· travel through water usingdifferent arm and leg actions

Linking simple non-locomotor skills

· rhythmic actions with handsand feet in personal spacesuch as clapping hands orclicking fingers

· spin, jump, turn and twist inpersonal space

Linking locomotor and nonlocomotor skills

· balance, rock then roll

· run, jump then balance

· travel on a piece of woodusing hands and hang invarious shapes

· explore ways in whichgroups control individuals bysetting of rules


· perform movement skills

· control and coordinate bodymovements

· balancing

· observing and performing

· linking movement skills


· select and practise skillssuch as hopping, runningand rolling

· practise games skillsemphasising a specific skillsuch as coordination andspeed

· make up a game thatcombines skills you learnt asa child and what you learntand like now

· play the game with modifiedskills and rules


Strategies in gamesadapting a range oflocomotor skills

· apply tactics and simpleconcepts like attack anddefence in games

· deny space and time to stopopposing team from scoringa goal by using one to twodefence players to preventthe other team scoring

· coordinate with others ingames which set strategiesand team efforts

· improve movement skillsthrough practice

· use mechanical principles ofmovements such asmomentum, pathways,distance of movement

· make movement safe toavoid injuries to the body



· analyse skill

· practise performance

· apply appropriate skill

· evaluate skill performance toimprove


· apply skills to activities orgames commonly played inyour area and practise thenecessary skills and tactics

· write down the skills to playa game in the order youthink the skills should belearnt

- justify why you chose theorder you did for eachactivity

· play a particular game usinga variety of tactics and skillsrequired for the game

· evaluate your performanceand suggest ideas how toimprove your weaknesses


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Movement skills 6.2.2 Design movementsequences to allow fordifferences in ability

7.2.2 Perform movementskills that demonstrate bodycontrol

8.2.2 Provide feedback onthe performance of oneselfand others based onmovement control andimprove performance in agame


Movement sequences fordifferent abilities

· movement sequences areformed from a series ofmovement skills such as:dribble and throw fordistance or for accuracyusing a shoulder pass

· run and jump for distance

· take into account the abilitylevels when designingmovement sequences forthemselves and others

· improve personalperformance for specificmovement skills andmovement sequences


· classifying movementsequences

· combining basic locomotor,non-locomotor andmanipulative skills

· demonstration of movementsequences

· performance of skills

· evaluation of skills


· select a combination ofbasic movement skills

· observe how they should beperformed then practise theskills

· combine these skills intoroutines or sequences

· practise movement skillsand sequences till youperform them well

· combine sequences of teammembers of different abilitiesto create patterns, teamwork and set plays


Movement skills thatdemonstrate body control

· movement skills are learntfrom observing, practising,building on skills andmastering the skills withbody coordination andcontrol

Examples of movementskills that require bodycontrol

· throw for speed, distance,accuracy and height

· move to catch differentshaped objects

· balance on different bodyparts on and off apparatus toshow stability

· perform set body actions intime to rhythmic or musicalaccompaniment

· turn or twist correctly whenexecuting body movements


· throw and catch

· balancing

· performing with bodycoordination

· turning and twisting withbody control


· combine a sequence oflocomotor and non-locomotor skills todemonstrate coordination,flow and timing

· select skills from games thatrequire body control andpractise them

· play a mini-game withemphasis on movementskills requiring body controland coordination


Competent movement skills

· specialised skills relating tomajor games includingindividual games or teamgames such as football,cricket, soccer, hockey,netball, water polo ordisabled sports

· range of motor skills thatrequire body control andcoordination

· movement sequences thatinvolve linking three or morebalance positions

· competence in specialisedmovement skills increasesoptions for participation ingames, aquatics andathletics


· perform movements withcorrect action

· improve movement skillswith control, coordinationand purpose

· apply skills appropriately

· self and peer evaluation


· identify strengths andweakness and setbacks inperforming movement skillsand sequences

· analyse performance ofskills and make a tally ofinformation gathered

· suggest ways to maintainstrengths and improveweaknesses whenperforming competentmovement skills


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Fitness forhealth

6.2.3 Describe what it meansto be fit and demonstrateactivities that promote health-related fitness

7.2.3 Participate in a varietyof physical activities thatcontribute to the developmentof particular components offitness

8.2.3 Design a personalfitness program


What it means to be fit

· being able to participate ineveryday activities withoutgetting tired

· being able to relax the mindand muscles

· being able to recover breathquickly after exertion

· feeling happy and energetic

· getting along well withothers

Activities that promotefitness

· walking, jogging, swimming,dancing, cycling and walkingup the mountains promoteheart and lung fitness andmuscular strength

· stretching promotes jointmobility

· climbing and swimming

· stress need for eating theright food, diet




· summarise information

· role play activities that canpromote health


· conduct a survey in yourcommunity to find out whatpeople think about fitness,what they do to keep fit andhow important they seefitness

· indicate two types ofexercise that a person doesregularly

· analyse the informationgathered and summarise todefine what fitness meansand explain why it isimportant

· list activities that one can doto promote health andfitness


Activities that contribute toparticular components offitness

· continuous running,swimming and walkingcontribute to cardiorespiratoryendurance

· regular stretching of bodyjoints contributes to flexibility

· lifting weights andparticipating in weight-bearing activities where armsand legs contribute tomuscular strength andendurance

· participate in social andrecreational activities orother community activitiessuch as cutting grass,gardening, dancing andphysically helping community

Health-related fitnesscomponents

· aerobic capacity

· muscular strength andendurance

· flexibility

· body composition


· demonstrate different fitnesscomponents such as:muscular strength,endurance, aerobic fitness,flexibility, coordination, powerand speed, balance


· list all the competitive andnon competitive physicalactivities in which you havetaken part

· participate and perform arange of fitness activities

· participate in daily activitiesthat help improve fitness

· keep a log of how much timeeach day is spent on thesefitness activities


Fitness components

Fitness is divided into partscalled fitness componentsthat include:

· strength

· power

· flexibility

· muscular endurance

· stamina or aerobic capacity

· agility

· speed or anaerobic capacity

· body composition

· balance and coordination

Personal fitness programwith principles of training

· balanced diet for energy

· physical activities for fitnessincluding muscle endurance,intensity, aerobic work,timing, duration andfrequency

· monitor and progressivelyincrease exercise duration

· rest and recovery time

· type of activities




· participate in physicalactivities

· practise fitness tests andmeasures

· design fitness program


· make a list of fitnesscomponents that you needto improve:

- choose activities youwould like to do to improveeach component

- perform activities to fitlifestyle and how long youhave to exercise

- indicate your rest days

- outline how you willevaluate program andmake changes


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Safety 6.2.4 Identify rules anddemonstrate safetyprocedures in play andgames

7.2.4 Develop procedures fordealing with unsafe oremergency situations

8.2.4 Demonstrate behaviourthat influence personal safetyand the safety of others ingames and play


Rules and safety procedures

· move into space to receivethe object of play from teammembers

· dodge to avoid contact withothers in non contact games

· communicate with others tocoordinate play

· cooperate with team membersto score runs or goals

· respond to officials' decisions

· twist and turn correctly

Causes of injuries

· lack of training

· inappropriate safetyequipment

· disobeying rules and safetyregulations

· unsuitability of environment

· taking risks

Risks in the environment:

· examples include snakes,rubbish and sharp objects

Dealing with risks

· first aid

· treating cuts, scratches,minor burns and bleeding

· procedures for seekingassistance from teacher,parent or elder


· demonstrate safetyprocedures

· describe unsafeenvironment

· create and write up safetyrules

· practise first aid


· choose a game and alocation

· draw up rules for the game

· illustrate important safetytips to watch out for andstate how to seek assistance

· simulate a situation, where aperson is injured and practisefirst aid skills necessary forthat situation


Safety procedures

· assist victim in difficulty

· leave and report violent orabusive situations

· seek assistance or advice

· identify and assess risks orhazards to self and others

· learn self-defence

· devise action plans andimplement ways to minimiserisks

· learn first aid basics

Risk taking

· some risk-taking behaviourhelps you to develop into aresponsible person whileother risk taking can bedestructive to people

· examples of positive risktaking includes savingsomeone's life andpreventing accidents

· examples of negative risktaking behaviour includesactions that could causedeath, injury, pain,embarrassment or grief


· research risky situations

· making choices

· discuss safety measures

· demonstrate strategies toavoid risks

· demonstrate first aid skillsand procedures


· list three activities you havetaken part in recently thatinvolved risks:

- write down the risks

- suggest how you couldhandle those risks to avoidaccidents taking place

- list the risks involved in asport you play

- write down how you canavoid risk of injury


Assessing risk

· reliance on feelings

· testing

· instinctive responses

· analyse factors that causespecific accidents

Behaviour that influencesafety

· learning first aid

· being assertive

· seeking advice and assistance

· taking precautions

· recognising danger signs

· being supportive

· avoiding unsafe situations

· developing positiveattitudes·and skills

· conducting safetyawareness.

· outlining importance of injuryprevention

Unsafe behaviour andattitudes

· acting without thinking

· showing off

· rushing or refusing to dosomething

· careless and thoughtless

· aggressive and irresponsiblebehaviour


· recognising danger signs

· being assertive

· discussing how to be supportive

· describing ways to seekassistance

· making decisions

· acting appropriately indifferent situations

· demonstrating first-aid skills


· write a list of behaviour thattend to cause accidents

· role play two behaviour fromlist and show how theycause accidents

· make a list of safety tips thatwould prevent accidents


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Leisure andrecreation

6.2.5 Describe what is meantby leisure and recreation andtake part in a variety ofrelevant leisure andrecreational activities

7.2.5 Plan different strategiesto promote participation inrecreational and leisureactivities

8.2.5 Describe how peopleand facilities influence thechoice of recreation, sportingand leisure activities


What is leisure andrecreation?

· activities people do on theirown or with others for achange from normal activities

Advantages of recreationalactivities

· decide when to play, howlong for and with whom

· no need to compete unlessyou want to

· develop own fitness

· develop new friends andskills

· have fun and relax the mind

Community leisure andrecreational activities

· bush-walking, mountainclimbing, fishing, swimming,sailing, camping



· conduct surveys

· classify information

· consider options

· design awareness programs

· participate in leisure andrecreational activities


· conduct a survey in thecommunity to find the typesof leisure and recreationalactivities people do and why

- analyse the informationand classify into two groups

- activities that have set rulesand regulations and thosethat do not

· discuss most suitable timesto participate in leisure activities

· discuss ways of improvingleisure facilities andrecreational activities

· create more awarenessabout existing facilities anddiscuss how to promotegood health

· select a leisure activity toparticipate in and statereasons


Strategies to promoteparticipation

· promote an activity for aselected group such asstudents with disabilities,young students or girls

· propose ways to improveaccess for women and girlsto physical activity

· start fitness and skillworkshops

· work out when to participatein recreational activities

· organise team competitionsin games like netball, softballand volleyball

· discuss ways to accessfacilities

· promote a sport for buildingcommunity relationshipsrather than just winning

· suggest ways to acceptlosing


· investigate how differentactivities are conducted

· interview people to gatherinformation

· assess the relevance ofdifferent activities

· conduct an awarenessraising campaign


· design a questionnaire andinterview different groups ofpeople to find out howrecreational activities can beimproved or promoted

· organise the informationgathered and suggestreasons for what ispresented

· suggest or propose ways toimprove or promote a leisureactivity for selected groupsof people and describe howit will benefit the community


Factors that can influencethe choice of recreation,sporting and leisure activities

· type of services available

· quality of facilities

· how much access peoplehave

· comparison of male-femaleparticipation

· the community's needs fordifferent recreational andleisure activities

· level of skills needed

· time, cost and location offacilities

· media coverage

· type of activities available inboth urban and rural areas


· using interviews to gatherinformation

· categorising information

· assessing the relevance andsuitability of the activity

· developing strategies

· cooperating in a group task

· creating solutions


· research recreationalactivities people undertakein urban and rural areas

· discuss and list reasons forthe type of activities that arechosen by people in thoseareas

· suggest a few activities youwant promoted in aparticular area and stateyour reasons

· describe an activity you wantintroduced in the area youlive

- explain why

- suggest a group of peopleyou would most prefer toparticipate and state yourreasons


