Ministry of Education & Youth HFLE Curriculum Grades 7-9 _____________________________________________________________  ______________________________________________________               HEALTH AND FAMILY LIFE EDUCATION    REFINED SCOPE AND SEQUENCE   GRADES 7‐9                                            PREPARED BY: CARIBBEAN CONSULTING GROUP  SEPTEMBER  2007                                                                   - 1 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ______ _____________________________________________________________________________________________________________ CONTENTS Vision for the Health and Family Life Education Scope and Sequence 3 Mission Statement 3 Introduction 4 • What are Life Skills? • Why Teach Life Skills in School? • Life Skills Methodology in the Classroom Organisation of the Revised Scope and Sequence 6 • Theme: Sexuality and Sexual Health • Theme: Self and Interpersonal Relationships • Theme: Appropriate Eating and Fitness • Theme: Managing the Environment • Notes for the Teacher – Tips on Teaching the Scope and Sequence Grade 7 10 • Materials and Activities for Grade 7 11 • Scope and Sequence for Grade 7 12 Grade 8 69 • Materials and Activities for Grade 8 70 • Scope and Sequence for Grade 8 71 Grade 9 123 • Materials and Activities for Grade 9 124 • Scope and Sequence for Grade 9 125 Case Studies and Games for Grades 7, 8, 9 178 - 2 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ FOREWORD     We would like to acknowledge UNICEF and the National HIV/STI Prevention and Control Programme funded by the Global Fund to Fight AIDS, Tuberculosis and Malaria, for supporting the initial revision.   Caribbean Consulting Group is pleased to have been asked to guide the process of refining the Health and Family Life Education curriculum. This refined version of the curriculum represents our best ideas as well as the combined efforts and contributions of a number of partners and stakeholders. We include members of staff at the Ministry of Education, as well as Dr. Gwen James and Mrs. June Cezair-Wallace who completed the initial document. Our team, which includes Carol Rose Brown (Team leader) and Mrs. Janice Holung, acknowledges with thanks all your kind cooperation and comments and we hope that this version of the Health and Family Life Scope and Sequence proves to be worthy. VISION FOR THE HEALTH AND FAMILY LIFE EDUCATION SCOPE AND SEQUENCE To provide a positive environment in which students can develop the skills required to make healthy life choices, maintain the behaviours that make for their good health and support a better society through the training of teachers and the development of the Health and Family Life Education curriculum. MISSION STATEMENT To enable students through a life skills-focused education process, to achieve their potential and assure their healthy contribution to the social, cultural and economic development of Jamaica. - 3 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ INTRODUCTION Health and Family Life Education (HFLE) was introduced into the curriculum of primary schools in 1998. The programme was guided by the Health and Family Life Education Scope and Sequence for Grades 1-6, published in June 1998. The programme achieved important successes. However, it has been argued that given the challenges that children face in their daily lives, a more definitive life skills focus is required to help students manage the situations they encounter. In fact, advocates argue that a life skills approach should be adopted in the teaching of HFLE. This revised Health and Family Life Education (HFLE) Scope and Sequence is organised to reflect that focus. What are Life Skills? The World Health Organization (WHO) defines life skills as the abilities that enable one to adopt positive behaviours that allow one to deal effectively with the demands and challenges of everyday life. The concept of life skills is based on the assumption that there are sets of life roles that each person needs to fulfill. Life skills can be classified in various ways. The approach adopted in the development of this revised Scope and Sequence classifies life skills as: (i) Social and interpersonal skills (ii) Cognitive skills and (iii) Emotional coping skills. A few examples of each category of skills are shown below. • Social and interpersonal skills including communication, refusal, assertiveness and empathy skills. • Cognitive skills including decision-making, critical thinking, self-evaluation. • Emotional coping skills including stress management skills, self awareness, skills for increasing internal locus of control. Another way of categorizing life skills, according to the WHO, is as follows: • Decision making, problem solving • Creative thinking, critical thinking • Effective communication • Interpersonal skills • Self awareness • Empathy • Coping with emotions and stress - 4 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Why Teach Life Skills in School? We know from research that behaviours and skills are learnt more easily when an individual is young (Glanz et al, 1997). You could say there is some truth to the adage: “You can’t teach an old dog new tricks”. We also have evidence that an individual needs information in order to develop or change behaviour, but that information alone is not sufficient to ensure development of or change in behaviour. In addition to information, the individual needs skills as well as opportunities and an environment that allows him to learn the values and attitudes and adopt the behaviours that will enable him/her to deal effectively with the demands of daily life. School is, therefore, one the best places to begin to teach these skills and to ensure, through interaction with and involvement of parents, that these lessons are reinforced at home. The theoretical foundations of the life skills approach rests on evidence which reveals that competencies in the use of life skills can: ‐ Delay the onset of drug use ‐ Prevent high risk sexual behaviour ‐ Facilitate anger management and conflict resolution ‐ Improve academic performance and ‐ Promote positive social adjustment Life Skills Methodology in the Classroom The life skills methodology sees the teacher as facilitator. The teacher provides opportunities to help children understand the topics in their own way. The teacher does not stand and present a topic. The teacher asks the children to consider a problem and gets from them a response. On the basis of this response, the teacher organises the children to complete class activities that will offer them a chance to understand the problem in their own situation. These activities can include: - role play - story telling - games/simulation - case studies/scenarios - resource persons/experts - panel discussions/debates - surveys/interviews - field visits/observations - journals/logs/portfolios - media - community/school projects - group work/discussions - dance - drama - art/music - 5 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ The objective of this methodology is to help the children develop the life skills through practice in the classroom and so learn how to use the skills to help them make better decisions in their personal and public lives. ORGANISATION OF THE REVISED SCOPE AND SEQUENCE This revised Scope and Sequence is organised to reflect guidance provided by the HFLE Regional Curriculum Framework for ages 9-14 years (UNICEF/ CARICOM/ EDC, nd). Consequently the programme is developed around four themes. They are: 1. Sexuality and Sexual Health 2. Self and Interpersonal Relationships 3. Appropriate Eating and Fitness 4. Managing the Environment Theme: Sexuality and Sexual Health Sexuality is an integral part of personality and cannot be separated from other aspects of the self. There are physical, emotional, and psychological as well as gender – what it means to be a man or woman – components to the term sexuality. All human beings experience a range of sexual attitudes, feelings and capabilities. In turn, these feelings and attitudes dictate the way we relate to others and give meaning to our sexual behaviour. Sexual roles and values are determined by family, religious beliefs, social and cultural norms and personal experiences. The negative expression of sexuality may manifest in poor reproductive health outcomes such as an unplanned and early sexual debut, which can lead to high rates of sexually transmitted infections (STIs), including HIV, as well as teen pregnancy. The sexual behaviour of youth in Jamaica gives cause for concern for individual as well as long-term national development. An estimated 20 per cent of young women get pregnant before they complete their basic education (National Family Planning Board, 2004). The rates of infection of sexually transmitted infections including HIVis growing, especially for female adolescents (Ministry of Health, 2004). Schools are strategically placed to help reduce these rates by the way in which they can influence the sexual attitudes and behaviours of young people. - 6 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Theme: Self and Interpersonal Relationships Knowing who we are (self concept) and our place in the society is important for our well-being. The need to belong and be loved is important for everyone as these factors help to shape who we are and in the end contribute to our acceptance of ourselves. Healthy relationships with family members, schoolmates and others are determined by a healthy self- concept. Students need to develop a healthy sense of self in order to develop and maintain healthy relationships with family members and friends at school. They also need these skills to ensure that they respect and accept persons who are different. They also need the opportunity to practice skills that reduce their involvement in risky behaviours and help them to survive in a world that demands pooling of our individual and collective resources. Theme: Appropriate Eating and Fitness The levels of obesity and other lifestyle diseases typically associated with adults are increasingly observed among children. Like most other behaviours, eating and fitness (exercise) behaviours are learned early in life. They are influenced by the child’s home and school environments but also are affected by the media, culture, religious, social and economic factors. The life skills approach to Appropriate Eating and Fitness requires that students understand that healthy eating and the right balance of safe, nutritious and wholesome foods (especially locally grown and produced foods) are important to health throughout the life-cycle (knowledge). They will also be able to critically examine what motivates them to adopt particular eating and fitness habits and develop a healthy attitude to eating and exercise (attitude). They will acquire skills to make healthy food choices. The goal is to reduce the incidence of diet-related and lifestyle-diseases like diabetes, stroke, heart disease and hypertension, and to reduce the burden to the health sector of caring for persons with these illnesses. Theme: Managing the Environment We acknowledge an interdependence of man and the natural environment. If we do not protect the air, water, land, flora and fauna, in time, the environment will lose its ability to sustain good health and quality life. The environment from the perspective of the Grade 7-9 student should be defined in terms of the personal and collective responsibility to ensure a healthy environment and consequently, healthy humans. The emphasis is on raising awareness and on personal and collective (community) actions to improve health through ensuring better air quality (plant trees, limit the burning of garbage/refuse), to reduce the possibility of contracting vector-borne diseases (limit breeding sites for flies, rats and mosquitoes) through proper waste disposal, and being prepared for natural disasters. - 7 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Notes for the Teacher – Tips on Teaching the Scope and Sequence • This Scope and Sequence is very ACTIVITY focused. The activities are used to make learning fun, but are also intended to help children learn the skill, attitude and information in ways that enhance learning. • The Scope and Sequence is organised into units and lessons. Please note that often you will need more than one class session to complete a lesson. • You may not be able to cover all the lessons for the respective grade in the school year. Select those that will be more beneficial to the group. Bear in mind the HFLE programme’s Vision and Mission as you make the selection of lessons. • A list of recommended resources is provided at the end of programme for each grade. The list is not exhaustive. Feel free to use any other appropriate (for age and grade level) materials/ resources that will help you meet the learning objectives. The suggested content and activities for the Sexuality and Sexual Health theme are designed to help students in Grades 7-9 acquire knowledge about sexuality but more so to develop positive attitudes and helpful skills that enable healthy sexual growth and development. The focus will be to develop coping skills – especially self awareness and self management, social skills (communication, interpersonal, assertiveness and refusal) and to a lesser extent cognitive skills. As you prepare to teach the units under that theme, remember, students are coming from different backgrounds with different value systems relating to sexuality and sexual behaviour. These value systems may be different from your own. Special sensitivity is required especially in your choice of resource materials and persons. Resource materials should be age-appropriate and relevant. Resource persons should be competent and comfortable with their own sexuality. • It is essential that teachers are aware of their own sexuality and be willing to discuss sexual issues honestly with grade-appropriate openness. • Disclosures that are made in the class room should be treated with respect and confidentially. Each class should be adequately prepared to deal with such confidentiality. - 8 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ The section of the Scope and Sequence on Managing the Environment lends itself to highlighting contextual (community/ parish) factors and issues that are related to managing the environment. • Highlight issues that are of importance to the community. If there is a rodent problem, focus the lesson on rats and rodent management. You can include, for example, protecting food in situations where rodent infestation is a problem. Similarly, if dumping of household garbage/refuse in gullies and rivers is the problem, highlight that. • Open burning of garbage is a problem for air pollution and affects the health of individuals with breathing/ respiratory problems so spend time on that issue. If the community/parish is an agricultural community/parish, be sure to include discussion of the safe use of pesticides and fertilizers. Be sure to make the appropriate links to the Science curriculum. • Infuse elements of this Environment section with Science and Personal Hygiene lessons. - 9 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ GRADE 7 - 10 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ MATERIAL and ACTIVITIES FOR GRADE 7 Self & Interpersonal Relationships Sexuality & Sexual health Case study - ‘Relating to others’ Charts - Female and Male reproductive system Case study - ‘Family Responsibilities’ Videos - Jane & Paula Refusal skills - REAL Method - Marc and Tony Refuse – Explain – Avoid - Leave - SWAT method Say no – explain Why – suggest Alternatives - Talk - CAP Method Cool down – Agree to work it out – get the Point of view - Solve the problem Appropriate Eating & Fitness Managing the Environment Videos - Earth to Sea *********************** - Kingston Harbour – Dead or Alive - 11 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 7 Theme: Self and Interpersonal Relationships Unit 1. Growth and development General Objectives: By the end of this unit, students should be able to: 1. Understand the importance of the developmental stage of adolescence/puberty. 2. Accept and appreciate the changes that take place during adolescence/puberty. Lesson 1. Adolescence Life skills: Social: Empathy Cognitive: Critical thinking, Evaluation Coping: Self-awareness, Self-evaluation, Self-acceptance Objectives Content Strategy Activities Assessment By the end of this lesson, Several secondary sexual Resource person / A resource person (biology Assess the students should be able to: characteristics occur in males, Aesthetics: use of teacher, guidance or family presentation. females as a result of puberty, e.g., charts/comic strips counselor) speaks to Outline the biological growth of facial, pubic hair, students about biological changes in their bodies using enlargement of breasts and hips, changes during puberty. appropriate terms. deepening of voice, onset of sperm Students can ask questions production and menarche (menstrual and make notes. At the end Describe how they feel period). of the session, the class about the changes observed in prepares a visual their physical structure since These changes occur at different presentation on puberty for puberty. ages for males and females. Grade 7 students, using However, all male and female charts, comic strips, or Explain adolescence as adolescents do not change at the poems that they have made. the stage when sex organs same rate. The class decides how to mature in preparation for share the tasks. adulthood. There is considerable variation in time of onset and completion of growth and development. - 12 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Hormonal changes also occur, which Group discussion / Students in pairs discuss Evaluate journal result in changes of personality and Journaling and share with each other: entries. behaviour. - what I like about my new body Adolescents need to accept their - what I don’t like about my changed bodies, and grow to be new body comfortable within them. - what I like about your body changes -how do these changes affect our friendship? -how do these changes affect how we talk to each other? Students make entries in their journals reflecting the discussions. - 13 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 7 Theme: Self and Interpersonal Relationships Lesson 2. Personal Development Life skills: Social: Empathy Cognitive: Critical thinking, Evaluation Coping: Self-awareness, Self-evaluation, Self-acceptance Objectives Content Strategy Activities Assessment By the end of this lesson, Many different hormones act during Survey / Students in groups prepare a students should be able to: puberty, affecting emotions, Discussion / scrapbook of themselves as babies, awareness, and moods. Group-work young children and themselves Describe the emotional today. They discuss: changes that occur during Bodily changes also affect behaviour (i) Observations about these puberty and adolescence. and personality due to worries about photos rate of development, pride, and (ii) Interpret moods shown in Suggest four ways of sometimes fear of their adult bodies. present day photos coping with the changes (iii) Relate these to growth of self during puberty. Parental beliefs and societal practices confidence, self-esteem in (e.g., confirmation in Christians, each person. Discuss acceptance of Bar/Bat Mitzvah in Jews, pubertal rites responsibility for their own in other religions/societies) also affect Role play Each group prepares a skit Assess each group’s personal development. behaviour and personality in illustrating its acceptance of skit. adolescents. responsibility for its own development, and accompanying All of us have to learn to accept behaviour. ourselves, in our new bodies, with our new outlooks, and learn to adjust our personality and behaviours to these changes. - 14 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 7 Theme: Self and Interpersonal Relationships Lesson 3. Self Esteem Life skills: Social: Empathy Cognitive: Critical thinking, Evaluation Coping: Self-awareness, Self-evaluation, Self-acceptance Objectives Content Strategy Activities Assessment By the end of this lesson, During puberty and adolescence, Discussion: group Students work in pairs to write Assess their plans for students should be able to: young people come to self work down the list of qualities and changing and /or awareness, and begin to decide on values each possesses. They also improving Define values important the values that are important to describe their partner. Students themselves. to their development. them. exchange descriptions and try to Explain how self explain the differences. In this concept and self esteem They rely on friendships that assist exercise, each student should develop during in the development of their self identify the qualities that he/she adolescence. confidence and their self-identity. is un-happy with along with a List factors and plan to change them. situations that affect the Young people struggle with their formation of their self ideas about the ideal self (which is Individual Students bring photos of Assess presentations. concept. good and kind), and the real self presentations themselves at different stages of Show willingness to (which is often not as good and life. They mount these on a adjust attitudes about self. kind). When the mismatch between poster, and make a presentation to these two is too wide, self esteem the class outlining: Demonstrate self goes down. (i) how they felt about confidence when making a themselves at each stage presentation. Along with sexual maturity comes (ii) the different psychological interest in and the capacity for changes that have romantic and sexual relationships. occurred (iii) how they feel about themselves now - 15 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Demonstrate coping During adolescence students learn skills for use in situations to integrate different roles into one Role play In groups, students prepare skits Assess role plays. likely to be faced during consistent self identity. and role play situations that adolescence. illustrate how the knowledge and Adolescents find themselves in experiences they have gained different roles: dutiful son or about themselves help them deal daughter, the rebel, the athlete, the with situations and relate to girlfriend/boyfriend, etc. They put others. these together to form their self schema, upon which depends self Journaling Students write in their journals esteem and self confidence. their feelings about themselves, their self concept and self esteem. Self concept – the cluster of ideas and attitudes we have about ourselves at a given time. Self esteem – the desire to believe that we are worthwhile. Self confidence - ability to behave appropriately in different situations. - 16 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 7 Theme: Self and Interpersonal Relationships Unit 2. Myself and others General Objectives: By the end of this unit, students should be able to: 1. Demonstrate acceptance of individuals of diverse cultures and age groups. 