Most Education Ministries Structure Their Curricula In These Typical Ways For High Level Education P

By Author: west sharma
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All aspects of health, personal development and social development (HPSD) are delivered in an mandatory elementary school curriculum that is accompanied by a separate physical education (PE) program. In religious schools, aspects of personal and social development are taught in a moral, religious or ethics education (MRE) curriculum.
At the junior high school level, HPSD is sometimes combined with a mandatory PE or Career Education (CE) curriculum or it is delivered as a separate mandatory curriculum with parallel PE and CE curricula. In religious schools, aspects of Personal and social development are taught in a moral or religious education curriculum.
At the senior high school level, the HPSD, PE, CE, MRE curricula often become optional. Other elective curricula in Family Studies (FS), service learning/leadership, and similar courses are offered as career development options.
Functional knowledge, attitudes, normative beliefs, general and specific skills, self-worth/knowledge, behavioral intentions (goals/health action plans) and social responsibility can be taught or learned when they are delivered through ...
... health/personal-social education programs. Such knowledge, attitudes, intentions or skills can have positive effects on specific health and social behaviors but they may also be a pre-requisite for more significant behavior change. All students should achieve a basic level of health literacy Schools should strive to instill a lifelong interest in health so that their own health is a resource for daily living. As well, schools can provide some students with health career education and exploration programs that enable them to enter health and related occupations/professions when health education is coordinated with other programs, services, policies and practices, the effect is much more significant on health behaviors, social development and learning. These coordinated SH programs can lead to whole-school effects, including a health-promoting school and be part of comprehensive approaches that link synergistic interventions and address clusters of related health/social problems at multiple levels.
Learning occurs in stages, going from awareness about a topic, a desire for more information, gaining knowledge and then understanding, identifying personal concerns/interests about the topic, practicing how to use the new knowledge, skills or beliefs (sometimes with social, physical or other support required, reflecting on the learning and evolving in new ways based on the learning. In health promotion, these stages of change have been expressed in similar ways about specific health or social behaviors, such as contemplation, experimentation, adoption etc. Health education programs must be based on solid, evidence-based behavioral theories as well as evidence-based learning theories.
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