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Roles andresponsibilities

6.2.6 Identify differentresponsibilities attached todifferent roles in games andsport

7.2.6 Describe how taking ondifferent roles affectsattitudes, relationships andbehaviour

8.2.6 Develop effective waysof communicating andcooperating in team games


Different roles

· these include coach,spectator, leader, manager,captain, referee, player,team member, judge orscorer

Some responsibilities of ateam member

· perform to the best of theirability

· turn up to practices andperformances on time

· attend training

· follow instructions

· support others

· report things that may causedanger, accidents or problems

· play fair

Responsibilities of a coach

· develop performers' skillsand fitness

· encourage fair play

· discipline performers

· ensure a safe environmentto prevent injury

Rules and purpose

· ensure fairness in a game

· prevent injuries and aggression


· role play roles andexpectations of variousgames and sports

· demonstrate how to controlemotions, attitudes andother related behaviour

· experience the feeling ofbeing the referee

· take on different roles


· research and find out the typesof roles and responsibilitiesinvolved in a physical activity

· choose a physical activity inyou normally participate inas a member of a team

- discuss and list theresponsibilities that youcarry out and those youneed to improve upon


Codes of behaviour forvarious roles

· player plays by the rules, isnon-violent, involves othermembers of the team, takesnotice of captain or coach

· spectator does not shout orintimidate, but is supportiveand encouraging

· referee knows and adheresto the rules and is fair to bothsides

· coach develops performers'skills and fitness,encourages fair play,disciplines performers andtries to prevent injury

Effects of different roles

· creates new relationships

· develops understanding fordifferent roles

· recognises the importance ofrules and laws

· improves approaches andattitudes to activities


· observing behaviour orperformance

· demonstratingresponsibilities

· role play

· cooperating in team work


· observe a game or physicalactivity performed by a groupand list the roles andresponsibilities you observe

· write an essay to explainyour view on how differentroles were undertaken withthe responsibilities

- describe the weaknessesand the strengths

- suggest ways to improvetheir weaknesses next timethe game is played


Ways to communicate andcooperate in team games

· select and play a game withrules and procedures andcommunicate with players ofdifferent abilities

· establish criteria to evaluateperformance

· get feedback from others,both verbal and non-verbal

· practise to consolidatetechnique

· think and contributepositively

· provide feedback to others

· feeling of acceptance

· identify different socialsituations and matchbehaviour

· intervene appropriately andadvocate on behalf ofpeople from differentcultures


· listen effectively

· follow rules

· practise negotiation andconflict-resolution skills

· make decisions

· provide feedback


· think of a sport or teamgame you play and describesome of the relationshipsand skills that you havelearnt in this sport

· discuss and list all thenecessary skills, attitudesand behaviour required toplay as a team

· describe how to play andcommunicate morepositively in a team game

· outline what you will do to beable to enjoy the game


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Culture andvalues

6.3.1 Describe the customs,rituals and traditionsassociated with local culturalgroups and consider howthey influence family andcommunity life

7.3.1 Discuss what can bedone to maintain culturalpractices valued by thecommunity

8.3.1 Consider how traditionalcultures and customscontribute to a nationalidentity


Cultures of local groups

· consider cultural customs,beliefs and traditions suchas trading, dancing andinitiation groups, food,dressing, making new houseor garden, social hierarchy,marriage celebration andrecognition

Cultural symbols

· importance of symbols suchas necklace whichsymbolises place

· traditional money such asshells, dogs’ teeth, snakeskins, nuts

· tattoos, dress, food andlanguage

Changes in customs andtradition

· dress, food, language,shelter and ways of fishing,gardening

Positive and negativeeffects of change

· pride in traditional dress

· greater variety of food

· increased expense of food

· access to unhealthy food


· researching and gatheringinformation

· preserving cultural traditionsand customs

· reinforce the value ofrespect


· invite elders to speak abouttheir culture and thechanges they have noticed

· discuss and describe wayscultural practices influenceour way of life, for example,dressing, food, transportand language use

· suggest ways to preserveappropriate culturalpractices and beliefs for thefamily and community


Maintaining valued culturalpractices

· promoting our own culturesthrough shows, art festivalsand dances

· practice and performance ofdifferent cultural elementssuch as language, dressingand food

Celebrations and theirpurposes

· development of feelings ofcommunity

· celebration of differentbeliefs such as Christian,Muslim, other spiritual beliefs

· national pride and identity

Behaviour associated withcelebrations

· acceptance and respect ofthe unique features of othercultures

· familiarity and appreciation

· sensitivity to specific culturalpractices


· researching and gatheringinformation

· demonstrate how topreserve cultural traditions

· participate in culturalpractices


· conduct a survey to find outcultural customs and beliefsfor a particular area

· investigate some reasonswhy some customs, beliefsor other cultural practicesare valued more than others

· explain how those culturalpractices can be maintainedor improved


Traditional cultures andcustoms

· maintain and value culturesand customs in PNG; suchas dance, dress, food,language, ways of buildingshelter, trade and money

· practise traditional culturesand customs during nationalevents or gatherings

National identity

· show our national identitythrough symbols such asflag, emblem, anthem,currency, parliament,animals and plants

· celebrate national days suchas Independence Day andRemembrance Day

· discuss how we use ourcultural identity to develop anational identity throughlanguages, food and dress


· identifying similarities anddifferences

· classifying

· debating issues


· research and illustratecommon aspects of culturalgroups in different regions

· make a list of elementscommon to all regions

· describe how aspects oflocal cultures contribute tonational identity

· discuss values and how weshow pride in differentaspects of our culture

· debate whether one of ourthree commonly spokenlanguages: English, Motuand Pidgin, be used as ournational language instead ofusing all three

Strand: Our culture, lifestyle and values


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Lifestyleandchanges

6.3.2 Outline the effects ofchanges in communitylifestyles over a period of time

7.3.2 Explore changes in thephysical and economicenvironments and how theyaffect their lifestyle

8.3.2 Compare a range oflifestyles and outlineelements of a lifestyle theywould prefer in the future


Effects of changes incommunity lifestyles

· different ways of living,dressing, types of food,trade, spiritual beliefs,physical changes andlanguages

· lifestyle: ways of dressingfrom traditional costume tomodern clothes

· type of change: grass skirts,tapa cloth and leaves tocotton and silk clothes

· effect: can be expensive, ifimported, cash is needed

· what I should do: dressappropriately for differentoccasions, dress proudly intraditional dress and modernclothes when it isappropriate


· gathering information

· analysing information

· applying appropriate actions

· evaluating the actions forimprovements


· conduct a survey to gatherinformation on changes thathave occurred in thecommunity and ask peopletheir opinion on thosechanges

· compile findings andindicate the changes in twogroups, major and minorchanges and state what hascaused those changes

· write an essay to:

- describe positive andnegative effects of changeson community lifestyles

- suggest ways they couldretain things that thecommunity may lose dueto the change


Changes and their effectson the physical andeconomic environment

· changes in building stylesimprove safety and hygiene

· roads improve safety andaccess to markets, schoolsand health services

· reservation of land providesrecreational and communityactivities

· changed farming methodsimproves and allows newcrops, increases the varietyof foods and products

· hospitals and healthservices lead to improvedcommunity and personalhealth

· clean water reduces risk ofwater-borne diseases

· electricity improves livingconditions

· new and well-maintainedschools provide educationalopportunities

· clearance of land forcommercial practicescauses damage to land,rivers, wildlife, pollution, lossof farming lands and water


· investigate changes

· think critically

· make decisions

· demonstrate how to takecare of environment


· conduct an excursion to asite with many changes,identify and list changes

· research physical, socialand environmental changesfrom other places and notethe causes of those changes

· explain how changes have apositive and negative affecton the lifestyle of people andthe community


Range and preference oflifestyle and their elements

· range of a variety oflifestyles such as:village life with traditionalhousing and diet with basicservices;town life with modernhousing and diet and basicservices;city or suburb with betterquality and quantity ofservices and modernhousing

Factors affecting choice oflifestyle

· preservation of tradition

· access to education

· access to employment

· ability to travel


· investigate changes

· think critically

· make decisions

· demonstrate how to takecare of environment


· research, from a variety ofsources, the type ofopportunities and choicesavailable to enable them tolive the lifestyle of theirchoice

· analyse their findings anddescribe some elements ofdifferent lifestylesdiscovered from theresearch

· select a choice of lifestylethey may prefer

- give reasons for choosing it

- describe how they willachieve the goals of theirpreferred lifestyle


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Strand: Health of individuals and population



6.4.1 Describe the stages ingrowth and development andthe health needs at variousstages

7.4.1 Explore the functions ofdifferent systems and parts ofthe body

8.4.1 Identify and describebehaviour that promotesgrowth and development,taking into account heredityand environment


Stages of growth anddevelopment

· infancy, early childhood,childhood, adolescence,adulthood, old age

Areas of development

· physical, intellectual, social,emotional

Factors that influencegrowth and development

· exercise, diet, rest andsleep, safety, absence ofillness and disease


· gather information throughresearch

· describe stages of growthand development

· explain ways to care for thebody


· research various sourcesabout different stages ofgrowth and development

· interview someone youknow very well who isbetween young adulthoodand late adulthood

- ask the person about thechanges andresponsibilities he or sheexperienced

· list changes that haveoccurred to that person’sway of life

· discuss and describe factorsthat influence the growth ofan individual


Main functions of thereproductive system

· Male reproductive system

- function of penis, foreskin,scrotum, testes, urethra,sperm

· Female reproductive system

- function of vagina, clitoris,cervix, ovary, ovum,fallopian tubes or oviducts,uterus

Beliefs about conception

· within marriage

· economic and social aspects

Process of conception

· including:

- release of ovum (egg)

- release of sperm intovagina

- fertilisation of egg by sperm

- formation of zygote

- passage of zygote in oviduct

- division of zygote to formball of cells called anembryo

- embryo implants into liningof uterus

Behaviour

· importance of using correctnames and respect for body

· responsibility of individualsto care for their bodies byprotecting themselves fromillness and disease


· classifying and organising

· drawing diagrams andlabelling body parts correctly

· making decisions


· draw diagram ofreproductive systems,indicate functions of eachpart

· describe how body parts canbe taken care of with reasons

· describe function of parts ofmale and femalereproductive systems


Behaviour that promotesgrowth and development

· balanced diet

· fitness and exercise

· rest and leisure

· mental exercises such asreading

· cleanliness and personalhygiene

· love and care

· family, community andfriends' support

Responsibilities of parents

· balanced diet

· not smoking or using drugs

· no alcohol

· caring for the foetus duringpregnancy


· research information byinterviewing

· analyse different situations

· make decisions

· take appropriate actions


· make a list of your physicalfeatures and personalitycharacteristics that aresimilar to those of yourmother and father

· research and list differentbehaviour and conditionsthat promote or lessengrowth and development

· describe how our familiesand cultural groupsinfluence growth anddevelopment

· describe the roles andresponsibilities of parentsand how they help topromote the development oftheir children


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6.4.2 Explore influences ofinherited characteristics andenvironmental factors ongrowth and development

7.4.2 Describe physical,social and emotional changesin both boys and girls duringpuberty

8.4.2 Outline issues arisingfrom differences in rates ofgrowth and development andhow individuals manage thechanges


Inherited characteristics

· genetic determination ofcharacteristics such asheight, shape of body, facialfeatures, skin colour andtype of hair

Environmental factors

· physical living conditions:exercise and rest

· social and emotional:support from families andrelationships

· intellectual: information weobtain, programs we watch,conditions of our lives

· body build and shape:effects of location, diet, typeof shelter

· security

· personal habits

· availability of resources

· exposure to risks

Actions to promote growth

· social: say ‘no’ to peerpressure, use skills tomanage relationships, reportbullying, racism andharassment

· biological: manage changesassociated with puberty

· environmental: monitor landand water quality


· research inherited featuresthat influence growth


· skills to care for the body

· how to say ‘no’ to peerpressure


· research and describesocial, cultural andeconomic factors that affectyour health and growth

· draw a concept map of howthese factors link and discuss

· suggest ways to handlefactors that may have anegative effect or impact onhealth and growth


Physical changes

· height, weight and changingbody shapes

· secondary characteristicssuch as facial and pubic hairand development of breastsand onset of menstruation