2. Explain how they may interact positively with others, showing respect for diversity of origins and opinions. Lesson 1. Relating to others Life skills: Social: Empathy, Assertiveness, Cooperation, Relationship building Cognitive: Critical thinking, Creative thinking, Evaluation Coping: Self-evaluation, Self-acceptance Objectives Content Strategy Activities Assessment By the end of the lesson, Good interpersonal relations Role play Students in groups design and Assess skits. students should be able to: depend on mutual respect, /modeling present skits illustrating positive acceptance of diversity, interactions: Explain the factors commonalities, good (i) between two teenage boys. necessary for effective communication, and (ii) among a group of three interpersonal relations. interdependence. teenage girls. Suggest at least two Poor relations with others can be Students write a reflection on the strategies they can use to improved with self evaluation and factors that enabled these positive improve their creative thinking. Include here interactions to occur. interpersonal relationships. developing better communication skills, new attitudes, personality Case study Students in groups discuss the Assess reports. Demonstrate increased traits and behaviours. case study presented in the skit respect and tolerance for and present findings to class: others in everyday life It is important for everyone to (i) How did the people behave? situations. exhibit good inter-personal (ii) Why did they act as they did? relations, including showing (iii) How differently should they manners and respect for the have acted? customs of the country. - 17 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 7 Theme: Self and Interpersonal Relationships Lesson 2. Making new friends Life skills: Social: Empathy, Cooperation Cognitive: Research, Critical thinking, Evaluation Coping: Self-awareness, Self-evaluation, Self-acceptance Objectives Content Strategy Activities Assessment By the end of the lesson, Friendships with others Case studies In groups, students read and discuss the Assess group students should be able benefit individuals with case studies called ‘Relating to others’ reports. to: emotional and physical, and ‘Family responsibilities’. These support. case studies illustrate the ingredients of Outline at least three real friendships. Each group records benefits of having Friendships bring pleasure what the story means to it and report the friends. and fun to life, ensure social findings to the class. approval and help to form Appreciate the one’s personal identify. Students work together in groups to importance of having a Role play / Art / discuss the following situations: (i) Evaluate diverse group of friends. It is important to make new Cooperation Your friend is trying to persuade you to presentations. friends throughout school life. smoke marijuana. (ii) Your friend is Explain the the brightest person in the class, and components of Making new friends is not he/she suggests that you study together. friendships, including easy for everyone, as this (iii) Your friend is in trouble with the beneficial mutuality, requires self confidence and principal for having broken school rules tolerance and empathy. good communication skills. and wants you to help him. (iv) You meet a new student who comes into Show willingness to school mid-way through the term and make new friends. wants you to be her friend. Later students choose one and role play the situation, ensuring a positive result. - 18 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 7 Theme: Self and Interpersonal Relationships Lesson 3. Saying “No” Life skills: Social : Communication, Assertiveness, Refusal Cognitive: Critical thinking, Decision-making Coping: Self awareness, Self control, Dealing with stressful situations Objectives Content Strategy Activities Assessment By the end of the lesson, There are many substances that are Resource person / Students listen to resource students should be able to: commonly abused, many of which Personal action person from the medical Assess students are introduced to young persons. professional, or staff from a listening skills. Describe the effects of drug treatment centre speak the abusing selected drugs These substances will cause ill- about the drugs that are often (pharmaceutical, legal, health and long term illnesses. abused and their effects. Summary of talk. illegal). These substances include Students ask questions and they marijuana, tobacco, alcohol, paint write a summary of the talk. Identify at least three thinner, glue, painkillers, cough strategies for refusal of medicines. Students select an imaginary drugs, sex and gang drug abuser, and write a plan Assess plans. membership. It is useful to learn effective ways about how they will encourage of refusing: them/her to stop abusing drugs Demonstrate critical (a) to abuse drugs and get help. thinking, decision-making (b) sexual advances skills to avoid risky (c) being gang members. behaviours, and Questioning / Students will get lyrics for Bob Assess challenging situations. It is more beneficial to seek Discussion Marley’s ‘Easy Skanking’ and appropriateness alternative ways of getting respond to the following; What of songs selected. pleasure like participating in is skanking? Why is skanking sports, music, beach/river trips, cool? Do you know of any learning a new skill, enjoying songs or programmes that friends and food. encourage young people to use drugs? - 19 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Do you know of any songs or programmes that tell young people that using drugs is cool? Students discuss the effect and impact that such suggestions Role play have on them. Students in groups practice ways of refusing to participate Assess students’ in risky behaviours, using the refusal skills. REAL method: Refuse Explain Avoid Leave and the SWAT method: Say “no” Explain Why Suggest Alternatives Journaling Talk about it. Students write in their journals how they feel about possible Review journals. effects of participating in risky behaviours and what they can do to avoid these situations. - 20 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 7 Theme: Self and Interpersonal Relationships Lesson 4. Serving my Community Life skills: Social: Cooperation, Collective action, Communication, Caring Cognitive: Critical thinking, Decision-making Coping: Identifying values, Self-awareness, Goal setting Objectives Content Strategy Activities Assessment By the end of the lesson, Community service is work done Survey / Letter writing Students interview three persons Assess letters. students should be able to: by volunteers/individuals that engaged in community service, benefits individuals or the and prepare reports on the work Outline the ways in community as a whole. they do and the people they which individuals, serve. Later students write professional and other groups Persons in various groups in the letters to newspapers telling of serve their communities. community have important roles good deeds of persons they have Outline how their special to play that benefit the interviewed. talents and interests can be community. used in their communities. Identify at least two Volunteers work through Personal plan Students make plans to begin community organizations in professional associations, service community work, by joining Assess plans. which they can volunteer clubs, PTAs, church groups organizations, or by forming a their services and implement among others on various social or religious club at this action. community projects. These school. (It is advisable to get Demonstrate an services may be offered at any permission to start a new club.) appreciation for the work of time or on special occasions like Students should present their persons who serve their Labour Day activities. plans to the class and attempt to communities. implement their plan. - 21 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 7 Theme: Self and Interpersonal Relationships Unit 3. Dealing effectively with conflict General Objectives: By the end of this unit, students should be able to: 1. Understand the factors that create conflict and the strategies for solving them. 2. Appreciate that social skills, including conflict management, are necessary for good interpersonal relationships. 3. Demonstrate a willingness to communicate feelings, ideas and opinions in a positive way to foster good relations. Lesson 1. Conflict is a part of life Life Skills: Social: Communication Cognitive: Conflict management, Creative thinking Coping: Self management, Self Objectives Content Strategy Activities Assessment By the end of the lesson, There are always differences of Role play / Drama Students in groups choose a subject Assess skits. students should be able to: opinions, as well as stresses and that causes conflict. They prepare strains between persons. skits illustrating the two different Describe the factors that sides of the issue, and how the create conflicts. It is important for everyone to be persons involved tell their “story”. able to differentiate between Students discuss both points of Demonstrate respect for inadvertent and purposeful actions view, the words, actions and body the opinions of other persons. or words that hurt. It is necessary language, and the impact each of to be able to forgive a mistake, these has on the conflict. Suggest two strategies and to talk out a potential problem Debate a they can use for handling so as to avoid conflict. controversial topic Students form two groups, and each Assess debates. conflicts. chooses one of the following topics There are many different ways of to debate - “Pregnant girls should Accept personal dealing with conflicts. remain in school”, or “HIV Positive responsibility for dealing REAL method (see previous teachers and students should be with conflicts. lesson) or CAPS method. compelled to make their status known to the school”. - 22 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ The CAPS method is: Each group selects the side of the Calm down, debate it will argue, and then each Agree to work it out, sub-group selects a chief speaker, get the Points of view, supporters, develops and presents Solve the problem. arguments formally. After the debate, the students write about the differences between the formal debate and the skits presented previously. They also critique their presentations deciding whether the viewpoints presented in the skits and the debates could have been handled differently. Group work Students work in groups to choose problems that cause conflict and Assess conflict apply the methods of handling management conflicts to try to resolve the skills. problems. - 23 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 7 Theme: Self and Interpersonal Relationships Lesson 2. Handling conflict Life Skills: Social: Communication, Cooperation, Persuasion Cognitive: Creative thinking, Evaluating Coping: Self management, Dealing with stressful situations Objectives Content Strategy Activities Assessment By the end of the lesson, There are several different Resource person The guidance counsellor is invited to Summary students should be able to: strategies that are useful in / Report writing have an interactive talk with students, to reports handling potential conflicts. teach them alternative ways of solving State the different These include: problems and coping with conflicts. approaches and strategies for - Walking away Students write summary report of talk. resolving conflicts. - Refusal to discuss - Using kind words Role Students in groups prepare skits about Suggest ways in which (“I am sorry”) play/Drama how to resolve one of the following Assess skits positive conflict resolution is -Talking quietly conflicts: (i) Your friend has borrowed paying attention beneficial to all involved. - Avoiding physical money from you and has not returned it. to conflict actions When you ask him/her about it, your resolution Discuss the advantages and - Use a third party questions are ignored. approaches. disadvantages of different - Refrain from teasing (ii) Your friend has been paying too styles of conflict resolution. - Avoid sarcasm much unwanted attention to your girlfriend. She is upset about this and Choose and apply REAL method (see earlier lesson) asks you to speak to him. (iii) Your appropriate conflict CAPS method (see earlier lesson) girlfriend has told you that another management skills in dealing friend said something unkind about with at least two issues. Once conflicts are positively you. solved, all those involved come away feeling happy. - 24 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Students, working in groups illustrate two methods of handling each conflict situation above. Journaling Students write in their journals their Review journals. views on the best ways of solving conflicts and/or coping with the conflicts that may affect them. - 25 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ GRADE 7 Theme Sexuality and Sexual Health Unit 1: What is Human Sexuality? General Objectives: By the end of this unit, students should be able to: 1. Understand the range of issues related to sexuality. 2. Identify the stages of human development. 3. Discuss the factors which affect the expression of human sexuality. 4. Critically evaluate media messages about sexuality. Lesson 1: My Developing Sexuality Life Skills: Social: Presentation skills; Teamwork Cognitive: Creative thinking Coping: Self-awareness skills Objectives Content Strategy Activities Assessment By the end of this lesson, There are changes in the human Discussion / Small groups of students discuss the Assess the skits students should be able to: body thatresult from the onset of Role play changes that they have been and poems. puberty. These include: undergoing and the issues they now Label simple diagrams of Male - testes, sperm duct, urethra, face. Each group chooses one change the human male and female penis, scrotum, foreskin, or issue it sees and dramatizes it. reproductive systems to associated glands. Students may write a poem / song / rap indicate both internal and Female – ovaries, fallopian tube, entitled “The Changing Me!” external body parts. womb, cervix, vagina, vulva. Survey / Students collect and compare height / Identify the major stages In males testosterone triggers the Discussion weight data for a group of adolescents Students of the human life cycle. growth of genitals, pubic, facial of the same age. They note the identified major and underarm hair; voice changes, differences and discuss what this stages in the Outline the changes that muscle development, increased means to them. life cycle. occur in males and females activity of oil and sweat glands. at the onset of hormonal Charts Students examine unlabelled diagrams Students’ activity during puberty. In females, oestrogen and of the male and female reproductive ability to label progesterone start the systems. Later they work together to diagrams development of breasts and hips label the parts accurately and make correctly. widen. corrections where necessary. - 26 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Appreciate that Underarm and pubic hair Personal Students bring photos of themselves at individuals develop appear, the uterus and vagina action different ages of their lives along with physically and emotionally grow, menstruation begins and pictures of an older family member. In at different rates. there is increased activity of oil small groups, they group pictures and sweat glands. together in categories to match the Identify the changes that stages in the life cycle. Students they have already There are four stages in the human identify the life stages shown, highlight experienced in puberty. life cycle. They are: the differences among the categories, and attempt to identify each other at Explore how the changes the different stages, noting the associated with puberty changes. have affected their relationships with key Journaling Individual students write in their individuals e.g. parents, journals a list of physical, emotional, classmates. sexual changes that have happened or are happening since the start of grade 6 Through reproduction adults have to the present. babies. Adolescents are emotional, preoccupied with physical appearance and show an increased interest and curiosity in sex and sexuality. - 27 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ GRADE 7 Theme: Sexuality and Sexual Health Lesson 2: Factors that Influence the Expression of Human Sexuality Life Skills: Social: Communication, Respect for self; Respect for others, Leadership Cognitive: Analysis, Evaluation Coping: Decision making Objectives Content Strategy Activities Assessment By the end of this lesson, Sexuality is influenced by the Questioning / In small groups students discuss Evaluate their students should be able to: interaction of biological, social, Discussion passages taken from the Bible or understanding of the psychological, economic, political, other religious books that suggest factors that Discuss at least four cultural, ethical, legal, historical, reasons why persons should or influence sexual common factors that religious and spiritual factors in should not engage in sexual behaviour. influence the expression of your society. activity. What do these passages human sexuality within mean? What do they mean to their own environment. Possible reasons for sexual activity: you? Will they influence your o Curiosity choices? Explain possible o Recreation – sex as a ‘game to reasons why people engage play’ Students also discuss their school in sexual activity. o To feel loved and popular environment and suggest reasons o For power for increased pressure to Evaluate the link o For money participate in sexual activity. What between positive character o To satisfy cultural expectations is influencing these choices? Are traits and the ability to o For children economic factors and, social control sexual behaviours. o To express love and intimacy status issues related to choices? Self-control, commitment, Debate The class is divided into two Assess the trustworthiness, self-awareness, groups and each chooses one of arguments for and tenderness, empathy are some of the following debate topics: against each topic. the characters that cause intimate 1. Intimate relationships can relationships to bloom. occur without sexual involvement - 28 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ If such relationships happen at the right time, they maximize sexual 2. Marriage is outdated and health and enjoyment. unnecessary. Statistics show that in-spite of Each group prepares arguments divorce rates, marriage still and chooses presenters. The provides the best opportunity for groups will present their positions high quality sexual fulfillment. to the class, and later discuss which position is more ethical or acceptable to their society/church/family. Journaling In their journals, students indicate what factors influence their own sexual behaviours. They also say how