This section contains a brief explanation on learning and teaching approaches that teachers may use for this subject. It also describes the links that the subject has with other subjects, sensitive issues that teachers may consider when teaching the subject and assessment framework, and information to guide teachers with effective recording, monitoring and reporting of learners achievements.
The secondary school years are important for the formation of a positive attitude towards health. These years develop good habits and practices and build a basis for lifelong healthy lifestyle.
To enable meaningful learning to take place in the classroom, it is recommended that teachers employ a variety of teaching approaches that suit the different learning styles and abilities of their pupils. When learning is meaningful to pupils, their conceptual understanding and application of health concepts are enhanced.
It is also important to choose approaches that promote active learning in pupils where they are meaningfully engaged in the learning process. Active learning stimulates interest, creativity and develops skills in independent learning, problem solving and decision making.
A cooperative learning approach involves active learning. Learners solve problems, answer questions, formulate questions, discuss, explain, debate or brainstorm in small groups during class to maximize learning. Learners become more involved and responsible for their own learning and are also help other members of the group to learn. Interactions among learners encourage and develop social skills.
The approach also involves more learners in activities, at the same time as they are either observing others and listening or actively participating and articulating their responses, hence, the teacher’s role is to facilitate the process of learning.
People can have a range of ways they prefer to learn. These are sometimes referred to as learning styles. Verbally intelligent learners learn best through reading, writing and discussing. Learners with a high tendency for activity learn through hands-on activities, are highly coordinated and tend to enjoy acting, role playing, dancing and moving about. Logically intelligent learners think in numbers and patterns. Environmentally aware learners are more aware of their natural surroundings and have keen observational skills. Spatially intelligent learners learn through visuals like to draw and create and are also good at playing with puzzles and using graphic organizers to organize information. Learners with high interpersonal intelligence are social beings who learn best while interacting with others and are team leaders and builders. Introspective learners on the other hand tend to be reflective and need time to process information and think. Lastly musically intelligent pupils enjoy and learn through musical activities, jingles, clapping, humming or composing music.
Teachers need to assist their learners to develop and extend their learning abilities rather than just be focused on one style. Therefore teachers need to provide a wide range of learning experiences to enable learners to be more holistic. In health education teaching approaches include activities which are largely cooperative, experiential (involving activities that exemplify health concepts) and cognitive (involving use of thinking skills). Emphasis should be on variety of learner centred learning experiences and activities to enable them to understand and experience the health concepts every day.
The chart on the next page presents a range of teaching approaches appropriate to health education at the Secondary level.
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