Social changes

· strong involvement withpeers

· greater independence

· experimenting with newrelationships

· development of sense ofpersonal sexuality

· development of values,beliefs and behaviourassociated with andinfluenced by traditionalperspectives of masculinityand femininity

Emotional changes

· boys and girls experiencestrong emotions such aslove and hate, likes anddislikes, being aggressive,being idealistic, being criticalof others and arguing easily


· exploring and investigating

· discussing and askingquestions

· discussing sensitive issuesopenly

· identifying body changes·describing options andtaking action appropriately


· research and list social,physical and emotionalchanges in males andfemales during puberty

· discuss how to managechanges associated withpuberty


Issues

· adolescence is a time ofchange, especially inrelation to feelings such assexual preferences, friends,family, body andentertainment

· romantic love: a type ofrelationship common inadolescence

· adolescents experience abroad range of feelings suchas embarrassment orshyness associated withslower or fasterdevelopment than peers

How individuals managechanges

· seek advice from parentsand peers

· seek guidance from elders

· link changes at puberty withchanging roles in societysuch as being recognised aspart of adult society andable to take part incommunity rituals


· identify and describe issuesregarding adolescence

· modelling skills for handlingthe different issues


· draw a series of large circlesthat are linked

· write some issuesconcerning adolescence ineach circle

· write words that show yourfeelings about each issue

· using the decision makingmodel in Living and WorkingOutcome 6.5.2 to discusswith a partner what youwould do to addressdifferent issues


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6.4.3 Investigate varioussources of information aboutsexual development

7.4.3 Identify situations andbehaviour relating to thehuman body and how thesebehaviour promote or lessenrespect for individuals andgroups

8.4.3 Identify different culturalbeliefs and values aboutsexuality


Sources of information onsexual development

· media: newspapers, TV,radio and video

· parents and elders

· teachers, peers,

· books and magazines

· verbal: interactions withfriends about puberty andsex

Evaluating sources

· be critical of informationgathered about sexualdevelopment

· evaluate information itsvalidity and relevance




· making decisions

· taking appropriate actions


· research and explaindefinitions of terms; sex,sexuality, sexualdevelopment and sexual

· discuss sources whereadolescents go to seekanswers about sexualdevelopment and considerwhether information isreliable

· write questions adolescentsask relating to sexualdevelopment

· write an essay to giveopinions on the sourceswhere correct information ontopics related to sexualhealth can be gathered


Behaviour that promotesrespect for individual andgroups

· hugging: varies from place toplace

· greeting someone by smilingor shaking hands

· comforting or helpingsomeone in need

· caring for old or sick person

· humble oneself

Behaviour that lessensrespect

· Behaviour such as shouting,insulting or abusivelanguage, using names ofbody parts as abuse, sexualharassment, inappropriatetouching, showing bitterness,fear, anger or jealousy, notpaying attention

Influences on our behaviour

· influences such as valuesystems, parents andreligious beliefs, what weexpect to gain frombehaviour, social and culturalfactors, community andpressure groups, wealth


· identifying behaviour

· classifying behaviour intonegative and positive

· improving negativebehaviour


· research or work with apartner and list yourpartner’s behaviour and thenlist the influences on thebehaviour

· list factors that help youmaintain a health-enhancingbehaviour

· think of a negative healthbehaviour you would like tochange. List and explain oneof the factors that preventyou from changing


Cultural beliefs and valuesabout sexuality

· sexuality is everything abouta person to do with sex andfemales and males haveequal rights concerningsexuality. Sexuality includes:

- sexual intercourse

- changes during puberty

- sexual feelings andthoughts

- relations with others of thesame and opposite sex

· sexuality is influenced bymedia, family beliefs, values,religions, cultures, peers,emotional and physicalfeelings and personalvalues, being male andfemale

Attitudes to sexuality

· respect individual choicesabout sexuality

· different cultural groupshave beliefs aboutappropriate ways ofexpressing sexuality

· our sexual behaviour needsto be responsible to avoidthe possible consequencesof unwanted pregnancy,STI and emotional turmoil


· demonstrating responsibilityfor handling sexuality

· making decisions aboutsexuality


· discuss with a partner whenis the right time to have asexual relationship

· list what needs to beconsidered before havingstarting a sexual relationship

· describe strategies tohandle pressure fromvarious sources for a sexualrelationship


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Nutrition 6.4.4 Explain how choosingand eating healthy foodpromotes health

7.4.4 Explain why groups andindividuals in the samecommunity may havedifferent eating and mealpatterns

8.4.4 Discuss some social,physiological, cultural andenvironmental reasons forpeople’s food choices


Our health is affected bythe food we choose

· when choosing foodconsider: fresh food, food forenergy, protection, growth,food from each of the foodgroups, avoiding foods highin fats and sugar, a balancednutritious diet

Basic nutrients

· carbohydrates for energy,two types, starches andsugar

· proteins for bone, skin, bloodmuscles, hormones,enzymes

· fats to insulate body fromcold weather, protects vitalorgans, provides energy

· minerals to help body tofunction well, such as iron,phosphorus and calcium

· vitamins for growth andrepair and body functions

· water for every body function

· fibre for moving waste, foodor unwanted chemicalsthrough the intestines


· researching food groups

· demonstrating skills for foodselection

· making decisions about thefood to choose and eat

· practising eating a balanceddiet


· discuss foods popularamong young people

· explain factors that influencefood choice and eatingpatterns

· list and analyse foods anddrinks consumed in the twodays. Describe how toimprove this diet to maintainor improve health


Influences on choices offood

· cultural beliefs, practicesand taboos

· availability of food

· affordable food

· time taken for foodpreparation

· social pressure, for examplefrom peers

· nutritional needs of differentage groups

Health problems related tofood we eat

· being overweight

· malnourishment

· high blood pressure

· teeth decay

· eating disorders

· constipation


· research and review foodrules and customs

· describe food choices andrestrictions

· make choices on food types

· practise a balanced diet


· invite a guest speaker to talkabout some basic rules andcustoms related to food

· discuss rules and customsas identified by guestspeaker and list the ones notmentioned

- explain why these rules andcustoms differ from onearea to another

· analyse the rules andcustoms related to food fromdifferent areas and indicatetwo rules that you wouldwant to either practise orimprove

- state your reasons


Reasons for people's foodchoices

· reasons such as easilygrown, easy to prepare,nutritious, available in theenvironment, most commonfood eaten, traditionallyaccepted as staple food,helps in income-earning,affordable, choose to eat ornot eat particular foodsbecause of beliefs

Factors that influence foodchoice

· food taste preferences

· changing growth anddevelopment needsassociated with puberty andpregnancy

· type of lifestyle

· physical activity levels

· specific health conditionsand needs

· cultural background

· family size

· food promotion through media




· making choices

· taking appropriate actions


· identify and list some majorinfluences on people's foodchoices

· describe foods prepared andeaten by particular culturalgroups

· write about myths andbeliefs associated withparticular foods and howthey are prepared

· conduct survey to identifygroups with specialnutritional needs or diet- suggest factors thatinfluence the type of foodthey require and write ashort summary on how tomonitor what they take


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Nutrition 6.4.5 Plan and prepare ameal using safe and hygienicmethods of food preparation

7.4.5 Plan meals to meetnutritional needs using locallyavailable food

8.4.5 Plan, develop andimplement strategies toaddress a nutrition-relatedissue in the school


Food preparation

· safe and hygienic methodsof food preparation

- planning and preparation

- quantity of food

- quality of food

- type of food

· resources needed for foodpreparation such askerosene, firewood, gas,matches, wrappers, leaves,cooking utensils

· cleaning materials

· for goods bought fromstores, make sure to checkthe expiry date, checkweight and price relations

Safe and hygienic methods

· clean environment

· safe storage and safehandling of food

· manners or behaviourrequired when eating


· practise safe and hygienicways for handling food

· demonstrate foodpreparation skills

· make decisions on foodchoices

· prepare a meal


· explain which groups of foodshould make up a meal

· in pairs, identify and listfactors that a person shouldcheck for when planning andpreparing a meal

· draw up a food model that isbest suited for thecommunity

· plan and prepare a nutritiousmeal


Coastal food

· energy: taro, yam, bananaand sweet potato

· growth: fish, prawns, crabs,pork, chicken and soybeans

· protection: aibika, tulip,pumpkin tips and cabbage

Highlands food

· energy: taro, yam, banana,sweet potato

· growth: fish, pork, soyabeans

· protection: aibika, cabbage,ferns

Basic nutrient requirements

· these are carbohydrates,proteins, fats, minerals,vitamins, water and fibre





· prepare a meal


· research the major nutrientsand their functions for thebody

· prepare an awarenesscampaign on:

- the importance of eatingnutritional meals

- the relationship between aphysical activity and theamount of food intakerequired

· plan and prepare a balancedmeal


Strategies to address anutrition-related issue inthe school

· school lunch policy

· nutrition checklist

· nutritious cooking by theclass or mothers

· nutrition day

- bill boards, posters,poems,displays of varietyof foods

· health promotion programs

· nutrients are basicsubstances that are neededfor the following:

- supply of energy to thebody

- normal growth,development andfunctioning of the body

- building, repair andregulation of the functionsof cells in the body

- resistance to disease andinfection





· prepare a nutritious meal


· discuss issues related to thetype of food eaten by thecommunity and how itaffects the health ofindividuals

· suggest strategies that couldbe used or adopted to getyoung people to changetheir daily dietary intake

· suggest possible ways toimprove the type of foodtaken in the school andprepare a report andsubmission for theestablishment of a schoolcanteen


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Personal healthand safety

6.4.6 Describe personalhygiene practices and howthey promote personal health

7.4.6 Develop a personalhealth plan based on apersonal health goal

8.4.6 Outline health issuesthat are of concern to youngpeople


Promoting personal health

· this should include activitiessuch as bath daily, brushteeth, comb and wash hair,clean or keep fingernailsshort, encourage others totake care of themselves,treat sores, take medicationwhen necessary, exerciseregularly, eat a balanceddiet, avoid excess intake ofalcohol or tobacco smoke,make informed decisions

Where to obtain healthmessages

· local community healthcentres

· media such as TV, radio andbooks

· parents and teachers

· church groups

· non-governmentorganisations


· demonstrate actions onewould take to promotehealth

· describe how to keep ownbody clean

· describe how to keep ownbody healthy


· discuss and describeeveryday actions a personcan do to help promotehealth of an individual

· describe how certainhygienic practices andrelated products help topromote health needs

· talk about some of thechoices you would like tomake in relation to yourhealth

- discuss the influences ofthese decisions on yourpersonal health


Health concerns in thecommunity

· HIV/AIDS and other sexuallytransmitted infections: STIs

· drug and alcohol-taking

· type of food taken

· body image

· bullying, harassment andabuse

· domestic violence

Health goals

· include goals such as say noto drugs and to sex-relatedactivities, take regularexercise, develop personalhygiene, develop positive orgood relationships withothers, develop positive selfesteem, be assertive, avoidunsafe or threateningsituations, protect oneself,develop correct attitudes tohandle different situations


· gather information andidentify health concerns

· review and analyse differenthealth concerns and theireffects

· decide on an action plan



· put yourself in the position ofa person who lost a leg froma car accident due to drinkdriving

- identify how you would feel

- identify feelings othersmight have about you

- discuss reactions if you orone of your parents had theinjury

· identify the most serioushealth concerns affecting oursociety

· state three health concernsthat may be of greatestconcern

· develop a personal healthplan based on a personalhealth goal


Health issues that are ofconcern to young people

· peer pressure

· use of drugs such assmoking cigarettes or usingother illegal substances

· consuming alcohol

· chewing betelnut

· lack of exercise

· body image

· grooming and dressing

· type of food eaten such assweets and greasy food

· HIV/ and other sexualtransmitted infections: STIs

Health goals

· include goals such as sayno to drugs and to sex-related activities, takeregular exercise, developpersonal hygiene, developpositive or goodrelationships with others,develop positive selfesteem, be assertive, avoidunsafe or threateningsituations, protect oneself,develop correct attitudes tohandle different situations


· gather information andidentify health concerns

· review and analyse healthconcerns and their effects

· decide on an action plan


· identify health issues thatare of great concern toyoung people

· describe how these issuesaffect young people

· conduct a survey to identifystrategies on how to handleor solve different healthproblems