they would like to be treated, how they would treat others. - 29 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ GRADE 7 Theme: Sexuality and Sexual Health Lesson 3: Sexuality Is Not Just About Sex Life Skills: Social: Communication Cognitive: Self-evaluation Coping: Self-awareness skills Objectives Content Strategy Activities Assessment By the end of this lesson, Sex - biological characteristics Questioning/ In small groups, students brainstorm Evaluate their students should be able to: which define humans as female or Small group the meaning of sexuality. They understanding of male. “Sex” is also often used to discussion attempt to group similar and related the many aspects Distinguish between the describe any sexual activity that ideas together. Later the group of sexuality. terms sex and sexuality. involves intentional sexual contact works together to research the for the purpose of sexual arousal. official definition of sexuality. Defend, giving at least Students compare and contrast their two reasons, why an Sexuality - central aspect of being opinions with the official understanding of human human throughout life and definitions, and discuss the sexuality is important to encompasses sex, gender identities differences. their personal development. and roles, pleasure, intimacy and reproduction. Video / In small groups students view in Review the Justify the statement Discussion detail a video from popular contracts. that sexual feelings are Sexuality is experienced and television shows or music videos normal in people at various expressed in thoughts, fantasies, which they bring in. They examine life stages and situations. desires, beliefs, attitudes, values, how people in the video express behaviours, practices, roles and sexuality and their intention. They relationships. discuss how they feel about the presentation and how it affects their While sexuality can include all of behaviour. As a follow-up, these dimensions, not all of them students write a contract that may are always experienced or be signed by students that asks for a expressed. commitment to examine critically and reflect on how the media treats - 30 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ sexuality. Sexuality involves physically, Discussion / In small group students discuss the Assess skits and socially, emotionally, mentally and Presentations/ following topics and decide whether presentations. spiritually expressing who you are Role play to make short presentations or role as a male or female. play one of the following: Knowledge helps us to develop o Talking about sex is not proper principles that will guide our or necessary. choices and actions; development of o Sex is for young people. character leads to self control; responsible sexual behaviour is Personal Students establish a question box important and necessary to action that is available throughout the ‘Sex establishing a healthy lifelong and Sexuality’ aspect of the HFLE committed relationships and strong programme. Students are invited to family units. put questions in the box and each class session will include a regular session called “talkback live” where a question from the box is answered or discussed. Journaling Students write in their journals reasons why they believe that an understanding of human sexuality is important to their personal development. They also indicate how what they have learned has changed their thoughts about what sexuality is. - 31 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ GRADE 7 Theme: Sexuality and Sexual Health Lesson 4: What the Media Says About Sexuality. Life Skills: Social: Communication Cognitive: Decision-making, evaluating Coping: Refusal skills Objectives Content Strategy Activities Assessment By the end of this lesson, When discussing electronic and Discussion Students choose partners to evaluate Evaluate students should be able to: print media we include: Group work radio, television and newspaper ads. presentations. o Broadcasting – radio and Project / They examine these advertisements to Identify the various television. Presentation evaluate the extent of the sexual ways in which the media o Discs / tapes – esp. for video message and the appropriateness of the projects sexuality. and computer; also consider sexual content for the different target dances/parties/clubs. audiences. Critically evaluate o Film – for entertainment and the messages about documentaries; also consider Students in groups of three conduct sexuality being sent to the role of theatre productions similar analysis of the lyrical content of the public by the media. (roots plays and stage shows). current dancehall, rap, reggae, R&B, o Internet – including blogs and and pop songs. Students research the Use critical thinking pod casts. lifestyle of the entertainers, to see if and decision-making o Publishing – books, magazines they live the way their songs suggest skills to analyze and and newspapers. they do. Each group presents its resist media messages o Computer games e.g. Play findings to the class. about human sexuality. station 3, Xbox 360 and Wii. Media Review Students in small groups undertake a Evaluate the Sexual content in the media and class cost/benefit analysis of whether or not analyses. influences how people behave presentations a person should be influenced by sexually. Media messages often popular artistes or use his/her reasoning promote earlier sex, sex with abilities to make decisions. multiple partners, sex without protection or affection. - 32 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ They also place pressure on Later they write their findings and women and men to be sexually present them to their classmates. The attractive and active. This is analysis should include critical reviews especially true in advertising. of television programmes, music videos and movies. The analysis should The media, however also has the evaluate messages conveyed in potential to educate persons in movements, the costumes, and address developing more appropriate the messages that are communicated sexual behaviours and improving about sexuality and appropriate sexual sexual health. behaviour. Essay Individual students write essays to Assess essays. persuade teens to avoid pornographic and sexually explicit films and literature. - 33 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ GRADE 7 Theme Sexuality and Sexual Health Unit 2: Exploring Gender and Sexuality General Objectives: By the end of this unit, students should be able to: 1. Explain gender roles and gender stereotyping. 2. Understand the qualities that make for good character in the opposite sex. 3. Reject gender stereotyping. Lesson 1: Evaluating the Roles Assigned to Males and Females Life Skills: Social: Communication, Collaboration Cognitive: Critical thinking, Decision-making Coping: Self- awareness skills Objectives Content Strategy Activities Assessment By the end of this A gender role is a set of expectations Questioning / A student volunteers to tell the Assess reports lesson, students should laid down by the particular society that Storytelling / popular children’s story ‘Cinderella’. and discussions be able to: prescribes how males and females Report writing In small groups students discuss the for understanding Identify roles that should act, think and feel. roles that are played by the Prince and of gender issues. have traditionally Cinderella. How does this story been assigned to Roles may also be influenced by influence how girls perceive males and roles that biological factors (hormones), social themselves and their roles? How does have been and cultural expectations among other this influence how boys see themselves traditionally assigned things. and their roles? What about girls who to females in the play football and boys who love to Jamaican society. These stereotypes influence how we cook? feel about males and females. Recognize that Later, students in those same groups gender roles vary Females: caring, nurturing, agree to watch a particular 30 minute within and among empathetic, emotional, hence women programme and examine the roles cultures / countries. play a greater role in childcare, elder given to males and the roles given to care, and household chores. females. - 34 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Evaluate if, how However, gender roles are changing as Students prepare critical review and Review essays. and why traditional women become more educated and summary of what they understand gender roles have enter the professions. Despite this, about gender roles in this society. been changing in there is still a long way to go. Jamaica. Resource A resource person from the local Males: Breadwinners, leader, person / college presents a short lecture on Suggest how our protectors, initiators, aggressors in Personal action gender roles in different societies, and perception of male relationships. the roles of males and females in and female gender Jamaican society. The speaker will roles influences our address the experiences here in sexuality. education, the professions, in respect of responsibilities for childcare and To accept housework, and within boyfriend- personal girlfriend relationships. responsibility for the gender roles that we Individual students write a short essay Assess choose to play. a person of the same gender who has understanding of made the greatest impression on your the implications life. Include a discussion of the of changing gender behaviours displayed by that gender roles. person. Students work together to develop and Role play / present a scene between middle aged Discussion parents and an angry son who wants to pierce his ears and shave his eyebrows. They follow with a discussion on roles, how these might be changing and the possible implications for the society. - 35 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ GRADE 7 Theme: Sexuality and Sexual Health Lesson 2: Things I Like About the Other Gender Life Skills: Social: Interpersonal skills, Presentation skills Cognitive: Appraising, Comparing/contrasting. Coping: Negotiation skills Objectives Content Strategy Activities Assessment By the end of this lesson, What is considered beautiful Show and tell Students collect pictures of men Assess the students’ students should be able to: varies from one culture / country / Discussion and women, and create charts. appreciation qualities to another. Male students rank the pictures outside of appearances. Critically examine the of the women in respect of factors that may have But all agree that beauty is about physical beauty and the girls do contributed to the being happy and healthy. When the same for the men. Allow choice of physical we are happy, our brain sends a students to compare rankings and attributes that they message to our adrenal glands to discuss why this or that person is consider to be most release adrenalin, there is light in more or less ‘beautiful’ or appealing in the other our eyes, we walk with vigour, ‘handsome’ than the other. What gender. and hope. Healthy means is ‘beautiful’/ ‘handsome’? Is having good skin and being beautiful/handsome the same for Outline, with reasons, energetic. all of us? Are looks the most cognitive, social and important thing to you? Assess the students’ emotional traits of the Often we treat people differently presentations and reasons. other gender that they based on their physical Show and tell. Students should bring to class a strongly admire. appearance. Though this is picture of a person of the other normal, it is necessary to assess gender that they admire and in Appraise the lifestyle other characteristics in your two minutes outline to the class of a named adult effort to evaluate another person. the reasons they feel as they do. Evaluate their appreciation individual of the other Include in the discussion the of the possibility of gender whom they It is normal to be physically qualities of the person, how the friendship between the admire. attracted to persons of the other person treats you, and his/her sexes. gender. best qualities. - 36 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Demonstrate respect Discussion Students in small groups to Evaluate the quality of the for persons of the other debate whether or not it is rules and the gender. We are normally attracted to normal to appreciate, admire, implementation. persons who look like people we like, persons of the other gender. know, exhibit the preferences of the people we know and have that special pheromone (smell)! Discussion / Male students develop five Personal “rules” that they would like the Lasting relationships are not action girls to follow in order to show therefore based on beauty, but on them greater respect. Female other less obvious qualities. students do the same. The Thus, we are un-likely to be groups come together, discuss, attracted to people who are very negotiate and agree on what girls unfamiliar to us, who speak a and boys should do, and agree to different language, come from a implement it for a two week, different culture, or look after which they could evaluate unfamiliar. and refine the list and the way forward. Healthy relationships are built on respect for persons of the other Journaling Students write in their journals gender and strong self-worth. what it feels like to say how you This ensures that each person is want to be treated, and why it is able to define and understand important for each of us to let boundaries for him/herself, and people know how he/she wants respect the ones the other person to be treated. sets. - 37 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ GRADE 7 Theme: Sexuality and Sexual Health Lesson 3: We Are Different but Equal Life Skills: Social: Empathy, Cooperation, Communication Cognitive: Creative thinking Coping: Decision - making Objectives Content Strategy Activities Assessment By the end of this lesson, A major area of gender Role play Students form groups and Evaluate skits. students should be able to: stereotyping is in occupations. For spontaneously act out the following example, women as nurses, events and then discuss them in Assess the negative beauticians and librarians. Men as light of gender: effects of gender fire-fighters, construction workers, o A young student tells her stereotyping. farmers. boyfriend that she is pregnant. o A group of young men Accept that males and Social and emotional stereotyping encourages another young man females share equal is also prevalent. Men curse, to skip school because school is responsibility for the drink, smoke, have multiple sexual for girls. outcome of sexual partners, are more involved in o Peter’s mother asks him to do relationships. recreational activities, and are the dishes and mop the floors. aggressive and tough etc. Women Demonstrate are the opposite. The class is divided into two groups awareness that career to debate the topic: ‘There are more choices are not limited by This kind of stereotyping results in Debate females than males graduating from Assess arguments gender but are determined serious social problems. Some tertiary institutions because in on each side of the by competence. young men do not seriously pursue Jamaica women are given greater debate. educational goals. Some boys feel opportunities to succeed than that going to school is for sissies. men.’.’ Some boys just go to work. Some girls also develop reputations if they are seen to be ‘different’. - 38 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Stereotyping is dangerous. It is Discussion / Evaluate their necessary to ensure that young Essay Students working in groups of ten understanding of persons are treated with respect or more, decide on a movie where how gender and care, and are encouraged to gender roles are reversed. They stereotyping can reach their full potential. agree to watch the movie with a affect people’s lives view to saying exactly how it and their career challenges the stereotype of men as choices. dominant, powerful and aggressive and women as the opposite. When the group comes back to class they discuss the details of the movie and what the movie means to them in respect of gender stereotyping. Students write a short essay on their career choice, how it is or is not a stereotypical career choice. They should give reasons why they have chosen this field and indicate what steps they will now take to ensure that they succeed, despite gender or any other type of stereotyping. - 39 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ GRADE 7 Theme : Sexuality and Sexual Health Unit 3: STIs, and HIV AIDS General Objectives: By the end of this unit, students should be able to: 1. Analyze issues that may arise through sexual involvement. 2. Demonstrate an acceptance of responsibility for making healthy sexual/reproductive choices. 3. Practice appropriate skills (social, coping, cognitive) to deal with risk factors related to reproductive health. Lesson 1: Sexually Transmitted Infections (STIs) Life Skills: Social: Teamwork, Presentation skills, Advocacy Cognitive: Researching, Summarizing, Critical thinking Coping: Self awareness, Identifying values, Self control Objectives Content Strategy Activities Assessment By the end of this lesson, Sexually Transmitted Infections Resource A resource person from the local Evaluate participation. students should be able to: (STIs) are infectious diseases person STI Clinic comes in to discuss passed on primarily from one the signs and symptoms of Explain what is meant person to another by sexual common STIs, and bring by an STI. activity. brochures and other material. Common STIs include: Students participate actively by State named examples Chlamydia, Genital Herpes asking relevant questions. They of common STIs. (HSV-2), Genital Warts, later prepare a summary of what Gonorrhea, Hepatitis B (HBV), they learned. List the general HIV and AIDS, Pelvic Assess teamwork and the symptoms of STIs Inflammatory Disease (PID), Cooperative Students collect pamphlets from public awareness (including HIV AIDS). Pubic Lice (Crabs), Syphilis, learning (jig- the resource person and in campaign itself. Trichomoniasis. saw method) cooperative groups (jigsaw) Outline some of the STIs are usually caused either by discuss the information. Later challenges associated with a bacterium or a virus. they work together to mount a the treatment of STIs. public awareness campaign for Bacterial STIs like gonorrhea the wider school community - 40 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ can be cured with antibiotics. about STIs. There are no cures for some They prepare charts and posters STIs like Herpes and HIV, about how to prevent STIs and which are caused by viruses. The present information about risk medicines treat the symptoms assessment and how to reduce but do not cure the infection. the risk of infection. The symptoms that might Students may even request indicate the presence of an STI: permission to make a o Skin changes including sores presentation at General on or around the genitals. Assembly. o Frequent urination o Burning or pain during urination. o Genital itching or burning o Abnormal discharge from sex organs. o Unusual odour from genitals. o Prolonged swollen glands. It is important to note that some STIs are asymptomatic in both men and women i.e. show no symptoms at all HIV - the human immuno- deficiency virus - tears down the body’s immune system that protects us from disease. HIV infection eventually leads to AIDS (Acquired Immune Deficiency Syndrome). - 41 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ GRADE 7 Theme : Sexuality and Sexual Health Lesson 2: Risk Behaviour Associated With STIs Life Skills: Social: Communication Cognitive: Analysis / evaluation Coping: Assertiveness Objectives Content Strategy Activities Assessment By the end of this lesson, Risk behaviors associated with Brainstorm / In small group students list the Assess use of the students should be able to: STIs include: Small group reasons why they should avoid STAR method. ‐ Abuse of drugs, alcohol and discussion / substance abuse and examine the Identify at least three marijuana. Role play steps they could take to avoid and high risk situations that ‐ Sharing of needles among prevent substance abuse. Students could lead to risky sexual intravenous drugs users. list a number of alternatives to behaviour. ‐ Unprotected sexual contact substance abuse and use role play ‐ Peri-natal activities (during to demonstrate the STAR method Explain how certain pregnancy, childbirth, or of avoiding risky behaviour. lifestyles increase the risk breast feeding). of contracting STIs. ‐ Exposure to infected blood or blood products. Music Videos Students form small groups and Assess their Argue that sexual /Role play agree to watch music videos. analysis of the feelings are out of your ‐ Promiscuity. They are looking critically at the music videos. control, but sexual videos to determine if they project behaviours are not. While each STI causes different risky sexual behaviour in the health problems, overall, they lyrics or in the visuals. Demonstrate can cause cervical cancer and awareness that choices other cancers, liver disease, Students come up with scenarios have consequences. pelvic inflammatory disease, of being approached to take drugs infertility, pregnancy problems, (eg. friends and ganja, a boy/girl and other complications. friend and alcohol) and role play ways to deal with these situations. - 42 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Some STIs increase your risk of Video / Students then watch the video Assess their getting HIV/AIDS. And Discussion / presentations, Janet and Paula understanding of HIV/AIDS can cause a number Drama and Marc and Tony. In small risky sexual of health problems and raise the groups they discuss risky sexual behaviour. risk of getting life-threatening and other behaviours, give reasons diseases and certain forms of why they are risky and review the cancer. consequences. Later in the same groups, students write and present Risk behaviours associated with a skit showing how they will act to cervical cancer: preserve their sexual health by ‐ serial monogamy resisting the pressures that expose ‐ multiple sexual partners them to early sexual intercourse. ‐ sex for money ‐ sex for power ‐ history of STIs / HIV ‐ early sexual intercourse ‐ having sex to feel loved or popular ‐ cigarette smoking - 43 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ GRADE 7 Theme Sexuality and Sexual Health Lesson 3: Reducing the Risk To My Health Life Skills: Social: Teamwork, Communication, Persuasion/advocacy Cognitive: Justifying, Evaluating Coping: Self control, Refusal skills Objectives Content Strategy Activities Assessment By the end of this lesson, Regular and proper use of condoms Resource A resource person like the school Observe students students should be able to: reduces the risk of pregnancy and person / nurse discusses methods of and listen to Propose reasons why the spread of some STIs. Note the Debates reducing risk of contracting STIs. comments. abstinence at this life stage following cautions: The focus of the presentation is on is the safest option. Condoms are not 100% safe abstinence, and that humans are because they are often used able to control our sexual urges Explain why improperly. and evaluate our decisions unlike contraceptive education is Even with the proper use of the rest of the animal world. necessary. condoms, multiple sex partners Students ask questions. increase the chances of Identify where to contracting STIs. Based on what they have learnt, obtain contraceptive Some STIs e.g.genital warts and students debate the value of information. herpes can be contracted even if delaying initial intercourse. They a condom is used during sex, discuss the importance of getting Demonstrate at least due to skin-to-skin contact of to know potential sexual partners, two ways to show affection the genital area. the value of reducing the number appropriately. Oral sex can result in STI of sexual partners, abstinence, and transmission. how early sex can derail future Early withdrawal or outercourse plans. Students discuss (intimate sexual activities other alternatives to early sexual Demonstrate how to than penetration) can still result behaviour. say and display “NO!” to in pregnancy and STI unwanted sexual activity in transmission. various situations. - 44 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Hormonal birth control methods e.g. the pill, do not provide Making posters The entire class works together to Assess posters for protection against STIs. make posters to share with the rest accuracy. of the school. The focus of the posters can be one of the following: Abstinence is 100% safe. It is • Ten ways to say “No!” to commonly employed by many sexual advances. young persons around the globe and • Ten ways to say I like / love every young person can develop the you without physical intimacy. strength of character to enforce it! Contraception information can be Life Line Students draw their own life line Evaluate had from agencies like: to show where they want to be in 5 discussions. - Health centres and then 10 years – and then - Hospitals discuss how early sex can - Family doctor negatively impact these plans. - Guidance Counsellor - School Nurse Questioning / What is the big deal about Discussion listening to and watching raunchy music videos? What is the problem with inviting friends home when parents are out? What is so bad about going on one-on- one date to a remote location? Students in small groups discuss these questions and decide what they understand from the questions, the answers to the questions and why these actions should be avoided. The focus is on reasoning and decision making skills to help make appropriate choices. - 45 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 7 Theme: Appropriate Eating and Fitness Unit 1: The Influence of Personal Situations on Eating Habits General Objectives: By the end of the unit, students should be able to 1. Demonstrate knowledge about social, emotional and physical influences on nutrition. 2. Show willingness to make changes in their dietary patterns and habits. 3. Use appropriate life skills to adjust their food choices. Lesson 1: What Influences Food Choices? Life Skills: Social: Communication, Persuasion, Cooperation Cognitive: Critical thinking, Decision making, Research Coping: Self control, Identifying values Objectives Content Strategies Activities Assessment By the end of the lesson, There are several factors that Survey While watching TV or listening to the Assess Survey students should be able influence food choices. These /Questioning / radio for at least two hours, students findings. to: include: Art write down the number of advertisements shown/heard in that Identify and describe Socio-cultural where popular time. How many of those ads are for at least four factors that local foods like patties, fried food or restaurants? Record what influence food choices. dumplings, curried goat, rice and each food ad is promoting. What peas, and sweet drinks are part of the percentage of these ads is promoting Explain how the diet. healthful food choices? Students do appearance and this survey and report on their presentation of food Family where eating habits findings. Students repeat the survey affects choices. form early in life. For example, the with newspapers. They count the total family eats rice and peas, chicken, number of ads in one day’s Discuss the impact of every Sunday, grandma’s pudding, newspaper, (not including the popular culture on food hearty drinks such as peanut punch, classified ads). How many of those choices. and salty snacks. Eating vegetables ads are for food or restaurants? is punishment, and sweets, rewards. - 46 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ ‘Food fashion’ where energy Students collect the ads and make a drinks, deep fried foods like fried collage. What percentage of these ads chicken, potatoes, sweets, is promoting healthful food choices? salty/cheesy snacks are popular. Does the same newspaper have any articles guiding healthful food Advertisements where choices? billboards, news-papers, magazines, television, radio proclaim foods with Students survey the number of places colour, music, large pictures and they pass on their way to school that ‘special offers.’ sell food. Students may include those that may be nearby, though not Fast food places located on directly on their route. Estimate the busy streets. number of food stores per kilometre of that journey. Association between food and activities such as watching movies, Students work in groups to interview Evaluate report TV, sporting events, and taking a Interviews ten students from other classes. What on interviews. break from work or studies. are their three favourite foods? If they wanted a special treat, what would Appearance of food where they prefer? What do they like about food is attractively and colourfully these foods? How often would they laid out to influence choices. prefer to eat ‘fast food’ for dinner, rather than having a cooked meal at Feelings & moods where many home? The students collect and persons connect eating with feeling compile the data and report the stressed, sad, upset or bored. findings to the class. Considering what they know about Rate jingles/ads. Art / Music healthy food and advertising, students work together to make up their own jingles or ads for a fictional home- style restaurant to promote healthy food. - 47 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 7 Theme: Appropriate Eating and Fitness Lesson 2: Food Groups Life skills: Social : Communication, Collaboration, Cognitive: Critical thinking, Decision making, Evaluating Coping: Self awareness, Goal setting, Self control Objectives Content Strategies Activities Assessment By the end of the lesson, Caribbean Food Groups are described Group work In groups, students use food charts Assess knowledge students should be able according to the main nutrients in jig-saw/charts to determine the nutrients present of nutrients. to: foods belonging to each: staples, in common foods they eat. Based legumes and nuts, dark green leafy on what they have learned, Identify Caribbean and yellow vegetables, fruits, food students agree to be a particular food groups and their from animals, fats and oils. nutrient/food that is regularly main nutrients. consumed. The foods can be Analyse the Nutrients include carbohydrates, natural or processed, cooked or nutrient content of proteins, fats, vitamins and minerals. uncooked. Other students ask regularly consumed Nutrients are chemicals that perform questions of this ‘nutrient’ to try processed/ cooked important functions in the body. to determine what nutrient he/she foods and determine is. Students are only allowed to the food groups to People need these nutrients in ask questions to which the which they belong. different amounts to grow, live and ‘nutrient’ may answer either “yes” thrive. Since we derive all the or “no”. nutrients we need through the diets When the class correctly identifies we eat, our diets must be well the ‘nutrient’, the ‘nutrient’ asks, balanced to provide all the nutrients “What would happen to your body in proper proportions. if I am missing from your diet?” Water and fibre are important, even Scrap-booking Students use scrapbook previously Evaluate though they have no nutritive value. prepared for the exercise on food information in choices. They list the foods and food groups. re-organize them into food groups - 48 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ and nutrients. Research/ Students do research to identify Assess reports. Essay foods that belong to more than one food group, and prepare reports. - 49 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 7 Theme: Appropriate Eating and Fitness Lesson 3: Making Healthy Choices Life skills: Social: Communication, collaboration Cognitive: Creative thinking, critical thinking, decision-making Coping: Self awareness, self control, goal setting Objectives Content Strategies Activities Assessment By the end of the There are ways of preparing food Survey / Display / Students work in groups of three Assess knowledge lesson, students should that retain the nutrients in these Presentations to collect paraphernalia from of nutritional be able to: foods. For example, in order to various fast food outlets, e.g. cups, value of foods. retain: napkins, that have the logo, and Identify healthy Vitamin A - avoid cooking at high mount a display. The students tell cooking methods. temperatures as this destroys some listeners about the main foods sold of the vitamins. at these outlets and say whether or Give reasons for B Vitamins - avoid washing, not each these foods are healthful choosing specific soaking, or boiling, as B vitamins inclusions in the diet. healthy cooking are water soluble and easily lost. methods and types of Vitamin C – avoid washing, Discussion / Menus Class discusses the advantages Assess knowledge meals. soaking or boiling, as this vitamin is and disadvantages of each type of of cooking water soluble and heat sensitive. To food preparation method. Their methods. Display critical reduce losses: discussions include consideration thinking and decision- • Use as little water as possible of how flavour and texture differ making skills in • Add food to rapidly boiling among the different methods. changing beliefs that water hinder wise food • Cover the pan Later students design a menu for a choices. • Do not add sodium bicarbonate meal that offers at least three • Avoid using copper pans healthy options. They also include • Use cooking water for soups, details of food preparation. sauces, and gravies • Serve and eat promptly - 50 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ For healthy food preparation, it is Other students present two menus Evaluate menus. best to steam, roast, braise, bake, in columns side-by-side. In the left grill, or poach foods instead of column, a not-so-healthful, but frying in oil. popular meal; in the right column, a healthy alternative. It is also wise to eat raw foods (except meat) as much as possible. - 51 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 7 Theme: Appropriate Eating and Fitness Unit 2: The Healthy Body General Objectives: By the end of this unit, students should be able to: 1. Demonstrate an understanding of the benefits derived from exercise. 2. Appreciate the need for a regular exercise programme. 3. Use appropriate coping skills while participating in regular exercise. Lesson 1: Achieving a Healthy Body Life skills: Social: Communication, Collaboration, Collective action, Relationship building Cognitive: Critical thinking, Decision making, Evaluating Coping: Self control, Self evaluation, Goal setting Objectives Content Strategies Activities Assessment By the end of the lesson, A fit body: Resource A resource person like a gym students should be able to: Has appropriate weight, balance person instructor, the PE teacher talks between height and bone structure about the importance of fitness and Describe the physical, Has the capacity to carry out exercise, then demonstrates simple emotional and social regular daily activities without aerobic exercises with class benefits of exercise. exhaustion participation. Is free from illness Outline the principles Is resistant Personal In groups, students later discuss the Review journals. of exercise for achieving Recovers relatively quickly action/ Journal benefits of exercise and design physical fitness. exercise programme with activities In order to achieve a fit body, the to be carried out three days per Practice appropriate individual should avoid: week, for three months. exercises. Alcohol as it is empty calories which increases weight gain and Students form small support groups Display a positive dehydrates the body and make among themselves (at least three attitude toward regular exercise more difficult. students to a group) in which they exercise. will carry out the exercise programme. - 52 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Drugs as they can damage the Together they keep a log of their brain, heart, and other important activities and record any changes organs, especially of young they begin to experience physically, persons who are still growing emotionally, socially or otherwise in their journals. Students write in Benefits of exercise include: their journals a reflective piece on Reduced risk of diabetes, heart their experiences with the exercise disease, hypertension and programme and the support group – problems associated with aging challenges, benefits, ways to Reduced blood pressure in people improve, etc. who have high blood pressure Fewer feelings of depression and Interviews In order to get an additional Assess anxiety perspective on exercise, students presentations. Capacity to cope with stress interview an athlete, e.g. footballer, Weight control, muscle runner, swimmer, to discover how development and reduced body fat exercising and being fit have Increased physical endurance helped. They also find out if there Healthy bones, muscles and joints are any disadvantages to exercise Enhanced immunity that would make them stop More restful sleep exercising. Students compare their More alert and efficient in daily own experience with that of the activities athletes and present their findings to class. - 53 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 7 Theme: Appropriate Eating and Fitness Lesson 2: Personal Fitness Life skills: Social: Collaboration, Persuasion, Relationship building, Communication Cognitive: Critical thinking, Decision making Coping: Self monitoring, Self control, Goal setting Objectives Content Strategies Activities Assessment By the end of the Fitness is an important part of Questioning / How do I know if I am fit? What Assess understanding lesson, students should overall wellness. It is “a set of Discussion / does it mean to say that I am fit? of BMI. be able to: physical attributes that allows Brainstorming What does fitness have to do with the body to respond or adapt to health? What level of fitness is best Describe their the demands and stress of for me? Students calculate their current level of fitness. physical effort. BMI to determine if they are at a healthy weight. Then they discuss Define their One measure of fitness is the with the PE teacher or school nurse personal fitness goals. Body Mass Index (BMI). It is what kinds of activities they would important to find out your own like to participate in. Design a plan of BMI to help determine your increased activity/ need for exercise. Personal Students determine fitness goals on Assess personal exercise to improve action / Group the basis of exercise activities or plans. fitness levels. Calculating BMI = work (pair- physical challenge they want to share) meet e.g. climbing to Blue Display an body weight in kg Mountain peak; climbing flights of understanding of the (height in m)2 stairs or walking around the field in relationship between less time than they are doing now. health and fitness. BMI <18.5 underweight BMI 18.5 – 24.9 normal Students share strategies that they BMI 25.0 – 29.9 overweight think would help them be consistent BMI ≥30.0 obese with a realistic exercise programme. Students should present their own programme suggestions to the class. - 54 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Doctors have generally assumed Each student works with the PE that for young people, the health Teacher or School Nurse to design a risks associated with obesity and personal exercise programme, poor health-related fitness are (including his/her participation in not fully manifested until mid games and sports), to achieve or adulthood. But the increasing improve health and fitness, and prevalence of type-2 diabetes shares challenges and successes in and the emergence of other their journals. health problems among adolescents is cause for concern. Adolescent obesity tracks strongly into adulthood, along with other cardiovascular disease risk factors. Thus it is necessary to check family history to identify any predisposition to disease or allergies. An exercise programme starts out slowly and builds up gradually. The recommended minimum frequency of exercise is thirty(30) mins per day, four (4) days per week. - 55 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 7 Theme: Appropriate Eating and Fitness Lesson 3: Safety Rules for a Fitness Programme Life skills: Social: Communication, Collaboration, Relationship building Cognitive: Researching, Evaluating, Decision making Coping: Identifying values, Goal setting Objectives Content Strategies Activities Assessment By the end of the lesson, There are a number of safety rules for Survey – Students interview athletes, sports Assess students should be able any exercise programme: Interviewing team members, coaches, etc. to find understanding to: athletes out what are the common injuries in of exercise Increase the intensity and duration their game or sport. They also find out techniques. Demonstrate three of your workouts gradually. what usually leads to these injuries, safe activities that are Get adequate rest between exercise ask about how injuries affect an appropriate for their sessions. athlete’s performance, how they can current fitness levels. Warm up thoroughly before you be prevented and how are they treated. exercise and cool down afterwards. Students prepare charts showing Obtain, maintain and Achieve and maintain a good level various exercises, the potential use safety gear of flexibility. injuries, as well as safety gear and appropriate to the fitness For bruises, strains and sprains, safety tips associated with each. activities in which they apply the R-I-C-E technique: Rest, participate. Ice, Compression (e.g. bandage the area), Elevation, then seek medical Resource A PE teacher or sports medicine Assess Address any help if needed. person practitioner visits the class, to discuss understanding exercise injuries and / Simulation proper ways to do exercise. The of injuries. discomforts promptly. It is important to investigate the gear demonstrations include: needed for your chosen activity/sport. warm up exercises Be careful of buying ‘cheap’ as you cool down exercises . may not be getting adequate protection. flexibility exercises giving first aid Ensure that you wear appropriate gear proper technique/posture for designed for those activities. certain activities - 56 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 7 Theme: Managing the Environment Unit 1: Maintaining a healthy environment General Objectives: By the end of this unit students should be able to: 1. Explain the relationship between a clean, healthy natural environment and human health. 