· identify groups that help withyoung people's health andstate how to obtaininformation to assist thosethat need it


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Personalhealth andsafety

6.4.7 Investigate howillnesses are spread and howthey can protect themselvesfrom illness and disease

7.4.7 Propose ways ofresponding to situations thatthreaten personal health andsafety

8.4.7 Discuss safe sexualbehaviour and sexualresponsibilities


Common illnesses anddiseases

· malaria, colds and influenza,gastroenteritis, denguefever, tuberculosis, grille,tinea and typhoid

How illnesses are spread

· include insects, germs,viruses, eating contaminatedfood and drinkingcontaminated water, sharingof utensils, coughingspreads air borne germs andviruses, sexual contact,heredity, unclean home andenvironment

Protection from illnesses

· include clean environmentand home, use of protectiveresources such as mosquitonets, avoid contaminatedfood say from roadsidestalls, have safe sexualcontact, wash and keephands clean, wash and boilutensils, cover mouth whencoughing or sneezing, takeprescribed medication


· identifying common illnessesand finding out the causes

· describing effects anddangers and developingpreventive measures


· brainstorm and gatherinformation about commonillnesses and their causes,list the signs and symptoms

· describe the effects anddangers of different illnessesand diseases

· identify ways to prevent thespread of illnesses anddiseases

· plan and conduct a programto promote healthy practicesin the community


Risks

· using drugs such astobacco, alcohol, caffeine,marijuana and petrol sniffingand exposure to STIs andHIV/AIDS

Strategies to promotepersonal safety

· say ‘no’ to drugs and quitsmoking and drinking alcohol

· say ‘no’ to sex or othersexual activities

· exercise more often andparticipate in leisure andrecreational activities- go to church

· seek guidance andcounselling

· keep dangerous objects andsubstances away fromchildren

· wear safe clothing and usesafety equipment

· play by the rules in activities

· abide by messages on signsand from people in authority

· avoid risks and dares

· avoid unsafe socialsituations and places


· discuss safety precautious

· compare effects of drugtaking and diseases

· share personal and groupexperiences

· demonstrate skills forresponding to negativepressures


· list symptoms of HIV/AIDSand gather information aboutrisks of STIs and HIV/AIDS

· design steps to deal withsituations that threatenpersonal health and safety

· suggest safety measures forthe home, school andworkplace


Safe sexual behaviour

· have only one sexual partner

· no sex outside of marriage

· use condoms for protection

· avoid unwanted pregnancies

Sexual responsibilities

· respect yourself and others

· stay faithful

· use condoms

Ethical values that cangovern your actions anddecision making

· self-respect, personalintegrity, respect dignity ofothers, respect values of thecommunity

· responsibilities includingobligations to family andcommunity welfare

· showing concern includingbeing caring, compassionate,loyal, tolerant, considerate,cooperative and share indecision-making


· discuss negative sexualbehaviour

· identify sexual responsibilitiesof males and females

· recognise importance ofusing condoms

· demonstrate ways topromote healthy living


· demonstrate responsiblesexual behaviour and how toprotect oneself againstpressures

· discuss different age groupsand identify high risk groups.

· describe some preventativemeasures that apply todifferent situations

· plan and conduct a programto promote healthy practicesand safe living in thecommunity


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Personal healthand safety

6.4.8 Identify potentiallyhazardous situations atschool, home and thecommunity

7.4.8 Describe behavioursthat affect personal andcommunity safety

8.4.8 Develop strategies torespond to unsafe or riskysituations


Risks and hazardsLack of clean waterNo proper toilet facilitiesNo proper means ofdisposing rubbishOver crowding groundsInadequate ventilation,Unclean environment.No proper shelterWater safetyMedicinesPoisonous animals andplantsHazardous situations such asswimming in flooded creeksand rivers, starting andmoving around a fire,attempting tasks beyond skilllevel, taking medicine withoutproper prescription, playingwith dangerous animals orplants, brawls in families andtribes, drunkeness, rape andstealing


- Collect information andidentify hazardoussituations

- List and describehazardous situations inlevels of danger

- Design and performinvestigation

- Formulate strategies onhow to avoid high risksituations


• Collect information ondangerous situations andresearch these in order toreport or present the class

• Organise, plan and conductan awareness campaignabout hazardous situationsin the community usingposters, role plays, music

• Plan and carry out a longterm project for improvementand action with assistancefrom the school andcommunity such as newtanks, water pumps, medicalsupplies, council work


Behaviour that affects safetyCausesIncluding drinking in publicareas, drinking and driving,smoking in public places,chewing betel nut, throwingrubbish, writing on walls(graffiti), individual and groupharassment and abuse suchas rapeEffectsIncluding fighting, accidentsand deaths, damage toproperty, damage to theenvironment, high risks oftransmitting HIV/AIDS andother illnesses and infections,unwanted pregnancies andother related conflictsWays to promote personalsafetySuch as wear safety clothesand use safety equipment,wash hands


- Identify commonbehaviours that influenceor affect peoples’ safety

- Describe effects of certainbehaviours

- Compare causes andeffects of behaviour

- Make links between causesand effects of differentbehaviours

- Make informed decisionsabout types of behaviourthat promote positive andhealthy living


• Select one type of behaviourand make links betweencauses and effects

• Write 2-3 paragraphs on howto make improvements forhealthy and positive living

• Design posters andpamphlets and distribute tothe community to raiseawareness about healthyand positive living

• Invite a speaker to talk aboutbad behaviours and ways ofimproving these


Strategies to respond tounsafe situationLearn to assess risksBe assertiveLearn or practise first aidDo ‘warm-up’ before activitiesLearn and demonstrate selfdefencePlan to prevent or minimiseriskUse appropriate equipmentand skills for activities, designand promote road safetyrules, fire and water safetyrules, safe storage of toolsand chemicals, safe handlingof tools, practical first aidActions to respond tounsafe situationsRemove yourself from thesituation, alert others ofunsafe situations, act to makea situation safe or minimisethe dangerActions to respond toemergency situationsRemain calm and assessdanger to self and others,remove self and others fromdanger, follow first aidprocedures and administerfirst aid, seek assistance,follow set procedures andrulesRecommended process andskills• Observe and demonstrate

safety strategies.

• Develop or propose strategicplans to respond to unsafetysituation.

• Discuss and describe unsafeor risky situations

• Express points of view onhow to deal with unsafesituations

• Reason and make wisedecisions.

Suggested activities• Review, construct steps and

list safety rules in the schooland community and explainwhy these rules areimportant

• Research signs and designsafety symbols for objects


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6.4.9 Describe ways in whichthe community promotes thehealth of community andindividuals

7.4.9 Describe basic conceptsand methods of healthpromotion and illnessprevention in the community

8.4.9 Identify a communityhealth concern and proposeactions to respond to thatconcern


Major health concerns

· include HIV/AIDS, drug use,malnutrition, environmentalhealth such as pollution ofwater, land or air

Health services· include community health

workers like those atimmunisation and maternalhealth clinics, school healtheducation and use of healthpromoting schools to supporthealthy island concept,hospitals, doctors and dentists,church groups, non-government organisations,

Ways of caring for theircommunity to promote health· cooperate with others to

complete an activity

· respect and support othersat home and at play

· report bullying to protectthemselves and others

· report damaged equipmentand property

· use bins and assist withwaste disposal

Recommended processesand skills· discuss ways of promoting

health of individuals andcommunity

· list major health concerns

· investigate cause andeffects of health concerns

· identify various healthservices and their roles

Suggested activities· investigate health concerns in

the school, home andprovince

· develop long - and short-term measures to addressthese issues

· identify health servicesavailable in the communityand outline their functions

· explain how the community can:

- assist in maintainingavailable health services

- use different ways topromote healthy living


Health issues

· include HIV/AIDS, nutrition,maternal health,communicable and infectiousdiseases

Health promotion andprevention concepts· include education programs,

use of contraception,services provided by nongovernment organisationsand other organised groups,radio and TV awarenessprograms andadvertisements, providingimmunisation programs andprovision of medicationthrough clinics and hospitals

Ways to promote healthenhancing social andphysical environments· including: comply with rules,

policies and procedures forwaste disposal and activelysupport clean water andclean village campaigns;participate in safetyprograms; use and promotepublic transport cleanliness

Recommended processesand skills· gather information and

compare basic healthpromotion methods

· identify stakeholders andhow they benefit fromcommunity health awarenessprograms

· practise health promotionand prevention campaigns

Suggested activities· discuss traditional and

modern methods ofpromoting healthy ways ofliving at home, in thecommunity and school

· investigate common highrisk illnesses and explain thehealth promotion strategiesavailable to prevent andtreat them

· conduct research intomethods of promoting healthpractices in and around thecommunity


Common health concerns

· include environmentalpollution, air pollution orsmoking; water pollutioncaused by waste disposaland chemical run off fromfactories or mining;harassment, bullying andracism; uncooperativebehaviour by communitymembers

Concepts in the communitythat enhance healthy living· include clean water or

minimise water and airpollution and proper wastedisposal; put up and followroad signs; safetyprocedures and policies;cooperation, tolerance,respect among individuals;celebrate events peacefully

Proposed actions toaddress areas of concern inthe community· including: lobbying of

authorities; discussingsolutions with parties;comply with rules andpolicies; deal with conflict inacceptable ways; advocatechanges to rules and laws forbetter living

Recommended processesand skills· gather information about

community health concerns

· investigate causes andeffects

· design ways to minimise orprevent concerns

· make informed decisions topromote healthy living


· investigate common healthconcerns

· design preventativemeasures to minimise itsnegative effects of oneconcern on people’s lives

· invite health authorities orleaders to inspect sitessupported by the board ofmanagement or studentrepresentative council

Communityhealth


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Communityhealth

6.4.10 Identify the healthservices available to variousgroups in the community

7.4.10 Investigate how theenvironment is being changedby human behaviour anddevelopment and the effect ofthese changes on health

8.4.10 Describe the effects offamily size and growingcommunities on the provisionof health services andcommunity facilities


Health services available

· health clinics and centres,hospitals, aid posts formedical care, creative andself help centres for peoplewith disabilities, healthpromoting school programs,school visits by healthworkers, dentists, doctors’surgeries in big towns andcities, first aid centres foremergency treatment, healthclinics for nutritionalinformation, churches forcounselling services,pharmacies or supermarketsfor medicines, eye care andtreatments of minor injuriesand illnesses, fitness centresand department stores forfitness products

Reasons for choosing andusing different healthservices

· including recommendationsfrom friends, religious andcultural beliefs, level ofhealth knowledge, closenessto home, access by transportor walking distance, type oftreatment offered, onlyservice available


· identify services and theirroles in the community

· interview people about thebenefits of different services

· propose ways on how tomaintain and improvedifferent health services

· create community awareness


· carry out a survey in schooland at home to identifycommon health needs

· write letters requestingassistance from specialisthealth groups

· collect information for schoolabout health groups -theirroles, address, phone andlocation


Health-related impact ofhuman behaviour onenvironment.

· emissions from industry andvehicles that lead to air pollutionsuch as on mining sites

· removal of vegetation bylogging companies, forexample, destroys the landand spoils natural beauty

· improper disposal of litterand waste affects the qualityof drinking water

· vandalism of property andfacilities creates safetyissues and wastes valuableresources

Effects on health

· spoils water systems usedfor drinking and fishing

· destroys hunting areas

· pollution to the environmentcauses illness and diseasessuch as gastroenteritis

· increases risk of diseases orrelated illness caused byexposure to chemicals


· investigate changes in theenvironment caused by humanbehaviour and identify causesand effects of changes andmake comparisons andgeneralisations on the effectson health

· analyse effects of changeson lives of people

· make judgements and drawconclusions


· research environmental changecaused by human behaviour

· write a report on causes andeffects of changes on healthof human beings and otherliving things

· plan and design a healthcampaign on how to improvethe school or communityenvironment


Effects of growth infamilies and communities

· positive effects includestrengthening of the workingcapacity of families andcommunities; love, care andprotection for all familymembers; support for eachother when family lackssomething such as food orneeds help

· negative effects includesmovement of people fromrural to urban areas; stress onhealth services; economicissues: families with financialdifficulties such as school feesand food; difficulties inmeeting individual needs andwants for land, money andfood; resources in shortsupply; social issues: healthservices inadequate; socialproblems when needs are notmet; high health risks formothers and children;inadequate communityservices


· compare family sizes withhealth and educationservices available

· discuss effects of increasingpopulation

· analyse current situations

· make informed decisions forfuture family size


· conduct survey on familysize and growingcommunities and effects onservices and facilities

· conduct a debate: PNGfamilies should have amaximum of two children

· discuss and compare life inthe past to the present

· write an essay giving viewson increasing family sizeand its effects: indicate whatthey want in future and statetheir reasons


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Use of drugs 6.4.11 Describe the beneficialand harmful effects of drugson health

7.4.11 Describe decisionspeople make about drug useand the result of thosedecisions on the communityand the individuals

8.4.11 Evaluate the effects ofdrug use on the community


Definition

A drug is any chemical substancethat changes the physical, mentalor emotional state of the body.Types of drugs

· illegal drugs including cannabis,marijuana, amphetamines,heroin, home brew, cocaine,methylated spirits

· legal drugs:- prescription drugs

prescribed by a doctorsuch as penicillin, someanalgesics or pain killersand some antibiotics

- non-prescription drugs youcan legally buy without adoctor's prescription suchas alcohol, tobacco,betelnut, cough medicine,stimulants like caffeinefound in tea, coffee andcola drinks and herbalmedicines

Reasons for taking drugs

· prevention and cure of illnesses· social relaxation· to improve performances· to satisfy curiosity· to escape boredom, loneliness,

poverty or insecurity

Effects of harmful drugs

· include loss of weight,economic problems, mentalillness, diseases such asasthma and lung cancer,side effects, loss of control,family break down, loss ofrespect


· research and identify typesof drugs

· analyse effects of drugs· make informed decisions

whether to take harmful drugs


· research and list differenttypes of drugs, both illegaland legal

· research the benefits ofdrugs or how drugs cancause harm to your health


Drug use in Papua NewGuinea· becoming a major concern and

causes problems resulting indeaths, diseases, accidents,abuse, violence, break up ofrelationships and crime

· tobacco and alcohol have thehighest impact on health ofPapua New Guineans

Factors affecting decisionspeople make whether or notto take drugs· our thoughts, feelings and habits· the influences of our parents,

other family members, friendsand peer groups

· the influence of the media· the influence of society

Possible effects of drug use· tobacco causes illness, even

through passive smoking· alcohol is used for social and

religious occasions; used inexcess it may cause violentbehaviour, destruction of propertyand road accidents

· illegal drugs may result inconvictions, mental illnessand economic hardship

· medicines used forcontrolling disease usuallyhave positive effects

Recommended processesand skills· gather information about the

consequences of drug taking· analyse information· make decisions wisely

Suggested activities· gather information about

positive and negative effectsof taking drugs

· describe effects of thosedecisions of the health ofindividuals and the community

· in pairs or groups, discussthe feelings, thoughts andattitudes you or your familyhas about those who takedrugs

· conduct a survey to find out theinfluences drugs have onindividual’s behaviour and health


Effects of drug use on thecommunity

· include breakdown of law andorder and relationships;conflicts between families,clans and villages; poor healthof community members;inability to do work; spread ofdiseases such as HIV/AIDSand STIs; spoils image, status,reputation and respect of thecommunity

Short term effects of smoking· including breath and hair

smells, lung capacitydecreases, blood carries lessoxygen, pulse rate up, brainactivity increases, sense oftaste and smell decreases,blood flow to skin isrestricted, fitness decreases,skin temperature drops

Long term effects of smoking· include lung disease such as

emphysema, chronicbronchitis, smokers' cough,lung cancer, damaged lungs,heart disease

Possible long term effects ofalcohol· include alcoholism, cancer,

cirrhosis of the liver, malnutrition,violence, job loss, brain damageand memory failure

Recommended processesand skills· conduct surveys to find out

effects of drugs in PNG

· role play long or short termeffects of drug use

· make informed decisionswhether or not to take drugs

Suggested activities· describe the pressures on

individuals to take illegal andlegal drugs

· list reasons why tobacco oralcohol is used in PNG, tickthose that would influence youto take those two drugs.

· discuss effects of too muchalcohol, tobacco or other drugson the behaviour and health ofindividuals and community


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Use of drugs 6.4.12 Identify reasonspeople use drugs

7.4.12 Propose ways ofresponding to pressures touse harmful substances

8.4.12 Describe the programsoffered by support agenciesand counselling programs inthe community


People take drugs for avariety of reasons

· to prevent illness

· to cure disease

· for self-satisfaction

· for celebrations andrelaxation

· to feel better

· to feel part of a group

· to avoid depression

· to relax minds from familyand social problems

· to improve performance, forexample, in sports

· to cover up poorcommunication skills

· to escape boredom,loneliness, poverty orinsecurity

· because parents and otherfamily members influencethem

· to gain attention from peoplearound them


· gather information onreasons why people takedrugs

· analyse the information

· make informed decisions

· take actions


· write two to threeparagraphs saying why youthink people start to takedrugs and what your viewsare on drug taking

· identify a role model in thecommunity or the countrywho has achieved status andwho you think can influenceyoung people in deciding notto take harmful drugs


Ways of responding topressures to use harmfulsubstances

· participate in activities suchas sports, choir and churchgroups

· say ‘no’ to drugs

· drink in moderation

· avoid drinking in riskysituations such as drinkingand driving

· get involved in otherrecreational activities

· be selective with friends andpeers

· develop assertiveness skills


· role play and practisestrategies on how to say ‘no’to drugs




· research, from varioussources, the agencies thathelp people to stop takingdrugs

· suppose you were addictedto a particular drug:

- develop strategies youcould use to assist you todecrease usage or stopusing that particular drug

- identify people you wouldwant to seek assistancefrom


Programs offered bysupport agencies andcounselling programs inthe community

· church groups: family lifeand drugs

· non-governmentorganisations: communityliving and productive life

· Narcotics Bureau: drugcounselling

· public health: family lifecounselling for better health


· conduct surveys

· role play how to help peoplestop taking drugs

· demonstrate assertive skills




· research programs availablein the community that assistpeople with problems orconcerns about takingharmful drugs

· in pairs or groups, discusshow you can assist tomaintain or establishcentres or programs thathelp the community dealwith drug taking: outlinestrategies you would use


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Strand: Living and working together

Making choices 6.5.1 Outline what it means tobe a positive member of afamily, clan or community

7.5.1 Describe howparticipating in communityservice helps the wholecommunity

8.5.1 Describe choicespeople make when takingpart in community life


Qualities of a positivemember

· include honesty,trustworthiness, caring,flexibility, kindness, loyalty,thankfulness, tolerance,working hard, helpful,obedient, questioning forgood of community,balanced views

Ethical values on which webase our decision making

· including respect: respect forself and others, the rule oflaw, authority, public andprivate property

· including honesty: maintainconfidentiality, impartiality,fairness, trustworthiness,dependability, deal withdishonest and corruptpractices

· including keeping obligationsto family and community,being open-minded andinquiring

· including concern: beingcaring, compassionate,loyal, tolerant, considerate,cooperative, sharing,decision-making

· including dedication: beinginformed, industrious, civicminded, patriotic,participating in community

· including justice: fairness,equality, human rights, dueprocess and negotiation


· participating andcooperating in thecommunity, making choices

· demonstrating how to besocially competent


· identify five most importantvalues and give reasons foryour choice

· share these five values withfriends and ask them whatthey think


Reasons for participating incommunity service

· including keeping placesclean, resolving conflict,working together forcommunity resources,working on projects,improving community andpersonal life

Ethical values on which webase our decision making

· including respect: respect forself and others, the rule oflaw, authority, public andprivate property

· including honesty: maintainconfidentiality, impartiality,fairness, trustworthiness,dependability, recognisecorrupt practices

· including obligations tofamily and community, beingopen minded and inquiring

· including concern: beingcompassionate, tolerant,caring, considerate,cooperative, share decisionmaking

· including dedication: beinginformed, communityparticipation, industrious,patriotic civic minded

· including justice: equality,fairness, human rights, dueprocess


· involvement in communityservice projects

· thinking critically and makingchoices

· developing team work skills


· describe things done toserve community andidentify the valuesassociated with these

· conduct a survey to findmost needy areas incommunity and suggestways to address them


Positive choices peoplemake

· including be respectful, livepeacefully, cooperate andparticipate, lead responsiblyand be a role model, beaccepted in the community,be open-minded, share skillsand resources, look afterthemselves, showcommitment

Positive attitudes

· having sense ofachievement, being loving,caring, taking risks, workingwell with others, beingimaginative and innovative,having close relationships,being well, being honest,assisting others, standing upfor beliefs, participating,having a duty to others,respectful use of authority,respect others, accountablefor actions, having pride,being understanding andknowledgeable

Negative actions thatdiscourage free choice

· include working againstsomeone, not sharing acommunity resource, nottaking care of property,stealing or misusingcommunity money, talkingnegatively about others, notfulfilling promises


· gathering and analysinginformation

· making choices

· taking actions


· discuss choices peoplemake when they want to bepart of a community and itsactivities

· identify influences peopleface when making choices

· outline negative actions thatdiscourage free choice


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Makingchoices

6.5.2 Describe the process ofmaking decisions

7.5.2 Outline the positive andnegative results of makingchoices

8.5.2 Make decisions aboutschool and classroom issues


Steps in decision-making1. dentify the issue or problem

2. Consider options

3. Identify possibleconsequences of options:the benefits anddisadvantages of differentoptions

4. Make decisions or choicesafter considering thepossibilities

5. Describe feelings aboutchoices made

6. Reflect and evaluate resultsof decisions

Influences ondecision-making· adequate knowledge about

the situation

· our thoughts and feelings

· others' thoughts and feelingsincluding those of family,peers and community

· personal, family andcommunity values

· peer pressure

· parental pressure

· the effects on others and thecommunity

· conflicts between modernand traditional values

Recommended processesand skills· gathering information about

the situation or issue

· analysing the information

· considering the consequences

· listing choices

· making decisions

· evaluating actions

Suggested activities· list some important life matters

which you may have to makedecisions about in the future

· think of a situation where youhave to make a decision:using the decision-makingsteps, write a description ofhow you will make yourdecision

· discuss with a partner howyou used the steps fordecision making


Personal choices

· to develop good relationshipswith friends and family

· to decide on the job you wantand work towards achieving it

· whether to: take or not takedrugs; have sexual relationships;drink alcohol; smoke, gamble;eat well and exercise regularly

Community choices

· take a leadership role in thecommunity

· take part in community activities

· help to resolve conflictspeacefully, protect theenvironment

· sell drugs, alcohol andsmokes; gambling

Positive consequences ofchoices

· improvement in health

· better personal and familyrelationships

· improvement in the environment

Negative consequences ofchoices

· gambling: financial, socialand economic problems

· taking drugs and alcohol canlead to anger and violence

· promiscuity can lead to spreadof sexually transmittedillnesses, including HIV/AIDS



· thinking critically and listingoptions

· analysing consequences

· making decisions

· taking actions


· identify issues and problemsaffecting society

· describe lifestyle factors thatinfluence people’s choicesand suggest other possiblechoices

· discuss each choice andhow each could affectindividuals, families or thecommunity


Classroom or schoolissues

· vandalism

· graffiti

· fighting, bullying and teasing

· showing disrespect toteachers

· littering

· harassment and abuse

· discrimination and equityissues

· boy, girl sexual relationships

Strategies to resolve issues

· collaborative decisionmaking

· conflict resolution

· promotion campaigns

· community involvement


· gathering information ondifferent issues

· classifying issues

· identifying causes

· suggesting solutions

· making decisions


· find out issues from varioussources affecting the schooland community

· classify issues from majorproblems to least important

· discuss and describecauses and suggest ways inwhich these issues can beresolved by individuals orthe community


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Good andfair leaders

6.5.3 Describe the qualities ofa good and fair leader

7.5.3 Explain the roles andresponsibilities of leaders in acommunity

7.5.3 Analyse the processesof choosing a good and fairleader


Qualities of a good and fairleader

· a good role model whoupholds Christian values,and is a God-fearing person,with a stable familybackground