2. Demonstrate thinking, discussion and collaboration skills. 3. Appreciate that there are many ways of maintaining a clean and healthy environment. Lesson 1: My surroundings Life skills: Social: Team-work, Communication Cognitive: Analytical skills, Critical thinking Coping: Decision-making Objectives Content Strategy Activities Assessment Bu the end of this lesson Our environment consists of our Video / Group Watch the NEPA video Assess letters. students should be able to: surroundings, of which there are work/ Discussion “Earth to Sea”. In groups (i) List physical, social and biological the different components of the Explain at least two components. environment seen in video (ii) ways in which the List interactions seen among the components of the In a natural environment, all the environment’s components environment interact components remain in balance, (negative and positive) (iii) and remain balanced and healthy. When the balance is Describe at least two ways in and healthy. upset, areas become polluted. which humans impacted the environment (pollution), and vice Describe ways in A healthy and clean environment versa (diseases/disasters). which human is important for the well being and Afterwards, write letters to the behaviour impacts the health of humans. editors of the media houses and environment and how artistes to ask them to promote the environment importance of a clean, healthy affects human health environment. and well-being. - 57 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Express their Resource person Invite science teacher to explain appreciation for a cycles in nature, and the clean and healthy equilibrium among components of environment, using the natural environment. Students appropriate examples. should ask questions. Make informed Debate Students are divided into two Assess the quality decisions about groups to debate the moot: “Good of the preparation keeping their personal, home and community that went into the surroundings clean. hygiene is NOT helpful to the debate. natural environment around us”. Journal Students write responses to the Evaluate journal following comments in their entries. journals: ‘what a clean and healthy environment means to me’/ ‘what happens to me when my environment is unclean’. - 58 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 7 Theme: Managing the Environment Lesson 2: Some Environmental Concerns Life skills: Social: Team-work, Communication Cognitive: Analytical skills, Critical thinking Coping: Self awareness Objectives Content Strategy Activities Assessment By the end of this lesson Environmental concerns in Video / Group Watch NEPA video “Kingston Assess suggestions. students should be able to: Jamaica include water quality work : Harbour – dead or alive?” In and its distribution, energy use, discussions groups discuss the various Describe at least four of personal safety & security, issues & environmental Jamaica’s environmental pollution of air, land and concerns outlined in the video. concerns. water, wise use of our Students choose three issues resources, natural disasters. from video and prepare Demonstrate understanding suggestions for their solution. of the link between Each of these concerns affects environmental concerns and human health in various ways. Role play Students work in groups to role Assess role play. human health. It is important that we play TV panel discussion on the recognize the link between our following: (i) Need to solve Demonstrate willingness to health and the “health” of our selected environmental working toward solving at environment, i.e. our concerns concerns, (ii) Link between least two local about the state of our environmental concerns and environmental concerns. environment. human health & well being. Art work: Work in small groups to prepare Assess posters. posters posters on one/several local environmental concerns of Jamaicans (causes, effects, persons involved, and solutions). - 59 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Group work: Students discuss the effects of Assess students’ discussion unclean spaces on human health suggestions. and the implications of pollution on human health. They write their suggestions about how to clean up specific areas in their local environment. - 60 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 7 Theme: Managing the Environment Lesson 3: Natural Risks and Hazards Life skills: Social: Team-work, Communication Cognitive: Analytical skills, Critical thinking Coping: Self control, Self monitoring Objectives Content Strategy Activities Assessment By the end of this lesson Natural risks and hazards Research / Group In small groups students undertake Assess the students should be able to: occur normally in our discussions research on (i) Effects of research and environment e.g., disease cholera/malaria/HIV AIDS epidemics discussions that Describe at least two epidemics, floods, on humans or (ii) Effects of follow. natural hazards and two earthquakes). hurricanes, fires on components of risks. environment, incl. humans Effects of these risks and In the research they must identify Explain the effects of hazards are varied, and they ways of minimizing these natural risks natural hazards, and the need to be minimized for and hazards to humans & to other risks to human health. optimal human health and well environmental components. Students being. will agree among themselves who will Use problem solving present the report and respond to skills to identify ways of A clean, safe environment questions from the class. reducing the effects of supports healthy humans. natural risks and Journaling Students record in their journals an Assess hazards. We need to manage the entry entitled “Risks I am exposed to suggestions for stresses brought on by natural every day and what can I do about reducing their hazards, risks, disasters. them.” risks. Concept mapping In groups, students prepare concept Assess concept map showing (i) The interactions maps. between, natural risk/hazards, impact of a natural risk/hazard (ii) Strategies to overcome stresses from this risk. - 61 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 7 Theme: Managing the Environment Lesson 4: Working to Keep My Surroundings Clean & Healthy Life skills: Social: Team-work, Communication Cognitive: Analytical skills, Critical thinking Coping: Self awareness Objectives Content Strategy Activities Assessment By the end of this lesson Recycling and re-using are good Group activity In groups using the jigsaw method, Assess students should be able to: ways to reduce the amount of – jig saw conduct research on recycling and re- presentations solid waste thrown away, and method using solid waste materials, e.g., made to class Explain the principles of keep the environment clean. containers. Students make presentations recycling selected solid to class on recycling & re-using waste materials, e.g., A product is recycled when it is containers, and other selected solid paper, tins and other collected after use, and wastes. containers. reprocessed into the same or another item. Project work Each student makes a new item by re- Assess each Provide at least two using or recycling an item that would be item made. reasons for recycling A product is reused when it is thrown away. Students watch and help a (reducing solid used several times for the same resource person demonstrate how to set up waste/keeping the area purpose before being discarded, a compost heap. They prepare list of clean). e.g., glass bottles. questions to ask the resource person, and write a summary of the talk, with a Explain how to set up a Composting is a useful way of comment on whether they might be able compost heap. recycling organic waste from to do this at home. kitchens as a natural fertilizer. Organize a Gardening In groups, students use a variety of used Assess students’ “kitchen/container “Kitchen/container gardens” are project containers with soil and kitchen vegetable evaluation of garden” using a good way to obtain fresh peelings, dead leaves in which they plant their gardens. containers. vegetables & reduce waste. vegetables, e.g., calalloo, pak-choi, peas, sweet or hot peppers, and tomatoes. They evaluate results after six/seven weeks. - 62 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 7 Theme: Managing the Environment Unit 2. Public Sanitation General Objectives: By the end of the unit students should be able to: 1. Understand that the maintenance of a clean natural environment is integral to good national health. 2. Appreciate the role of government agencies (national works agency, national solid waste authority, and the parish councils) in keeping us healthy. 3. Appreciate the scale of the garbage problem in Jamaica. 4. Develop planning and action taking skills. Lesson 1. Street cleaning Life Skills: Social: Interpersonal communication, Cooperation Cognitive: Critical and Creative thinking Coping: Self evaluation, Goal setting, Taking action Objectives Content Strategy Activities Assessment By the end of this lesson There are at least two Ministries Resource A resource person from NWA or Assess students should be able to: and three different agencies person NSWMA or a local parish council presentations. involved in keeping streets & visits to speak to class about their Describe the role of sidewalks clean. work. Students prepare list of two government questions to be asked, and agencies in The National Works Agency summarizes the responses. maintaining clean and (NWA) maintains streets and At the end of the presentation, healthy streets. sidewalks in good condition. students working in groups, make presentations about the information Present information on The National Solid Waste they gained from the resource the work of one Management Authority person. selected government (NSWMA) & the Parish Councils agency responsible for are responsible for removing Field trip Students go on field trip to observe Assess field trip keeping streets clean. garbage and sweeping streets conditions on sidewalks and streets report/journal clean. & prepare report / make journal entries. entries. - 63 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Discuss two ways in The Ministry of Health (MOH) which individuals can reduces health threats by checking Group-work Students brainstorm ways in which Assess plans to help keep streets clean. for pests and vectors in potholes (Think-pair- each person can assist in keeping reduce waste and and spraying to kill them. share) streets cleaner, and prepare plan of improve Show willingness to action to be taken at once to achieve cleanliness of dispose of waste The government works to keep this goal at home and at school. streets. appropriately. streets clean because this is necessary for the good health of citizens. We can assist in keeping streets clean by reducing the quantity of garbage we produce and by disposing of it correctly. - 64 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 7 Theme: Managing the Environment Lesson 2. Managing Open Lots Life Skills: Social: Interpersonal communication, Collaboration, Assertiveness, Advocacy, Leadership Cognitive: Critical and Creative thinking, Researching Coping: Taking action, Goal setting, Self monitoring Objectives Content Strategy Activities Assessment By the end of this lesson It is necessary to keep vacant Resource A representative from the Check lists. students should be able to: lots empty of garbage, and the person community visits and speaks about grass cut, in order to ensure the keeping empty lots and buildings Explain the link between safety and health of persons in clean and cleared. Students prepare human well being and the community (reduce pests, list of questions to ask resource clean, attractive vacant accidents, crime) person, and record the responses. spaces in our environment. Different government agencies Students in groups, identify at least and ministries, as well as lot Research /Art one vacant lot nearby, contact the Assess posters. List at least three owners are responsible for the / Group-work: person who owns the land, describe government agencies cleanliness of vacant lots. the problems ask for their responsible for vacant . cooperation in keeping empty lot lots/premises. Vacant lots can be made into clean. Later students develop temporary parks by community posters on the subject. Show willingness to action. Beautiful spaces ensure participate in good mental health. Research / Research and prepare a list of community action. letter writing government agencies responsible for Assess letters. keeping vacant lots/premises clean. Take initiative in Prepare letters to be sent to planning for community government agencies in respect to activity. any vacant lot that has been identified as requiring assistance. - 65 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Personal Students choose their own groups action plan and prepare a plan of action to Assess groups’ action improve the look of the vacant lot. plans. - 66 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 7 Theme : Managing the Environment Lesson 2. Beach Cleaning Life Skills: Social: Communication, Persuasion, Collective action Cognitive: Critical thinking, Decision making, Evaluating Coping: Self awareness, Identifying values, Goal setting Objectives Content Strategy Activities Assessment At the end of this lesson Beaches are polluted by both solid Field trip Students go on a field trip to a nearby Assess reports students should be able to: and liquid wastes, from the beach, or river bank. Students prepare a of field trip immediate area as well as from field trip report including list of and including what Explain at least three areas far away. Garbage thrown types of garbage they observed, as well we should do effects of garbage on the carelessly away goes into drains, as the proportions of each type and the with garbage at beaches, river banks. rivers, which take it to the possible origins of each. Students home. beaches. suggest what they can do to reduce the Explain how garbage quantity of garbage at home so as to gets onto the beaches. Garbage on beaches affects the reduce garbage on beaches and river animals and plants that live there banks. Become empowered to adversely, as well as detracting assist in cleaning from the aesthetic appeal. Role play Role-play community meeting of Assess the beaches, by their actions Garbage on the beach also affects persons who use “Big Rock Beach” that discussions of and activities. the people who visit. is badly polluted. Discuss how users who is / is not such as fishermen, bathers, and peddlers responsible for Everyone can help to keep the can help to improve the situation. The beach garbage. beaches clean by their everyday discussion should include (i) Causes of actions of disposing garbage problem (ii) The people involved (iii) correctly and by participating in effects on beach (iv) Solutions. organized beach clean up activities. (September). Personal Students prepare plan for class Assess plans. action / participation in Beach Clean Up Day Leadership (September). Include plans for fund raising to pay for bus etc. - 67 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 7 Theme : Managing the Environment Lesson 4. Cleaning drains and gullies Life Skills: Social Communication, Persuasion Cognitive Critical, Creative thinking, Decision making Coping Dealing with problem situations Objectives Content Strategy Activities Assessment By the end of this lesson students should be able to: Often individuals and Research / Students prepare a short questionnaire Assess the report industries use drains, gullies attitude to ask persons in their community from students on Discuss reasons why as their preferred garbage survey about attitudes towards keeping drains results of attitude people are careless about disposal spot or pollutant and gullies clean. Later students make survey. the cleanliness of drains disposal site, without a short report on the findings and and gullies. realizing that unclean drains prepare suggestions for actions harbour disease and vectors, Explain at least two e.g., mosquitoes. Such consequences to human actions occur because of Field trip On field trip to nearby drain, canal, or Assess reports. and animal health of varied reasons. gully, students observe and record the dirty/blocked drains and types and effects of garbage & other gullies. At least two government pollutants they see. Later students . agencies are responsible for research and report on the effects of Explain the roles of two cleaning drains and gullies. garbage on human and animal health. government agencies in drain and gully Resource Resource person from government Assess students’ maintenance. person / Art agency responsible for cleaning drains posters. work speaks about problem of maintenance and consequences of blocked drains, gullies. On the basis of what they have learned, students prepare poster for public asking for cooperation in keeping drains/gullies clean/free from garbage/pollutants. - 68 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ GRADE 8 - 69 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ MATERIALS and ACTIVITIES FOR GRADE 8 Self & Interpersonal Relationships Sexuality & Sexual health Charts - Types of Family Refusal skills - SWAT method ******************************* Say no – explain Why – suggest Alternatives - Talk Video – Vibes in the world of Sexuality Case study - ‘Family responsibilities’ Appropriate Eating & Fitness Managing the Environment Maps - Outline of Jamaica Case study - ‘Non-renewable and Renewable ********************************* resources’ - ‘Chernobyl’ - ‘Coal mining’ Game - The Fishing Game - 70 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 8 Theme: Self and Interpersonal Relationships Unit 1. Family –Society’s Building Block General Objectives: By the end of this unit, students should be able to: 1. Discuss various family types in Jamaica. 2. Examine the relationship between the types of typical families in Jamaica and the general customs and behaviour of the society. 3. Appreciate the role of the family in perpetuating societal norms, beliefs and values. 4. Use interpersonal and communication skills to cope with issues within their family unit. Lesson 1. Functions of the family Life Skills: Social: Communication, Cooperation Cognitive: Researching, Critical thinking Coping: Self evaluation, Identifying values Objectives Content Strategy Activities Assessment By the end of the lesson, Types of families: nuclear, single Chart / Discussion / Students examine the chart: Assess reports of survey. students should be able to: parent, extended, adoptive, sibling, Survey Types of families. Working in institutional. small groups, students survey List the various types of five other students in the families existing in Jamaica. Functions of the family – building school about the type of Describe the role of the block of society, care and support family in which they live. family in caring for each for members, education of Students compile the results, other. children, continuing societal using graphic organizers, and Discuss the relationships traditions and values, raising caring report to the class. that exist within the family citizens. unit. Creative writing / Writing of short stories, Assess expressions in Appreciate the In traditional families women were Aesthetics: poems, drawings or make writing/art form. importance of family wives and mothers, while men diagrams/comic comic strips about the involvement in the were the head of the family and strips/drawings/poet changing roles of family successful development of assumed the role of breadwinner ry/song members. children. and strong leader. - 71 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Explain the role of the There was increased emphasis on Journaling Students will write in their Review journals. family in the building of the gender differences that were learnt journals about the way they society. during childhood. feel about their relationships with family members, their In a changing world, the roles of feelings with regards to the family members are also changing. presence or absence of The roles of economic provider, certain family members. care giver, educator, transmitter of culture, supporterand status giver are now subject to economics, education, job title and control of fertility. - 72 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 8 Theme: Self and Interpersonal Relationships Lesson 2. My Family, My Society Life Skills: Social: Communication, Cooperation Cognitive Creative thinking, Evaluating Coping Self evaluation, Identifying values & goals Objectives Content Strategy Activities Assessment By the end of the lesson, The family is the smallest unit of Discussion / In groups, students share their own Assess students should be able any society. When families Aesthetics - creative family experiences. Then the presentations. to: function well, the society writing, drama, members of the group work functions well. poetry/songs together to write a short story, skit, Explain the family as poem or song about two families, the integral unit of the My role in my family and my one functioning well and the other society. family type affect me, and this in poorly, and how their functioning turn will affect the society. affects the society. Describe the main role of the family as Typical family values of caring, Survey: interviews raising responsible sharing, respect, honesty, Each student interviews three others citizens. patience, good communications (not in the same class) about two of Assess charts. will impact on the wider society their most important family values. Identify and discuss and make this a caring and well They develop a chart of most family values that impact ordered effective society. important family values in the the wider society. school. Families raise children to be Questioning / responsible members of their Journaling Is my family a good building block family first, and then responsible for society? Why? Why not? What members of society. can be done to improve it? In their journals, students assess their own family values, and consider which other values are important for the society. - 73 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 8 Theme: Self and Interpersonal Relationships Unit 2 Family – The Ties That Bind General Objectives: By the end of this unit, students should be able to: 1. Demonstrate knowledge of relationships within the family. 2. Display appreciation for the different family types in Jamaica. 3. Use interpersonal and communication skills to cope with issues within their family units. Lesson 1. Individual responsibilities Life skills: Social : Communication, Cooperation Cognitive: Critical thinking, Decision-making Coping Goal setting, Self management, Dealing with stressful situations Objectives Content Strategy Activities Assessment By the end of the lesson, The most important quality that Group Discussion Students engage in discussion to Assess reports. students should be able to: families have is the care and agree on the most important love shared among the roles of each family member in Explain the typical members. Jamaica. Each group reports its roles and responsibilities decisions. of family members in There are varying family types caring for each other. in Jamaica with each having Case study Students review a case study - Evaluate discussion. varying distributions of the ‘Family responsibilities’. It is a Describe their responsibilities and roles of the story of a typical Jamaican individual roles within members. Families include family, in which the their family. mother with children, father responsibilities of each member is with children, grandmother with outlined. Analyze the grandchildren etc). Later in small groups students distribution of discuss the case. They say what responsibilities in their Sometimes family members feel they think of these situations? families. upset when they are faced with How should they be changed? too many roles or Who should be responsible for responsibilities. changing them? - 74 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Formulate a plan to adjust inequities in Journaling Students write their thoughts on distribution of family the situations outlined in the case responsibilities. study in their journal. - 75 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 8 Theme: Self and Interpersonal Relationships Lesson 2. Communication within the family Life skills: Social : Communication, Cooperation, Relationship building Cognitive: Creative thinking, Evaluating Coping: Self awareness, Identifying values, Coping with stressful situations Objectives Content Strategy Activities Assessment By the end of this lesson, Families spend time together, Aesthetics Students design a chart Assess charts. students should be able to: and do activities together. illustrating activities that Families share religious can be done by families List at least three ceremonies, meals, recreation, together. activities that families sports, quiet time, rest, and talk engage in together. together. Game / Questioning Students play game in Assess their ideas for which the first person improving Explain at least two Communication among family makes up and writes down communication ways in which they can members is very crucial to good a story. They pass it orally difficulties within the communicate within the interpersonal relationships. from one person to another. family. family. Poor communication within the Later they discuss how the family is an especially good story changes from the Express willingness to marker of problems with story teller’s initial version engage in family bonding adolescents. to the final version received activities, e.g., by last student. What does conversations with siblings, Adolescents find that this tell you about parents, arranging communicating their new ideas communication? How does interesting activity. and concepts on self and others this affect communication to siblings and parents, is within families? How can difficult. this situation be improved? What can you do to improve this situation? - 76 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Family life is our first school Role play & Discussion In groups, students perform Assess skits. for emotional learning. In this skits depicting poor intimate cauldron we learn how communication among we feel about ourselves and family members. Students how others will react to our identify and discuss the feelings; how to think about ways that are suggested in these feelings and what choices the skits for solving this we have in reacting; how to problem. read and express our hopes and fears. Journaling Students write in their journals how they feel This emotional schooling about the ways in which operates not just through the they communicate with things that parents say and do their care-givers, and vice directly to children, but also in versa. They suggest ways the models they offer for in which they could handling their own feelings and improve how they those that pass among mother communicate. and father, and other family members. How parents treat their children--whether with harsh discipline or empathic understanding, with indifference or warmth and so on--has deep and lasting effects on the child’s emotional life. - 77 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 8 Theme: Self and Interpersonal Relationships Lesson 3. The Challenges of Family Life Life skills: Social : Communication, Collaboration Cognitive: Creative thinking, Critical thinking, Decision making Coping : Self evaluation, Dealing with stressful situations Objectives Content Strategy Activities Assessment By the end of the lesson, Family life poses many Resource person Students write down questions Assess summary students should be able to: challenges to adolescents and about the family problems they reports. children. Challenges include face, in preparation for talk by List and describe at least the use of drugs, poor resource person. The resource four issues/challenges communication, time & duty person engages students in a affecting family life. management, separation, discussion of the challenges of conflicts, economic hardships, family life. Students ask questions Prepare a plan of action to incest, physical, sexual & to elicit additional information and find solutions to selected emotional abuse. write summary reports. family problems. Adolescents have to learn how Role play Students in groups choose an issue Assess solutions set Explain the importance of to overcome the challenges they that was discussed. They illustrate out in skits. communication within the face and solve the conflicts what they learned by writing and family. these challenges ignite. performing a skit for the class. The groups then make a plan to find Apply coping skills to A useful tool is learning the other solutions to the problems they deal with family challenges. skill of good communication. face, including where to get help. Another important asset is self control. Students write in their journals how Journaling they might feel if they experienced the problem discussed earlier. - 78 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 8 Theme: Self and Interpersonal Relationships Unit 3. The World of Work General Objectives: By the end of this unit, students should be able to: 1. Demonstrate knowledge of available careers in the society. 2. Examine their academic strengths, weaknesses, values, and personal interests in the light of possible career options. 3. Demonstrate willingness to seek information on career training and development. Lesson 1. Career Options Life skills: Social : Communication Cognitive: Researching, Critical thinking Coping : Self awareness, Self evaluation, Goal setting Objectives Content Strategy Activities Assessment By the end of the lesson, The term 'career' is associated Research In groups, students choose Assess students should be able to: with paid employment and two/three careers and talk about Presentations. refers to a single occupation. In what they like about them, and why. Describe the requirements today's world of work the term Students then do additional research of different careers 'career' is seen as a continuous to find out more about each of these (knowledge, skills, process of learning and careers, and prepare a short talk on attitudes). development. each for class. Outline the ways in which There are careers within and Resource person A resource person visits and persons in selected careers outside the community. discusses specific career paths perform their work. related to the areas that are of Most careers require formal interest to individuals. Students ask Explain how individual training, which gives learning questions and make summary report entrepreneurs have structure. Your performance of talk. contributed to the wellbeing and competence are assessed of society. using assignments or Research Students in groups research and Assess research examinations. make presentations on selected presentations on entrepreneurs in Jamaica. entrepreneurs. - 79 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Successful completion ends with formal qualification—for example, a certificate or diploma. Primary and secondary education and training help you develop the skills and aptitudes to make a career choice. - 80 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 8 Theme: Self and Interpersonal Relationships Lesson 2. Conditions for selecting my career Life skills: Social : Cooperation, communication Cognitive: Creative thinking, decision-making Coping: Self evaluation, Identifying values, Goal setting Objectives Content Strategy Activities Assessment By the end of the lesson, Each career has different Research In small groups, students Evaluate the students should be able to: requirements, and it is brainstorm career ideas for presentations. important to know these certain personalities. Then they List the knowledge, requirements especially if you discuss individual suitability and skills, attitudes required for are interested in a specific personality types for specific three possible careers. career. careers. Each group reports to class. Describe their feelings Everyone has different skills about these requirements. and aptitudes. The society Art Students in groups use Assess posters and needs people to fill a number of information from research to charts. Evaluate their own different types of jobs. A prepare posters on selected skills, knowledge, attitudes, person must choose from the careers. The charts include plans aptitudes for three selected list of jobs that are available, for achieving training. Students careers options. because not all persons are prepare charts for an exhibition. suited for all the careers. Outline a plan for a career path to one of the It is useful to decide on a small Role play Students in groups plan and Review role play. selected possible careers. number of possible career execute a role play in which an choices which suit you. Then individual has been offered a job, outline a plan for getting the but is uncertain whether he/she training and for reaching the has the aptitude or qualifications chosen career goal. to suit the post. Class will decide what should be done in each case. - 81 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Explore careers that offerinternships. Find Journaling Students write their thoughts on Review journal entries. opportunities while still in two/three careers they might like, school. Though internships will and prepare a plan for achieving not attract salaries, they hold training for these. important benefits for the future. - 82 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 8 Theme: Self and Interpersonal Relationships Lesson 3. Knowing my Career Life skills: Social: Communication, Cooperation Cognitive: Research, Critical thinking, Evaluating Coping: Self awareness, Self evaluation, Goal setting Objectives Content Strategy Activities Assessment By the end of the lesson, Each career is associated with a Research Students do research and prepare Review summaries. students should be able to: number of different jobs. For summary on the value and example in the medical contribution to society of two careers State the value within profession, there are among of interest to them. the community of their others - doctors, nurses, dentists, selected careers of interest. surgeons and pharmacists. Each Survey Students work in groups, to interview Assess reports. one is like a brick forming part two persons working in each of three Describe the of a wall. careers of interest to them. They dimensions of their careers want to discover the details of their of interest. Every career has different jobs and the prospects for getting into aspects or dimensions, and jobs each of these careers. Students Explore job options to suit differing interests and prepare individual reports. within their careers of abilities. interest. Students plan and implement an expo Each career is important for our Project during career week, including Evaluate the career Display willingness to country, whether it is in the invitations to guests, speakers, exposition and student explore the values needed private or public sector. agenda, venue, brochures and a panel evaluation of the when making career discussion on careers. exposition. decisions. After the expo, students review the event and say how it could be improved. - 83 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ GRADE 8 Theme Sexuality and Sexual Health Unit 1: Human Sexuality General Objectives: By the end of this unit, students will be able to: 1. Demonstrate knowledge of the range of human sexuality. 2. Appreciate the meaning and impact of sexual harassment and sexual abuse. 3. Use coping, decision making and communication skills to deal with sexual pressure. Lesson 1: Sexuality Life Skills: Social: Communication, Persuasion, Collective action Cognitive: Critical thinking, Evaluating Coping: Self awareness, Self control, Dealing with stressful situations Objectives Content Strategy Activities Assessment By the end of this lesson, Human beings are called to love Video Students view video called ‘Vibes Assess discussion. students should be able to: soul and body. Human love hence /Discussion in the World of Sexuality’. They embraces both the body, and the later break into small groups and Articulate reasons why spirit. Therefore, sexuality is not discuss the message and what it they consider themselves something purely biological; rather means to them. In small groups, to be unique individuals. it concerns physical, emotional and students discuss the range of cognitive parts of the person. difference in sexual behaviours Demonstrate and relationships that exist, interpersonal skills in Thus, self-awareness is necessary if including abstinence, marriage relating to self and others. we are to appreciate and understand and domestic partnerships. others. Express their feelings Questioning / What is the big deal about having Evaluate their using a variety of ways. There are some things about Role play each other's consent before understanding of ourselves that we cannot change making sexual advances? appropriate ways of Take responsibility for and some things that we can. expressing sexuality. their thoughts and feelings. - 84 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Be assertive in It is necessary for us to accept Why shouldn’t I use pressure to expressing themselves ourselves as being male or female. get consent for sex? What is the about issues related to their In all our expressions of sexuality, value of being honest with each sexuality. we must take responsibility for own other? Why is it important to behaviours and emotions. treat each other as equals? How far is too far? List what you have There are many ways to show your been told about sexuality – in feelings. They include telling the community, church, home, media person that you like him or her, etc. What do you really think? kissing, cuddling or holding hands The class discusses these and touching. questions and later forms small groups in which to share their We must learn to be assertive, to ideas about how these suggestions negotiate and to deal with positive might protect them from and negative pressures, in order to emotional and physical harm, successfully relate to others. even pregnancy and STI’s. They role play their responses to these situations using the STACK method. Journal / Students record in their journals Personal action clear statements about what you want to do and don't want to do, in respect of expressing their sexuality. - 85 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ GRADE 8 Theme: Sexuality and Sexual Health Lesson 2: Sexual Harassment & Sexual Abuse Life Skills: Social: Communication, Persuasion, Relationship-building Cognitive: Critical thinking, Decision making, Research, Evaluating Coping: Refusal skills, Assertiveness, Negotiation Objectives Content Strategy Activities Assessment By the end of this lesson, Sexual harassment – unwanted Resource A resource person defines students should be able to: attention of a sexual nature that person sexual harassment and sexual Explain what is meant creates embarrassment or distress. abuse and provides guidelines by the terms sexual for recognizing and rejecting harassment and sexual Sexual abuse is forced or coerced both. They also review what abuse. sexual activity. should be done when a person considers him/herself a victim Identify examples of The victims may be male or of this type of abuse. Students sexual harassment and female. The harasser/abuser may take notes and ask questions. abuse. be anyone in a position of power/authority, even a teacher, Debate The class is divided into two Assess arguments Discuss how personal relative, church member or halves. Each chooses a side of and rebuttals, as values, community norms, friends, and may be of the same the topic, “Girls who dress in well as comments and culture may affect a gender. revealing clothes, deserve to be from the other person’s ideas on what sexually harassed and or members of the constitutes sexual The harasser/abuser may be abused.” The groups work class. harassment. unaware that his/her behaviour is together to develop arguments offensive or he/she may be based on what they learned from Employ effective deliberately attempting to the resource person and from communication skills in embarrass, physically hurt or their own research. Presenters dealing with sexual demanding sex or sexual favours are chosen and the debate takes matters. from the victim. place in front of classmates. Classmates also evaluate the debate and comment. - 86 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Suggest avenues for reporting cases of sexual This may occur among peers, or Discussion / In groups, students discuss the Assess responses harassment & sexual abuse. boss and subordinate, at work, at Role play issue of sexual abuse and to victims and school or at home. explore possible feelings and abusers. Evaluate the challenges faced the victims and importance of Sexual abuse occurs in different the family of the abuser. They communicating our values forms. It includes incest, forced also discuss the issue of date clearly to others. prostitution, paedophilia and rape. rape. Later, students work in pairs to identify ways to reject Sexual abuse and sexual unwanted sexual advances harassment leave young people especially from people whom