· honest, loyal, humble

· ethical behaviour

· organisational ability

· patience in encouragingothers

· using skills and capacities inthe community

· recognising contributions ofothers

· tolerance of mistakes

· being able to solve problemsin peaceful ways

· respected by the community

· firm in decision-making

· in good health, bothphysically and mentally

· being able to listen

· being one with the people

· being transparent andaccountable

· adequate knowledge of thecommunity

· knowledge of developmentwith realistic goals for thecountry


· research positive qualities ofa leader

· describe leadership qualities

· demonstrate problem-solving skills


· invite a guest speaker to talkabout the types of differentleadership qualities a goodand fair leader should haveand list them down

· describe negative andpositive qualities that makea leader; explain why theseare regarded as good or bad

· suggest ways for supportingleaders in the community


Expectations of thecommunity of the roleleaders play

· accountability

· representing equally thepeople in the community

· facilitating appropriatedevelopment in thecommunity

· transparency in dealing withothers

· high standard of moralconduct

· being well informed aboutissues concerning thecommunity

· communicating openly andeffectively with thecommunity includinglistening

· understanding needs andrights of everyone in thecommunity

· listening to what the otherleader says

· respecting the community


· demonstration of personalorganisation skills

· role play roles andresponsibilities of leaders

· describe ways to supportleaders


· discuss things the leaderscan assist with or do toimprove the community

· describe roles andresponsibilities of leadersand members of thecommunity

· suggest ways leaders andcommunity members cancommunicate in order toprovide good service or tomaintain a healthy andpeaceful community


Current practices

· calling for nominations

· voting for chosen candidate,secret ballot

· no interference in the votingprocess

Traditional practices

· choosing from the wealthyclans

· listening to elders

· in some societies choosingmale leaders

· in some societies choosingfrom a particular clan

· appointing the mosteducated person

· electing a relative

Some ways these practicescan be improved

· listening to what peoplehave to say and choosingthe person with the bestideas and skills to lead

· reducing threats to voters

· discouraging bribery

· not giving into force orcoercion

· choosing a candidate whohas the reputation of beinghonest and well-informed

· choosing a healthy, wise andenergetic person

· expecting a high standard ofmoral and ethical principles


· demonstrate how to chooseleaders




· research and reviewdifferent practices used tochoose a leader

· discuss and describe currentpractices and processesused to choose leaders

· explain how these practicescould be improved


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Rule of law 6.5.4 Describe familiar rulesand laws of the community,families and schools

7.5.4 Explain the purpose andbenefits of laws in our society

8.5.4 Describe what dutiesand obligations members ofthe community have inupholding society’s laws


Purpose of rules and laws

· including safety and protection,order; family rules abouthousehold chores; communityrules about respectingownership; protectingresources of family and school,family rules about sharing andthe care of belongings andproperty, community rulesabout the use of property suchas recreation areas

Who makes the rules andlaws?

· family: parents and elders,community level councillors,local level government,members of nationalgovernment

Consequences of upholdingor breaking the rules or laws

· rewards or punishment

Values underpinning rulesand laws

· respect for others, theirproperty, authority, theenvironment, rights of citizens,sharing of resources, peace,fairness, justice


· investigate and analysedifferent rules and laws theirrelevance and importance

· explain how rules and lawsaffect community living


· identify which rules or lawsthey have come into contactwith during the day

· given a list of rules and lawshave students identify whichare rules and which are laws

· invite a speaker to talk aboutthe value of different rulesand laws

· investigate the consequencesif certain laws and rules wereadded or taken away

· design or redesign own setof rules and laws


Purpose of laws in society· rules and laws arise out of a

need.

· rules and laws are for safetyand protection, to enforce anti-discrimination and equity,protect individual's rights,maintain order in thecommunity, promote respectfor public property, preventdisruption to society, maintainproductivity, protect society'sresources, ownership of land,environmental protection,enforce customs, regulations

Who makes the rules andlaws?· parliament and legislators

Who enforces the rules andlaws?· police, army, judiciary, family,

community elders andcouncillors, localgovernment, citizens

Consequences ofupholding or breaking therules or laws· rewards such as a safe

environment, freedom ofmovement, punishment

Values underpinning rulesand laws· include promoting healthy

living, sharing, helping others,Christian values, socialising,working together, safety ofcommunity, preservingtraditions and customs

Recommended processesand skills· identifying different rules and

laws· describing the purpose of

rules and laws· demonstrating skills in

upholding rules and laws.

Suggested activities· analyse school rules and

suggest changes or newones- identify purpose of a set of

rules or laws- suggest ways the

community can promotelaws and rules


Duties and obligations touphold laws of the society

· With rules and laws comerights and responsibilitiesand below are rights andresponsibilities of differentgroups:

- citizens: obey and respect thelaw, feed and care for others,support and assist in theeducation of children, respectand care for environment,create stable family life

- leaders: obey and respectthe law, ensure membersof the community abide bythe laws, solve problems inthe community, supportmembers of the communityin their beliefs such as theirspiritual life, providecounselling, act as goodrole model


· demonstrate how to supportthe community to upholdrules and laws

· solve problems in anacceptable way

· describe the rights andresponsibilities of variousgroups in the community


· discuss and definedifferences between rightsand responsibilities- discuss a list of rights and

responsibilities such asvoting in an election,travelling freely from placeto place, registering a car,practising religion ofchoice, looking afterchildren, going to school

- identify what are rights andwhat are responsibilitiesand which may be both

· discuss and describe howindividuals can support rulesand laws of their society

· explain the advantages anddisadvantages of observing ornot observing rules and laws


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Respectingrights andfreedoms

6.5.5 Describe communitystandards of behaviour thatsupport rights and freedoms

7.5.5 Explain what couldhappen if the rights andfreedom of people areviolated or abused

8.5.5 Debate the importanceand value of the right of allpeople to freedom ofexpression, movement andlifestyle


Common standards ofbehaviour

· include respecting eachothers, loving and caring forindividuals, groups andcommunity, being honest andtrustworthy, being peaceful,being fair to all, being anactive contributor byparticipating in communityactivities, raising awarenessof the rights of people


· identify and describestandards of behaviour forfamily, clan, school andcommunity

· describe rights andresponsibilities of individuals

· create awareness for betterstandards of behaviour


· conduct a survey andidentify family, clan and tribalstandards of behaviour thatrecognise the rights ofindividuals and groups

· discuss and list thesestandards of behaviour fromthe most upheld to the leastupheld

· write an essay to suggesthow standards of behaviourin the community can beimproved


Effects of rights andfreedoms being violated orabused

· include disrespect ofindividuals, disorder in thecommunity, corruption, fearof violence in the community,undermining of the justicesystem, lack of trust in theleaders

Behaviour that promotesunity

· upholding and respectinglaws

· peaceful behaviour

· negotiating solutions toproblems

· conflict resolution

· respect for others' views


· recognise and list rights ofindividuals

· describe influences thatencourage or discouragepeople to uphold rights

· demonstrate behaviour thatpromotes unity


· discuss and identify differentrights of individuals: list thestandards of behaviour thatrelate to those rights

· describe the influencespeople encounter that causethem to abuse others’ rightsin the community

· write a letter to a friend toexplain the consequences ofbeing denied others’ rights

· give honest opinions on howthey feel about unity in thecommunity and suggestbehaviour or activitiespeople may do to promoteunity


Rights

· include freedom ofexpression and speech,right to vote for leaders,freedom of movement andassembly, freedom fromdiscrimination, freedom ofchoice of lifestyle, right toaccess education, healthand welfare services

Importance and value ofrightspeople:

· express ideas and opinionsfreely using different media

· choose their leaders

· go anywhere, anytime theywant

· live and work in places oftheir choice

· have access to educationand health services

· express their sexuality freely

· speak languages of theirown interest


· research and identify rightsof different groups

· demonstrate ways topromote the rights ofindividuals


· research from varioussources rights of differentgroups in PNG

- select one of the rights listedand write a short report onthe importance of it and whyyou value it personally

- suggest ways to promotestandards of behaviour topromote that particular right


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Units of work

What is a unit of work?A unit of work provides information on the knowledge, processes, skills andattitudes developed for a specific time frame. Planning an appropriate,effective and efficient unit of work with an Outcomes focus should firstinvolve teachers in identifying the Outcomes to be covered. Then a set ofsequenced teaching and learning activities are developed, based on theOutcomes identified. The unit of work also incorporates the teaching andlearning strategies and types of assessment to be used to demonstrate theachievement of Outcomes. A suggested structure for planning a unit of workhas been provided, that identifies the requirements of the Syllabus and theOutcomes. Units of work can be based on Outcomes:

• within or across Strands in a grade,

• across subjects in a grade,

• across grades.

Components of a unit of work

There are many ways to plan a unit of work which teachers can adopt oradapt to best suit the students’ needs and interests. A sample belowillustrates one of the ways which could be used and this model of a unit ofwork consists of the following components:

• grade and Strands,

• unit title and its purpose,

• the Outcomes to which the unit will contribute,

• unit content and context,

• teaching and learning activities,

• assessment tasks and criteria,

• resources and equipment required,

• links to other subjects, where necessary,

• unit time frame.

Steps for developing units of work1. Identify the Outcomes from the Strands. For an integrated unit of work,

group the Outcomes that link or have a common meaning.

2. Select a title and develop the purpose of the unit of work.

3. Identify appropriate content and context.

4. Identify and develop possible teaching and learning activities. Use theindicators in the Syllabus and the elaborations in the Teachers Guide tohelp you. Sequence these activities using the teaching and learningapproaches described in this document. For example, use the PersonalDevelopment process skills: gather information, analyse information andtake action.


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5. Develop assessment tasks and criteria.

6. Identify and list the resources and equipment required for the unit of work.

7. Estimate time frame for the unit of work.

8. Program according to the unit of work.

Modelling the process of developing a unit of work usingan integrated approach

The model below shows samples for each step in the planning processdescribed above.

Step 1Identify the Outcomes by organising Outcomes that link naturally together,through some common understanding. The sample below illustrates thefinal product of ‘process of linking Outcomes’ after all the steps have beenfollowed.

Step 2

Title of unit of work: Our groups and their influence on usPurpose: Students recognise the groups to which they belong, how theyinfluence members of a group and how the different groups influence theirlives. They think critically and make informed decisions about how tocontribute positively to the groups to which they belong or will belong, topromote positive and healthy living.

Step 3

Identify appropriate content and context.Nature of unit of work: a series of connected lessonsStudents' interests: use own observations, experiences, own talents andvisionsStudents' needs: to be prepared in the context of real community living afterGrade 8

6.3.1 Describe the customs, ritualsand traditions associated with localcultural groups and consider howthey influence family andcommunity life


6.1.4 Demonstrate sharing andcooperative skills


6.1.1 Outline what it means tobe a positive member of afamily, clan or community

Our groups andtheir influence on us


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PROCESS SKILLS STUDENT ACTIVITIES

Step 4

Identify and develop possible student activities. Use the indicators in theSyllabus and elaborations in the Teachers Guide to help you.

Sequence activities according to the teaching and learning strategiesdescribed in the teaching and learning strategies section of this TeachersGuide. Use the indicators and elaboration of Outcomes, to create suitablestudent activities. Add any further indicators needed to help students achievethe Outcomes.

Sample Indicators

In groups or pairs discuss and list groups to which they belong such asfamily, school, and community.

Discuss and describe their own customs and traditions and compare themwith others.

List roles of each member of the family.List the expected roles and responsibilities in their different groups.

Identify behaviour that affects relationships, such as not sharing oruncooperative behaviour.

Sequence the activities using the Personal Development process approach:gather information, analyse information, take action.

GATHERINGINFORMATION

IndicatorsList groups to which they belong, such as family, school, and community.

ActivitiesBrainstorm with students the meaning of the word ‘group’ and list on a board thedifferent groups they belong to such as family, class, team, and clan.

Ask students to describe their place in the different groups, such as daughter, son,sister, member of a team or youngest in the class.

ANALYSINGINFORMATION

IndicatorsDiscuss their own customs and traditions and compare them with others.

ActivitiesStudents share with the class the customs and traditions of their family and their clan,such as special celebrations, traditions, dress and songs.

Ask the class to identify similarities and differences between these customs andtraditions.

IndicatorsList roles of each member of the family. List the expected roles and responsibilities intheir different groups.