with significantly less faith in the they think they cannot manage. future, fewer sexual self-care They may practice using role behaviors more inclined toward play. sexual risk-taking. Remember that no form of sexual harassment Journal In their journals, students Review journals. or sexual abuse is the victim’s imagine that a friend has fault. revealed to them that he / she was being sexually abused. In Jamaica sexual abuse is Discuss the advice that you punishable by law. would give to that person. Help is available for persons who are affected. Speak to someone you trust Use hotlines like ‘Jamaica Foundation for Children’ and ‘Family Life Ministry‘ Speak to school nurse or guidance counsellor Call the Police Children’s Advocate CISOCA (“Rape Unit’) Child Development Agency - 87 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ GRADE 8 Theme : Sexuality and Sexual Health Lesson 3: Communication & decision making about sex Life Skills: Social: Communication, Assertiveness, Negotiation, Persuasion Cognitive: Analyzing, Critical thinking Coping: Assertiveness, Dealing with stressful situations Objectives Content Strategy Activities Assessment At the end of this lesson, Communication is the process that Game Students play a shortened version Assess students should be able to: allows humans to exchange of ‘Pictionary’ (instructions in appreciation of information. It occurs in several appendices) in order to see how communication Identify some of the ways – verbally, non-verbally (body differently males and females process. ways in which individuals language) and through writing. communicate. In this round of communicate with each ‘Pictionary,’ the words and phrases other. Effective communication is are based on relationship and necessary in building strong, gender communication. Compare and contrast healthy relationships. the ways in which males Students are asked to notice the and females commonly Gender differences – for example differences in the way males and communicate sexual how men and women talk and view females communicate and the feelings. life - can generate misunderstanding difficulty each has in understanding and even hostility in relationships. non-verbal clues. Explain why good Despite this however, it is necessary communication is to avoid stereotyping. For example, Role play Students in large groups develop Assess ability to necessary for building women generally talk more, and it is and role play short skits on one of communicate as healthy relationships. their way of pursuing the the following topics, followed by a demonstrated in relationship. Men talk less, usually discussion of the drama. skits. Suggest ways in to acquire information. (i)Girl is flirtingbut boy is not which common interested. Can he communicate communication difficulties Women often nod their heads to how he feels without hurting her? about sexuality can be show that they are listening; men reduced. view it as a sign of agreement. - 88 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ In relationships, it is necessary to (ii)A friend of the opposite/same try to mean what you say and say sex is touching you in ways that what you mean. gives you uncomfortable feelings, but really means nothing by it. Try to avoid using words with What do you do? sexual connotations that may give others the wrong impression. Be careful of what you do as the impact of your body language e.g. what might be communicated by simple hugs, holding hands etc. is as strong as any words you say. Intercourse is usually the final part of a series of behaviours that began with simple touches. - 89 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ GRADE 8 Theme Sexuality and Sexual Health Unit 2: Factors and Risks Affecting Reproductive Health General Objectives: By the end of this unit, students should be able to: 1. Demonstrate knowledge of reproductive health issues and parenting. 2. Display appreciation for the role of parents in the family. 3. Use communication skills to cope with issues. Lesson 1: Factors Affecting Reproductive Health Life Skills: Social: Cooperation, Cognitive: Creative thinking, Decision-making : Objectives Content Strategy Activities Assessment By the end of this lesson, Reproductive health implies Questioning / In groups, students brainstorm students should be able to: that people are able to have a Discussion meanings of the word “health” and satisfying and safe sex life, that reproductive health. Students think Explain what is meant they have the capability to about words that link to health by reproductive health. reproduce and the freedom to remembering that health is more decide if, when and how often to than the absence of disease. On Outline two reasons why do so. the basis of the definitions, students protecting our reproductive discuss why reproductive health is health is important. Factors affecting reproductive important to women and men. Why health include: is it important for the Jamaican Identify factors that ‐ Physical health (e.g. fitness, population to have good promote/endanger our nutrition, illnesses etc.). reproductive health? reproductive health. ‐ Physical maturity. ‐ Mental competency (being Poster making Students in small groups suggest Assess posters. Exercise choices that able to reason well). competition factors that might promote or promote good reproductive ‐ Emotional competence, negatively affect reproductive health. emotional intelligence (able to health among adolescents. cope with feelings and thoughts) - 90 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ ‐ Social factors (.eg peer pressure to engage in early Each group creates a one minute or sexual activity) print advertisement that promotes ‐ Cultural factors (e.g.some good reproductive health among persons do not believe in using adolescents. The posters are protection when having sex) displayed and the class chooses the best. ‐ Access to and an understanding of family planning methods and appropriate health care. - 91 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ GRADE 8 Theme Sexuality and Sexual Health Lesson 2: Healthy Decision Making - Personal Hygiene Life Skills: Social: Communication, Cooperation, Persuasion, Empathy Cognitive: Critical, Creative thinking, Evaluating Coping: Self management, Self monitoring Objectives Content Strategy Activities Assessment By the end of this lesson, At puberty, the sexual organs Resource The PE teacher engages students Assess posters. students should be able to: develop and cause changes in our person / Charts in an interactive discussion about bodies. One effect is that body the special hygiene needs of Give reasons why odours become marked, and there adolescents. Armed with this adolescents have special is the necessity to keep special information obtained students in hygiene needs. parts of the body clean and odour groups brainstorm and create a free, both with soaps and daily hygiene regimen for both Describe ways of caring deodorants. males and females. The regimen for their bodies during is put on charts and displayed on adolescence. Some micro-organisms such as the walls. bacteria are found in the external Describe ways of caring orifices of the sex organs. If Role play Students work in small groups to Evaluate the skits for their bodies during proper hygiene is not maintained find out the causes and care of for sensitivity. pregnancy. in these areas, then these micro- body odour in adolescents and organisms will continue to grow, pregnant women. Based on what Display willingness to and unpleasant/foul-smelling they find out, they role play change behaviours. body secretions are produced. situations in which a friend has In addition during adolescence, strong body odour, and they have many young persons take part in been selected to speak to him/her physical activities that cause about it. Students say how they sweating and additional body would feel if someone spoke to odours. them about body odour, and suggest ways of tackling the problem. - 92 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ During pregnancy, it is especially necessary for the mother-to-be to Journaling Students write in their journals Review self keep herself clean. Rising levels their feelings about the matter of evaluation. of oestrogen and progesterone can hygiene and their present habits. promote changes in bacteria growth. The mother’s body temperature increases and causes Letter writing Each student writes a letter to a Assess letters for more perspiration than usual. younger, pre-puberty sibling/a accuracy. Increased discharges, increased pregnant mother outlining the blood flow to the genital area, and changes to be expected, and the changes in the vaginal flora alter ways in which they will have to the region's aroma during care for their bodies. pregnancy. An acidic smell, accompanied by clear, watery secretions or opaque, white discharge also occurs. This is due to normal changes in the vaginal pH level. If no steps are taken against the causes of these odours, they rapidly increase and betray their presence by their evil smells. It is necessary to counteract this tendency by the most thorough cleansing. - 93 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ GRADE 8 Theme Sexuality and Sexual Health Lesson 3: Healthy Decision making - I Will Postpone Parenting Life Skills: Social: Communication, Cooperation, Persuasion, Empathy Cognitive: Critical, Creative thinking, Evaluating Coping: Self management, Self monitoring Objectives Content Strategy Activities Assessment By the end of this lesson, There are several benefits to Simulations: Students in groups discuss Evaluate skits. students should be able to: delaying sexual relationships and SWAT model ways in which youth are parenting. They include: pressured into early sexual Identify three reasons Time for physical maturity in activity. Later they practice why delaying sexual females to better manage refusal skills in pairs using the relationships and childbearing and reduce SWAT model: parenting may be possible negative impacts on beneficial. reproductive health (STI’s) S.W.A.T. model for Time to achieve a measure of negotiating: Critically assess their economic independence so as S – say “no!” to unsafe own readiness to engage to better deal with the costs behaviour in sexual relationships attached to child rearing W – be prepared to explain and be parents. Time to develop greater why you want to be safe emotional maturity and better A – provide alternatives Display awareness of support systems T – talk it out their individual capacities More time to enjoy various to delay these activities. activities without the thought Groups prepare and present of parenting responsibilities role play using either SWAT Demonstrate Time to properly and model. behaviours that will show deliberately select a worthy their commitment to father or mother for your delaying parenting. child/children - 94 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Young persons also need to Aesthetics: Students work in groups of Evaluate songs develop the kinds of routines that song/poem their choosing to compose a and poems. ensure that they take care of their song or poem to demonstrate bodies. It is also valuable to know that teen years are needed to that your blood pressure, weight, prepare for adulthood. They urine examination and general may include some or all of the health status are appropriate to messages about postponing your age, sex and size. In addition parenting, abstinence is the best women need a regular PAP smear. policy during those years, that strengthening their refusal It is always worthwhile to go skills is important, that getting through your medical history and regular check ups, and PAP family history to seek out risk- smears for girls is necessary. factors of disease in later life, so that you can institute changes to reduce risk. Personal action / What would you do if someone Assess method of Role Play tried to pressure you for sex? delivering Students role play their refusals. responses using the REAL or STACK method. The REAL Method: REFUSE /EXPLAIN / AVOID LEAVE or The STACK method STOP/ THINK IT THROUGH ASK YOURSELF AND OTHERS WHAT TO DO CHOOSE CAREFULLY- ITS UP TO YOU / KEEP YOUR PRIDE AND PROMISES TOO. - 95 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 8 Theme: Appropriate Eating and Fitness Unit 1: Healthy Eating Habits General Objectives: By the end of this unit, students should be able to: 1. Demonstrate knowledge of the relationship between types and uses of food nutrients for good health. 2. Display willingness to assess food types and portions to eat more healthily. 3. Demonstrate use of life skills in making healthy food choices. Lesson 1: Balanced Meals Life Skills: Social: Communication, Collaboration, Relationship building Cognitive: Researching, Evaluating, Decision making, Critical thinking Coping: Goal setting Objectives Content Strategies Activities Assessment By the end of the lesson, Balanced meals form part of a Research / Students work in group work (jig- Evaluate the students should be able balanced diet. If one meal is Group work saw) to find out about reports on to: deficient in particular nutrient, the (i) Balanced diets nutrition. others should make up for it. (ii) Factors affecting nutritional Define a balanced needs diet according to the Nutritional needs vary from person Each group presents its findings to nutritional needs of the to person, so what is a balanced the class. individual. meal for one person may not be a balanced meal for another person. Small group In small groups of three or four, Assess menus. Plan menus that discussion students discuss how and why reflect balanced eating Nutritional needs are based on age, nutritional needs vary for the for each day. sex, activity level, body mass, following persons: metabolism and health concerns. Baby Recognise that Preteen boy various factors Meals need to include a balance of Girl who has entered puberty determine nutritional nutrients from the six food groups Pregnant woman needs. as well as fibre. Bus driver 35 yr old male Data entry clerk 35 yr old female - 96 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Farmer 65 yr old male Appreciate diversity In addition, the protein in the diet Retired teacher 80 yr old female of nutritional needs should come from both plant and within age/peer groups. animal sources. Based on what they learn, students prepare daily menus for any three of the persons listed above. - 97 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 8 Theme: Appropriate Eating and Fitness Lesson 2: Nutrients the Body Needs Life Skills: Social: Group work, Communication Cognitive: Research, Critical thinking, Creative thinking Coping: Self awareness, Self management Objectives Content Strategies Activities Assessment By the end of the lesson, Main nutrients are: carbohydrates, Research / Students work in small groups to Assess nutrients students should be able to: proteins, fats, vitamins (A, B- Discussion identify specific ways in which table. complex, C, D, E, K), minerals the body uses each of the nutrients List the main nutrients (calcium, phosphorus, potassium, it takes in from food. The students required by the body, with sodium, chlorine, magnesium, will share their findings with each at least three examples of zinc, iron, fluorine, copper, iodine) other. Later they work together to foods rich in each . compile their information in a These nutrients are found in a table showing the nutrient, its Outline the uses of variety of foods, and have specific function and what happens when these nutrients in the body. functions within the body. it is absent. Display critical Often if the diet is inadequate in Game Students make up a Crossword Evaluate creativity thinking skills in the nutrients, supplements may be Puzzle in which the nutrients are of clues and choice of foods to be used, which include vitamin the answers and their functions in answers. included in the diet. tablets and health drinks. the body as clues. Personal Students draw up a plan of natural Review journals. plan/Journal foods they will consume over the next week in order to improve their nutrition. They record their actions in their journals. - 98 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 8 Theme: Appropriate Eating and Fitness Lesson 3: Portions Life Skills: Social: Group work, Communication Cognitive: Research, Critical thinking, Decision making Coping: Self awareness, Self management Objectives Content Strategies Activities Assessment By the end of the lesson, Food provides the body with Questioning / Am I eating too much, too little? Assess students should be able energy and raw material for its Research How much of which foods do I presentations. to: activities. If there is consistently need? Do I need the same amount too little or too much of any of food all the time? Students find Explain “calorie food, health problems result. out information about portion size content” of foods. for various foods. Later they Calories are the measure of analyze their day’s food intake Estimate healthy energy or fuel in food. More and conclude whether their portion sizes of foods in calories mean more energy. If portions were too large or small. a given menu according we eat more calories than we Students present findings to class. to Recommended Daily use, the body stores the excess Allowances. mostly as fat. Research / Person Based on what they learned, Evaluate menus development plan students set out the nutritional and calorie count. Appreciate the need Recommended Daily content of some of the foods we to regulate eating habits Allowances (RDA’s) give a commonly eat. They discuss a in order to achieve guide as to how much of which modification of their own eating optimum health. foods we should consume. For habits to ensure better health. example: Students compile menus/ meal - 8 glasses of water per day; plans indicating portion sizes of more on hot days. each food, and estimate how many - 5 servings of fruit and calories are present in each meal. vegetables daily. - 99 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 8 Theme: Appropriate Eating and Fitness Lesson 4: Food Preparation Life Skills: Social: Group work, Communication Cognitive: Research, Critical thinking, Decision making Coping: Self awareness, Self management Objectives Content Strategies Activities Assessment By the end of the lesson, Common food-related illnesses are Research Students work in groups to Evaluate students should be able to: due to: investigate the requirements for a understanding of Food Handlers’ Permit. Later food safety Describe health problems Consuming food contaminated they relate these requirements to issues. that may result from with harmful germs or food safety issues, and write consuming food that is not chemicals. reports. properly prepared. Consuming foods in which bacterial or fungal growth has Field trip / Students visit school cafeteria, Assess letters. Choose among various resulted in the release of toxins Resource person where cooked meals and snacks methods of food preparation into the food. / Letter writing are sold. Cafeteria manager for optimal nutritional explains layout and procedures. content. Proper cooking of food, especially Students prepare signs for areas meats, prevents illness caused by: of the school kitchen/cafeteria Appreciate the Salmonella, E-coli, & tapeworms and obtain permission to put importance of cleanliness in (beef and pork). them up, e.g. ‘Wash Vegetables food storage, preparation for Here,’’ Meat Preparation Area,’ cooking and storing leftovers. Common methods of food ‘Clean As You Go.’ preservation include canning, salt- curing and freezing. Drying is also Later class writes a letter to the a way of preserving food, but principal to: affects the preparation of foods. Suggest improvements to the kitchen or eating area to improve food safety or - 100 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Cleaned, washed fruits and Commend the cafeteria staff vegetables are best consumed raw on their efforts to ensure food for optimal nutritional content. safety in the interest of the students and staff of the Food storage should prevent school. contamination by rodents, insects and dust. Field trip / Students may visit food Assess reports. Resource person processing company, where a Preparation surfaces and utensils microbiologist or factory must be cleaned before and after hygienist describes the process of use. preparing processed foods. Students ask resource person questions regarding food- associated illness and how to prepare and cook food to prevent these illnesses and to get the best nutrition. Students prepare report. - 101 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 8 Theme: Appropriate Eating and Fitness Unit 2: Fitness and a Healthy Lifestyle General Objectives: By the end of this unit, students should be able to: 1. Demonstrate awareness that fitness is a constituent of a healthy lifestyle. 2. Display willingness to incorporate safety procedures when engaging in physical exercises. 