ActivitiesBrainstorm with the class the different members of their families. Make a list on theblackboard of family members and ask the students to suggest the roles andresponsibilities attached to those members.

Discuss with the class similarities and differences in the roles and why they are thesame or different.


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PROCESS SKILLS STUDENT ACTIVITIES ASSESSMENT TYPETYPETYPETYPETYPE

IndicatorsList groups to which they belong, such as family, school,and community.

ActivitiesBrainstorm with students the meaning of the word ‘group’,and list on a board the different groups they belong tosuch as family, class, team, and clan.

Ask students to describe their place in the different groups,such as daughter, son, sister, member of a team or youngest inthe class.

Assessment taskStudents make a personal recordof different groups to which theybelong and their place in eachgroup.

Assessment criteriaThe student accurately lists allgroups to which they belong andtheir place in each group.


IndicatorsDiscuss their own customs and traditions and compare themwith others.

ActivitiesStudents share with the class the customs and traditions oftheir family and their clan, such as special celebrations,traditions, dress and songs.

Ask the class to identify similarities and differences betweenthese customs and traditions.


PROCESS SKILLS STUDENT ACTIVITIES

ACTION TAKEN IndicatorIdentify behaviour that affects relationships, such as not sharing or uncooperative behaviour.

ActivitiesStudents write down the behaviour of others that makes them feel happy or good and that whichmakes them feel unhappy or sad or angry.

Ask students to describe how such behaviour affects their friendships with others.

Discuss with the class a plan of how to improve their sharing and cooperative skills such aslistening to their friends or sharing their lunch with a friend.

Step 5

Identify and develop appropriate assessment tasks and assessment criteria.

For this unit of work, there are only two assessment tasks.

A set of criteria will be used to assess the performance of the students.Points to look for:

• list of skills that the student will do to improve relationships,

• list of attitudes that students will apply to improve relationships,

• indication of the type of relationship expected if the skills and attitudesare applied or not applied.

This table expands on the one above by adding assessment tasks andcriteria.


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PROCESS SKILLS STUDENT ACTIVITIES ASSESSMENT TYPE


IndicatorsList roles of each member of the family. List the expectedroles and responsibilities in their different groups.

ActivitiesBrainstorm with the class the different members of theirfamilies. Make a list on the blackboard of the family membersand ask students to suggest the roles and responsibilitiesattached to those members.

Discuss with the class similarities and differences in the rolesand why they are the same or different.

Assessment taskWrite an essay outlining theirplan to improve their sharingand cooperative skills anddescribe how this affects theirrelationships with friends.

Assessment CriteriaThe student describes 2 or 3kinds of behaviour they canpractise to demonstrate sharingand cooperative skills.

ACTION TAKEN IndicatorIdentify behaviour that affects relationships, such as notsharing or uncooperative behaviour.

ActivitiesStudents write down the behaviour of others that makes themfeel happy or good and that which makes them feel unhappyor sad or angry.

Ask students to describe how these behaviour affects theirfriendships with others.

Discuss with the class a plan of how to improve their sharingand cooperative skills such as listening to their friends orsharing their lunch with a friend.

Step 6

Identify and list the resources and equipment required for the unit of work.

The following resources will be needed for this unit of work: photos orpictures of groups of people, resource books for students’ reading.

Step 7

Allocate or estimate the timeframe required to teach that unit of work, suchas 2 weeks or 3 weeks.

This unit of work, for example, would probably take two weeks for studentsto complete all activities. During that time, some students will achieve theOutcomes identified while other students may only achieve parts of theOutcome.

Step 8

Program according to unit of work.Refer to the programming section in this Teachers Guide.


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Sample 1: A complete plan of unit of work with thesteps above

Title of unit of work: Our groups and their influence on

The groups andtheir influence on us


6.1.1 Outline what it means tobe a positive member of afamily, clan or community

6.1.4 Demonstrate sharing andcooperative skills


6.3.1 Describe the customs, ritualsand traditions associated with localcultural groups and consider howthey influence family andcommunity life


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Purpose of the unit of workStudents recognise the groups to which they belong, how they influencemembers of a group and how the different groups influence their lives. Theythink critically and make informed decisions about how to contributepositively to the groups to which they belong or will belong, to promotepositive and healthy living.


STUDENT ACTIVITIES ASSESSMENT TYPE NUMBER OFLESSONSESTIMATEDTIME

IndicatorsList groups to which they belong,such as family, school, andcommunity.

Activities

- Brainstorm with students themeaning of the word ‘group’,and list on a board the differentgroups they belong to such asfamily, class, team, and clan.

- Ask students to describe theirplace in the different groups,such as daughter, son, sister,member of a team or youngestin the class.

2 x 40-minutelessons foractivities

2 x 40-minutelessons forassessment taskAssessment task

Students make a personal record ofdifferent groups to which they belongand their place in each group.

Assessment criteriaThe student accurately lists all groups towhich they belong and their place ineach group.


IndicatorsDiscuss their own customs andtraditions and compare them withothers.

ActivitiesStudents share with the class thecustoms and traditions of theirfamily and their clan, such asspecial celebrations, traditions,dress and songs.

Ask the class to identifysimilarities and differencesbetween these customs andtraditions.

IndicatorsList roles of each member of thefamily.

List the expected roles andresponsibilities in their differentgroups.

Activities

- Brainstorm with the class thedifferent members of theirfamilies.

- Make a list on the blackboardof family members and askstudents to suggest the rolesand responsibilities attached tothose members.

- Discuss with the classsimilarities and differences inthe roles and why they are thesame or different.

5 x 40-minutelessons foractivities

Subtotal 5x40-minute lessons =200 minutes

Subtotal 4 x 40-minute lessons =160 minutes

PROCESSSKILLS


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ACTIONTAKEN

PROCESS STUDENT ACTIVITIES ASSESSMENT TYPE SKILLS

NUMBER OFLESSONSESTIMATED TIME

IndicatorIdentify behaviour that affectsrelationships, such as not sharing oruncooperative behaviour

Activities

- Students write down the behaviourof others that makes them feelhappy or good and that whichmakes them feel unhappy or sador angry,

- Ask students to describe howbehaviour affects their friendshipswith others.

- Discuss with the class a plan ofhow to improve their sharing andcooperative skills such as listeningto their friends or sharing theirlunch with a friend.

Assessment taskWrite an essay outlining their plan toimprove their sharing andcooperative skills and describe howthis affects their relationships withfriends.Assessment CriteriaThe student describes 2 or 3 types ofbehaviour they can practise todemonstrate sharing andcooperative skills.

2 x 40-minutelessons for activities

1 x 40-minutelesson forassessment task

Total Time =12 x 40 –minute lessons = 480min

Layout for a unit of work

GRADE: ________________STRAND: _____________________SUBSTRAND: __________________

LEARNING OUTCOMES: _______________________________________________________________

TITLE OF THE UNIT OF WORK: _________________________________________________________

PURPOSE OF THE UNIT OF WORK: _____________________________________________________

RESOURCES: _______________________________________________________________________

SUGGESTED LINKS WITH OTHER SUBJECTS OR OTHER STRANDS WITHIN PERSONAL DEVELOPMENT

TOTAL ESTIMATED TIME FRAME FOR THE UNIT OF WORK: _________________________________



ACTION TAKEN

PROCESS STUDENT ACTIVITIES ASSESSMENT TYPE NUMBER OFLESSONS ANDESTIMATED TIME

SKILLS

Subtotal 3 x 40-minute lesson =120 minutes


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Sample 2: Integrated unit of work across subjects

Steps for developing an integrated unit of work

1. Study the content overview from the Syllabus that shows the Strands andthe Substrands.

2. Identify at least 2 to 4 Outcomes that link naturally together. Brainstormpossible themes, issues or topics from the Outcomes and identify arelevant theme, issue or topic from this list to name the unit of work.

3. State the purpose for the unit of work.

4. Identify the unit content: knowledge, skills and attitudes that you wantstudents to demonstrate. Use the Outcomes and indicators in theSyllabus and elaborations in the Teachers Guide to help.

5. Develop and sequence teaching and learning activities, identify thestrategies and list relevant resources to be used.

6. Develop an assessment plan with assessment tasks, criteria andrecording methods.

7. Estimate the time frame required to complete the unit of work.

8. Develop a weekly program for the unit of work.

Modelling the process of developing a unit of work usingan integrated approach across subjects

Step 1

Study the content overview from the Syllabus that shows the Strands andthe Substrands. Use the content overview from the selected Strands in theSyllabuses for Arts, page 9, Personal Development, page 9 and Science,page 8.

Step 2

Identify the learning Outcomes.Group 2 to 4 Outcomes that link naturally together. Brainstorm possiblethemes, issues or topics from the Outcomes and identify a relevant theme,issue or topic from this list to name the unit of work. The diagram belowillustrates this step.

Theme:Traditional Dance

Arts Strand: Dance and dramaOutcome: 6.2.2: Create danceor drama in traditional styles

ScienceStrand: Science in the HomeOutcome: 6.3.2: Conduct practicalinvestigations into the nature ofmixtures and communicate findingsin a scientific way using availableresources

Personal DevelopmentStrand: Our Culture, Lifestyleand Values Outcome: 6.3.1:Describe the customs, ritualsand traditions associated withlocal cultural groups andconsider how they influencefamily and community life

Step 3

State the purpose for the unit of work. In this unit of work, students willdemonstrate their understanding of the different cultural and traditionalactivities involved in preparations for a traditional dance.


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Step 4

Identify the unit content: knowledge, skills and attitudes that you wantstudents to demonstrate. Use the Outcomes and Indicators in the Syllabusand Elaborations of Outcomes in the Teachers Guide to help you.

The table below shows the knowledge, skills and attitudes to bedemonstrated by students through various teaching and learning activities.

Subject Knowledge Skills Attitudes

Arts Traditional stories, dances,arts

Create dances usingtraditional rhythms, patternsand movements

Appreciation of traditionaldance and drama fromdifferent cultures

Science Types of mixtures, solutionsand suspensionSeparating substances

Identify and collect commonmixturesExperiment with the types ofmixturesApply traditional and modernpaints and dyes

Value and appreciate theimportance of local resources

PersonalDevelopment

Cultures of local groups,including customs, beliefs andtraditionsCultural symbols

Describe ways differentpeople practice certaincustoms and state theinfluences on their lifestyleSuggest how to preservecultural practices and beliefsthat may be appropriate

Show pride and preservevaluable cultural traditionsand customs

Step 5

Develop and sequence teaching and learning activities, identify teaching andlearning strategies and the resources to be used. Use the Outcomes andindicators from the syllabuses and elaborations of Outcomes from theTeachers Guides to develop student activities as described on the followingpages.


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The table below could be used to show this information. This is a sampleonly and teachers can select from the lists shown in each column or selecttheir own activities, strategies and resources.

1. What is a traditional dance

· Use the theme of ‘traditional dance’ to generate discussions todescribe all things associated with traditional dance.

· Students will develop a concept map to gather information about whattraditional dance is.

· Discuss the importance of traditional dance as part of celebrations inPapua New Guinea that celebrate values, beliefs, symbols andmeanings.

2. Different cultural dancing groups

· Invite community groups or individuals to demonstrate traditionaldances.

· Plan a trip to the community to observe traditional dances of culturalgroups and collect information.

3. Importance of dances

· Discuss the importance of dances from different groups. For example,discuss the story the dance tells, the characters in the story, thecostumes, the decorations associated with the dance and music andother related elements.

· Discuss with students the characteristics of the animals and othercharacters in the dance or story such as the physical appearance ofthe animals: their size, shape, colour and surface patterns; whetherthey are dangerous, fierce or friendly; how to protect and care for themand how to avoid danger

· Discuss the celebrations and rituals associated with objects, what thecelebrations are about, what happens at events and how they could bedifferent or the same in different communities.

· Through questioning, discuss what many ceremonies have in common,such as costumes, decorations, music and dance.

4. Create dances

· Students will create a dance of their own; list the steps involved increating a dance. They record the information or their thoughts inworkbooks, or as a poster, through narrative writing, poems, songs anddrawings. Brainstorm or discuss what the story of their dance will beabout. Examples could include an animal, bird, fish, person or naturalhappenings.

· They can then create a beat or rhythm to the steps by clapping, playinga drumbeat, banging coconut shells or singing.

· Discuss the decorations that would be appropriate for each of thecharacters in the dance such as body paint, hands, feet and face-painting.

· They then will need time to refine the steps and movements, actionsand steps that represent their character and their part in the story andput together the complete sequence.

· Evaluate and make changes to any ideas and actions that need to beimproved.

5. Preparing resources

· Collect resources that have been identified in previous activities.

· Create a design that represents their animal or character and thatillustrates the colours, patterns and movements of the animals.

· Mix paints, cut figures, make masks, headdresses, grass skirts, paint,kundu drums.

· Incorporate in the dance original objects brought to school or askparents and community to lend decorations.

· Evaluate and make changes to any resources that need to beimproved.

Sequenced teaching and learning activities Teaching andlearning strategies

Resourcesneeded

Check PersonalDevelopment,Science and Artsteaching andlearning processesand strategies thatare applicable tothese sequencedteaching andlearning activities.For example youcould use thePersonalDevelopmentinquiry basedapproach and theScience 5 Esapproach

Traditional costumessuch as: grassskirts and tapacloth

Traditional paints,dyes made fromclay, mud, coconutoil, ash, lime andherbsUse cultural groupsor persons as aresourcesinging groupdancing groupcommunity group:Kundu drumsCoconut husks andshellWooden maskRibbons and lacesShellsWhistleGaramut


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Sequenced teaching and learning activities Teaching andlearning strategies

Resourcesneeded

6. Perform dances

· Each group will practise, sequence and rehearse dance steps thatillustrate the movements of the chosen characters.

· Students will take part in a full dress rehearsal, and make adjustmentsto their dance or to the costumes and decorations in preparation for thefull performance before an audience such as classmates, parents orcommunity.

· Decide how long the dance will take. For example, each group couldplan on a performance that lasts for 5 to 7 minutes.

· Students can decide how they want to assess each group’sperformances.

· Evaluate their own and others performances and make suggestions forimprovements.

Step 6

Develop an Assessment Plan with assessment tasks, criteria, and recordingmethods. Teachers can choose from the student activities created to developassessment tasks. For instance, for this unit of work, there will be twoassessment tasks, one based on student activity 5 and another assessmenttask based on student activity 6. Teachers can choose to do more or otheractivities than are suggested.

Assessment tasks

1. Students record an outline of the processes they have used in developingthe costumes and decorations used in the performance of the dance.

2. Students demonstrate skills in performing dance steps showingcoordination of movement, timing, body control and use of personal andgroup space.

Assessment Criteria

Teachers develop statements that will be used to judge the quality of studentperformance based on the Outcomes they will achieve.

For exampleAssessment task 1: The students will record an outline of the processes theyhave used in developing costumes and decorations used in the performanceof the dance.

Assessment criteria:

A Sequence the process of how the costume is made, describing each step

B Make the costume with selected designs, mix different paints and paintthe costume

C Completed product: appropriately decorated and neat and durable


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RecordingRecording Method:Checklist

Recording key:1 Needs assistance2 Mastered the skills

Recording sheet

A B C

Andrea 2 1 1 This student was able to sequence the processes correctly but needsassistance in designing, making and completing the costume.

Arthur 2 2 2

Moa 1 2 2

Step 7Estimate the time frame to complete the unit of work.It will take appropriately 3 to 4 weeks to complete this unit of work.

Step 8Develop a weekly program for the unit of work. Use the information from theintegrated unit of work steps 2 to 7 above to complete your weekly programfor your unit of work as shown in the sample below.

Student Criteria Comments

Sample of a weekly programmeDay Outcome Specificactivity

(Refer to thetable in step 5)

Teaching andlearningstrategies

Assessmenttask

Assessmentmethod

Resources

Mon Refer toOutcomesin step 2

Use thetheme‘traditionaldance’ togeneratediscussionsto describeall activitiesassociatedwithtraditionaldance

Groupdiscussion tocreate aconcept mapon traditionaldance.

Notapplicable

Have asample of aconceptmapBig chartsA3 paper

45 minutes

Tue

Wed

Thur

Fri

Complete the rest of the week

Estimatedtime


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Resources

This list of materials can be used by teachers to assist or support them toimplement the Syllabus.

• Issues Book by John Foster Issues 1–5

• Pikinini Sports Handbook

• Sexual and Reproductive Health Book

• Grade 1–6 Physical Education Syllabus

• Physical Education Grade 7–8 Syllabus (1989)

• Grade 6 Health Syllabus

• Grade 6 Health Teachers Guide

• Grade 6 Health student textbooks

• Use any existing resource materials that can support the implementationof Personal Development


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GlossaryGlossaryGlossaryGlossaryGlossary

Assertiveness a skill where a person is able to stand up for their own rights without puttingdown the person they are communicating with. For example, an assertiveperson can state feelings, ask a favour, deal with criticisms and disagree in apositive way

Aggressive behaviour a type of behaviour where someone wants to be right or win at all costs.Aggressive people never consider the rights or feelings of others in the group.Aggressive people use criticisms, threats, put-downs, rumours or shouting downother people to get what they want

Adulthood a stage in life when a person is physically mature and more in control of his orher life, being responsible for their own choices and actions. They should be ina position to set their own goals and works towards achieving their goals

Adolescence period of life after puberty when a child goes through the physical, emotionaland social changes to become an adult

Abusive using unkind, cruel or rude language or actions

AIDS Acquired Immune Deficiency Syndrome, a group of diseases that can occurafter a virus, the Human Immunodeficiency Virus (HIV) enters a person’s body.There is currently no cure for AIDS

Addiction a dependence on something such as marijuana, alcohol, tobacco or some otherdrugs

Accountability to be liable, responsible and answerable to anything that belongs to a group ofpeople or a community

Blended family formed when an adult with children forms a family with another adult withchildren

Beliefs a way of life based on certain values and attitudes from a particular culture orcultural group

Bullying maltreatment or harassment or abuse of power and position

Cancer a disease caused by the multiplication of an abnormal cell. The cells continue tomultiply, forming a ball of cells called a tumour that grows rapidly, invading anddamaging vital organs

Customs an established way of living which is typical for a particular group of people, forexample, bride price or feast

Ceremony a formal celebration that is always performed in the same way such as awedding

Conception the point at which the nucleus of a sperm joins with the ovum

Counselling giving people advice as part of your job. For example, a school counsellor givesadvice to students who need it

Culture all the ways of believing and acting associated with a certain group of peopleincluding customs, ideas, beliefs, values and tools


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Diet the food a person regularly eats. Can also mean to select or limit food toimprove health or loose weight

Disability when normal human activity is affected by the loss of a body part or bodyfunction

Discrimination treating a person differently because they belong to another group

Domestic violence violence that occurs within families: for example, mother against father, parentagainst children or adult children against younger children

Drugs a drug is any chemical substances that changes the physical, mental oremotional state of the body

Depression is a mental state in which the person feels extremely unhappy and has noenthusiasm for anything

Extended family a large family group that includes children, parents, grandparents, aunts,uncles, cousins and other relatives.

Gastroenteritis a sickness of the stomach and intestines. It is usually due to infection by virusesor bacteria or to food poisoning and toxins. It causes vomiting and diarrhoea.

Gambling the act or habit of betting money, for example, in card games, horse-racing orpoker machines

Humiliation the feeling of embarrassment by having lost your pride and seem to be helplessand stupid

Harassment actions that are unwelcome and intended to trouble or annoy someone, forexample, repeated attacks on them or attempts to cause them problems

Human Immune Human Immunodeficiency Virus, a virus that can be passed from an infectedVirus (HIV) person to another person by sexual intercourse, by sharing drug-injecting

equipment: needles or syringes, or by an HIV-positive mother infecting her bornor unborn baby

Interact an action between two or more people that affect each other

Immune system the parts of the body which help to fight infection to keep us healthy, such asantibodies and white blood cells

Immunisation a way of preventing sickness by giving a person an injection. Mostimmunisations are given to children, so parents must take their children to theclinic to get them immunised. Immunisations are recorded in a little book whichparents should keep in a safe place so that they know which sicknesses theirchildren are protected against

Locomotor skills skills required to move the body from one spot to another, such as hopping,jumping, walking or running

Locomotor a combination of locomotor skills such as galloping, rolling, starting andstopping

Leisure a time free of work or duty when we can choose to do things for fun, enjoymentand relaxation

Marijuana a drug made up of dried leaves, flowers and stems of a cannabis plant. It isillegal to take or sell


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Menarche the time at which the period begins in a girl. Menarche may occur at any timebetween the ages of 10 and 18

Metabolism all the changes that take place in the cells of a living organism that enable it togrow and function. Metabolism involves the breaking down of some substancesand the building up of other substances

Motor skills skills of movement that depend on physical ability and thinking ability

Motor skill learning reorganisation of basic movement skills resulting in a permanent change inlarge muscle group behaviour, this change being brought about as a result ofpractice

Non-locomotor movements performed by parts of a body while the other parts are stationarysuch as bending, twisting, stretching, turning or hanging

Nuclear family a family consisting only of parents and their children, not including aunts,uncles, cousins and other family members

National identity the pride, respect and love that we have for our country that we show throughour actions to other countries

Ovulation a scientific term when an adult female produces eggs, ‘ova’ from the ovary

Passive smoking when someone breathes in smoke from another person’s smoking

Polygamous a custom in some societies where men are allowed to be married to more thanone person

Polyandry a custom in some societies where a woman can be married to more than oneman

Prejudice meaning prejudgement is the formation of an opinion or feeling without sufficientknowledge, thought or reason

Puberty time of rapid physical growth and development particularly of the reproductivesystem prior to adolescence

Pubic hair short, curly hair around sexual organs which grows during puberty

Physiological changes due to the way a person’s body functions

Promiscuity an act where a person has many sexual partners

Rituals one or more ceremonies or customary acts which are always done in the sameway, for example initiation and mass procession

Social pressure the pressure from events and customs happening around you, the way peoplerelate to each other and the impact this has on your situations and behaviour

Self esteem if you have a positive self-esteem, you feel that you are a worthwhile person,and for that reason you behave confidently

Sexuality a person’s ability to experience sexual feelings

Sculling moving a boat through water using a scull a small oar which is held by oneperson


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Single parent family a family made up of only a father or a mother and children, for example a singlemother with her children on their own

Sexual responsibility our responsibility in responding to or reacting to matters concerning sex

Sexual Transmitted any venereal disease that is transmitted through sexual intercourse. Most areIllnesses or caused by bacteria and can be cured by antibiotics if the person gets treatmentDiseases early enough, for example gonorrhoea and syphilis(STI) or (STD)

Submissive a behaviour where a person avoids situations or makes decisions by pretendingthat a difficult situation does not matter. They follow other peoples’ decisionsabout an issue instead of talking control of it

Siblings siblings are brothers and sisters

Spouse someone’s spouse is the person they are married to

Stereotype expecting people to behave in a certain way because they belong to a particulargroup. An example of a stereotypical statement would be: ‘All Tolai men areexpected to carry a basket’

Transparency a statement or situation that is easily understood or recognised by all

Traits a trait is a special feature of a person. Cultural traits are learned while physicaltraits are inherited. People look and act differently because of their differenttraits

Traditions a custom or belief that people in a particular group or society have practised orheld for a long time

Taboos a social custom that certain words, subjects or actions must be avoidedbecause people think they are embarrassing or offensive

Tolerance the quality of allowing other people to have their own attitude or belief or tobehave in a particular way, even if you do not agree with it or approve

Values values are the ideas, beliefs and ways of acting that are important to people.You learn some values from your culture or the groups you are part of

Vandalism is the deliberate destruction of something useful or beautiful, especially publicproperty, for example graffiti

Voice box breaks a stage when male voices sound deeper and more masculine


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Appendix Time allocations for upper primarysubjects

In Upper Primary the subjects to be taught and their time allocations perweek are:

Arts 180 minutesLanguage 180 minutesMaking a Living 360 minutesPersonal Development 240 minutesSocial Science 180 minutesScience 180 minutesMathematics 180 minutes

All subjects are core subjects and must be allocated the required number ofminutes per week. Each subject is equally important for Integral HumanDevelopment. Making a Living and Personal Development have more timeallocated because of their practical orientation.

All subjects can be externally assessed (National Assessment and ReportingPolicy, 2003).

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