3. Use appropriate life skills in engaging in age-appropriate physical fitness activities. Lesson 1: Components of Physical Fitness Life Skills: Social: Communication, Group work Cognitive: Analysis, Critical thinking, Decision making Coping: Self awareness, self management Objectives Content Strategies Activities Assessment By the end of the Components of physical fitness: Resource Person A resource person, a fitness or lesson, students should 1. Cardiovascular Fitness: wellness expert or health be able to: The ability of the circulatory professional, discusses with students system (heart and blood vessels) to the components and benefits of Identify, define supply oxygen to muscles during physical fitness. Students ask and explain the exercise. questions. components of physical fitness. 2. Body Composition: The Research & In groups, students find out the Evaluate their relative percentage of body fat Questioning / activities associated with specific understanding of State the major compared to lean body mass Presentation sports and games and identify the the components of health benefits of (muscle, bone, water, etc). components of fitness that it fitness. physical fitness. promotes. For example, running in 3. Flexibility: The range of football promotes cardiovascular movement possible at various endurance, endurance and strength. joints. 4. Muscular strength: The Students work in groups to identify amount of force that is produced by which activities are required in order a single contraction of a muscle. to achieve excellence in various sports. - 102 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ 5. Muscular endurance: The ability of a muscle group to Survey / Students identify non-athletes in their Assess continue muscle movement over a interviews school and community who seem presentations. length of time. /Report physically fitter than most of the persons they come across. Why do People are more likely to stick with the students think these persons are activities they love. The benefits fit? They interview these persons to of exercise plan: ascertain how much physical activity Reduces risk of developing is part of their daily routine and chronic lifestyle diseases and prepare reports of the survey with problems associated with aging conclusions. Reduces the effects of some existing illnesses Helps you cope with occasional extra demands on your body Helps control weight, develop muscle and reduces body fat Improves posture Increases physical endurance Helps build and maintain healthy bones, muscles and joints Enhances immune system - 103 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 8 Theme: Appropriate Eating and Fitness Lesson 2: Different Types of Exercise Activities Life Skills: Social: Team work, Communication Cognitive: Decision making Coping: Self awareness, Self monitoring, Values analysis Objectives Content Strategies Activities Assessment By the end of the lesson, Aerobic/cardiovascular/‘cardio’ Discussion / Based on what they know about Review essays. students should be able to: exercises increase efficiency of the Brainstorming exercise and fitness, students heart and lungs in providing your body suggest why body types – size, Distinguish among with oxygen. These exercises work shape, muscle mass, etc. – are cardiovascular (aerobic), many muscles and are typified by low different for athletes specializing in strength training intensity activities with much different sports. Students get (anaerobic) and repetition of the movements, e.g. brisk pictures of different athletes, e.g. flexibility exercises. walking, swimming, dancing, swimmers, marathon runners, body bicycling, for at least 30 mins. builders, gymnasts, tennis players, Practice different wrestlers, shot-put throwers, exercises for a fit body. Strength training/anaerobic exercises cricketers, etc. and discuss how increase muscle mass and strength. their body shapes help them do well Recognise that no Each exercise usually focuses on a few in those sports. Students write single exercise can associated muscle groups and involves essays giving reasons why the types accomplish overall high intensity or more difficult of exercises (aerobic, anaerobic, fitness. exercises (e.g. with heavier weights) flexibility) are needed and the parts and fewer repetitions of each of the body that are developed movement, e.g. doing 20 sit-ups while resulting in the shapes of the holding weights on your chest, leg different athletes. presses. - 104 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Flexibility training enhances the Group work / Students work in same sex pairs to Assess functioning of your joints, allowing Exercise demonstrate certain exercises. One demonstrations. limbs to move through its full range of demonstrations member does the exercise, while motion without damaging tissues. / Research / the other feels the muscles to Presentation determine which muscle or group is Increasing flexibility will reduce the responding to the exercise. chance of injury when doing other exercises or everyday activities. Following these demonstrations, students make presentation to class, All three types of exercises should be to show how different types of included in a balanced programme exercises come together to form a aimed at overall fitness. The amount of balanced programme. each type depends on your fitness goal. Students try out their prescribed programme for four weeks, and keep a log of how their body is changing because of the exercise activities in which they are taking part. - 105 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 8 Theme: Appropriate Eating and Fitness Lesson 3: Physical Fitness and Healthy Eating Life Skills: Social: Communication Cognitive: Decision making, Coping: Self-awareness, Self monitoring Objectives Content Strategies Activities Assessment By the end of the lesson, Sweating cools the body, but we Resource person Resource person (PE Teacher or Assess summaries. students should be able to: lose valuable water and minerals Sports Master) makes presentation (electrolytes) when we sweat, so it and responds to questions from Explain the is important that we replace these. students about the: relationship between a a. Need for healthy eating balanced diet and exercise If we are exercising for a short time b. Need for regular exercise for a healthy body. or do not sweat much, then half a c. Relationship between the two cup of tepid water every 20 mins or d. Necessity for water during Discuss the so is enough. If we are exercising exercises importance of proper vigorously or for a long time or hydration during exercise. sweat heavily, then sports drinks Students write a summary of the that contain water and minerals with presentation. Be willing to change a little sugar may be more their beliefs and attitudes appropriate. Journaling Students keep a record of all the towards food and fitness food they eat, their exercise choices. Rehydration salts mixed in water activities, and the quantity of water with a little glucose may be a more they drink daily for a week. They affordable substitute. compare the type of food and snacks they eat with the amount of exercise Do NOT wait until you feel thirsty in which they engage. They assess to rehydrate. their present way of living, with a view to making adjustments where necessary. - 106 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ When participating in an exercise Each student prepares a plan for a Assess plans. programme, it is important that “healthy lifestyle programme” correct dietary rules are followed to including a balanced diet, exercise, ensure development of body sports and recreational activities, as systems, and their good functioning. needed. It is important to check periodically to ensure that you are eating the right foods to replace those lost during exercise. There are special foods required for persons with certain health and age characteristics. - 107 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 8 Theme: Appropriate Eating and Fitness Lesson 4: Special Needs (Diabetes, Hypertension/Cardiovascular Disease, Obesity) Life Skills: Social: Communication, Teamwork, Cognitive: Critical thinking, Creative thinking, Decision making Coping: Self awareness, problem solving Objectives Content Strategies Activities Assessment By the end of the lesson, Sodium (mostly from salt and Research / Students read food labels of Evaluate the students should be able to: powdered seasonings with MSG), Questioning / foods, snacks and seasonings to groups’ is an ingredient in several foods Discussion find out about the amount of appreciation of the State the substances in and increases bad cholesterol, sodium, fat, cholesterol, they health risks of foods that aggravate or aggravates hypertension and have. They also look for other these foods. increase risk of specific cardiovascular disease. potentially harmful food diseases. additives such as MSG, high Sodium must be drastically fructose corn syrup and nitrites. Explain how persons reduced or eliminated from the diet The students then examine with selected diseases of person with these illnesses. labels of foods which are for (diabetes, hypertension, persons with special needs and obesity, HIV AIDS, cancer) Such persons should increase their compare the quantity of may modify their diets to intake of whole grains, legumes ingredients in them with those reduce suffering from the and nuts as these help reduce checked previously. Students disease. cholesterol levels. work in groups to prepare tables showing the different amounts Appreciate that some In diabetic persons, the body of these ingredients they see in common food additives cannot deal with sugar the way it food. They discuss: What do intended to improve flavour should. Unmanaged diabetes is these differences mean to you? or shelf life may have dangerous and can even lead to What is the value of making negative effects on the body coma and death. Thus the intake of these changes in your diet now? over time. sugar and carbohydrates must be reduced significantly. - 108 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Display critical thinking Consumption of large quantities of Role play / Students will plan and perform Assess skits for and decision-making skills in very sweet fruits like mangoes and Drama a skit depicting a health worker suitability of choosing healthy alternatives grapes should be limited. More visiting the home of a senior messages learnt, to popular foods. complex carbohydrates, like citizen who has special needs. and content. ground provisions and green The health worker advises the bananas, should be eaten. The caregiver of the senior on amount of white rice and flour appropriate meals for him/her, should also be limited. warns of consequences if the disease is not properly Reducing sodium, sugar, managed. cholesterol and fat in the diet and increasing complex carbohydrates; plant proteins and reducing red meat consumption, will help prevent you from developing some of these chronic diseases in later life. - 109 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 8 Theme: Appropriate Eating and Fitness Lesson 5: Hygiene and Exercise Life Skills: Social: Self monitoring, Interpersonal skills, Communication Cognitive: Creative thinking, Problem solving Coping: Self awareness, Self reflection Objectives Content Strategies Activities Assessment By the end of the lesson, Exercise causes sweating and an Discussion / Students discuss the unpleasant and Assess the depth students should be able to: increase in body temperature, thus Brainstorming unhygienic consequences of exercise of the responses to facilitating the growth of some / Drama that they experience directly, as a the hygiene Describe the micro-organisms that thrive in result of their own exercising, or problem and the unhygienic conditions warm, moist conditions. These indirectly by being around others who effort to discuss it that are associated with include bacteria and fungi that cause are exercising. with peers. exercise. body odour, athlete’s foot, jock itch, Students research the literature to yeast infections, etc. discover solutions, recommended Demonstrate good practices for solving these problems. hygiene to reduce or Preventing these outcomes requires Students also determine the best prevent these conditions. that you practice proper hygiene. approach to use when wishing to talk This includes: to someone about proper hygiene Exercise sensitivity Washing exercise clothes when exercising, giving particular and understanding when properly, possibly with a little consideration to how they would want dealing with persons who disinfectant to be treated if they were on the may not practice proper Wearing clean clothes, including receiving end. Students role play the hygiene along with their socks, for each workout suggested approaches. exercise programme. Showering as soon as possible after exercise Art In small groups students create a Assess the Drying armpits, groin and poster or brochure that is to be placed creativity and between toes well after in the school gym or notice board relevance of the showering, and using absorbent near the playfield, which advises posters. powder if needed athletes about proper hygiene. - 110 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ The class reviews all the posters and Using anti-fungal powder in votes for the best one. sneakers and between toes Using deodorant The group with the winning poster Washing sneakers, bandages and asks the Sports Master for permission other gear and sun-drying them to hang the poster near the exercise Washing hair often area. - 111 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 8 Theme Managing the Environment Unit 1 Environmental assets General Objectives: By the end of the unit students should be able to: 1. Understand that the assets our environment possesses are the basis of our resources and our society. 2. Appreciate that the resources of land, air and water must be conserved. 3. Act in ways that reflect appropriate knowledge, skills and values for sustainable living. Lesson 1 : Jamaica’s environmental assets Life skills: Social: Teamwork, Communication Cognitive: Analysis, Critical thinking, Research Coping: Identifying values, Dealing with problem situations Objectives Content Strategy Activities Assessment By the end of this lesson Our assets are our renewable Resource A resource person is invited to speak students should be able to: resources e.g., water, biomass, land person about renewable and non-renewable Assess summary. and non-renewable resources, e.g., resources and their locations, and Describe five examples of minerals, metals. roles in producing and reducing Jamaica’s natural pollution. In preparation, students environmental systems, These resources may be tangible prepare questions to ask resource ecosystems. (bauxite, gypsum) or intangible persons. They also make written (tourism product, open spaces, summary of talk. Distinguish between cultural diversity). renewable/ non-renewable Map-work Students use a map of Jamaica, to Assess each resources. Other assets are our soil quality, locate & identify the non-renewable, student’s map. microclimates & the carrying renewable assets. Describe the locations and capacity of areas. distribution of four of the Drama / Role In groups, students prepare skits that Assess skits. island’s natural resources. Many of our environmental assets play describe how our actions affect our are affected by human and other environmental assets. e.g., pollution List three challenges to activities/events, including of river by washing cars, doing our environmental assets. pollution and natural disasters. household laundry, etc. - 112 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 8 Theme Managing the Environment Lesson 2: Managing our environmental assets Life Skills: Social: Collaboration, Communication Cognitive: Critical thinking, Creative thinking, Decision making Coping: Identifying values Objectives Content Strategy Activities Assessment By the end of this lesson Our natural resources/assets are Game / Play game called ‘The Fishing Assess students should be able to: the basis of our country’s Discussion Game’, which illustrates issue of discussion. economy and our continuing sustainability of resources. Class Explain usefulness & good health. discussion on results of game. sustainability of at least three natural Our natural assets provide raw Group-work / Students discuss the case study – assets/resources. materials, energy and space for analysis of case entitled, “Non-renewable and Assess analysis of our use. They assimilate wastes study Renewable resources’. Bauxite as case study. Describe at least three and regulate other activities, a non-renewable resource functions of natural (e.g., climate, biological /hardwood forests/ farms as a assets/resources. diversity, energy balance, water renewable resource. supply). They provide services Students analyze the effects of Demonstrate an to humans and other organisms. utilization of these resources and appreciation of our the sustainability of the current use natural assets and the Our assets must be managed if of these resources, as well as the need for their efficient they are to be sustained and kept benefits to the population. management. for future generations. Research/ Students research bauxite mining Group in Jamaica and discuss in groups Evaluate discussion the present situation and understanding of usefulness of bauxite to Jamaica. mining. They also discuss what will happen if it continues to be mined for another 20, 40, 60 years? - 113 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 8 Theme Managing the Environment Lesson 3: Our environmental agencies Life Skills: Social: Collaboration, Communication, Cognitive: Research, Critical thinking, Evaluating Coping: Identifying values, Setting goals Objectives Content Strategy Activities Assessment By the end of this lesson There is a wide variety and large Resource Resource person from NEPA is Assess summary students should be able to: number of agencies engaged in persons invited to speak about the work of reports of work of managing our natural resources. government agencies that manage agencies from List at least five agencies the environment. research, talks, that manage our resources. Some are government agencies, and interviews. others are non-governmental A person from an NGO is also Describe the roles of five organizations (NGO’s). invited to speak of his/her role and environmental agencies. work. In preparation, students Some agencies specialize in prepare questions. Later they Display skills of critical environmental education. make a summary of each talk. thinking in assessing the current resources for It is important for us to support the Field visit Students go on a field trip to a managing our work of both the government government agency, or to an NGO environment. agencies and the NGO’s that work in the field to learn about their to protect the environment. work. Demonstrate interest in the work of NGO’s by Group work: Students choose an environmental Assess essays. visiting at least one, and collaborative agency and research its work to becoming a member. learning (think- determine how well it manages our pair-share). resources. Students write essays and share information they learn. - 114 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 8 Theme Managing the Environment Lesson 4. Jamaica’s environmental laws Life Skills: Social: Communication, Relationship building Cognitive: Critical thinking, Decision making, Research Coping: Identifying values, Self awareness, Self evaluation Objectives Content Strategy Activities Assessment By the end of this lesson A number of laws (approximately Resource NEPA representative visits to talk Assess summary students should be able to: 28) relating to Jamaica’s natural person about the laws and penalties reports. resources exist to ensure the associated with the environment. List at least four agencies conservation and protection of the Students prepare questions for the that manage our environment. speaker, and later prepare environment by summary report. administering the laws of NEPA oversees some of these Jamaica. laws, e.g., Beach Control Act, Research Students research the The details of the Town and Country Planning Act, environmental laws of Jamaica, legislation found. Show willingness to learn Endangered Species Act, and choose four. They prepare a about the environmental Watershed Protection Act. table which includes the critical laws of Jamaica. clauses, who is designated to The Ministry of Agriculture enforce them and the penalties for Explain the important oversees others, e.g., the Fishing breaking them. aspects of two of the Industry Act, and the National Role play / Assess parliamentary environmental laws of Works Agency administers the Debate After gathering the information discussion /debate on Jamaica, including the Flood Water Control Act. about the environmental laws, and environmental laws. content as well as the with their knowledge of the penalties for breaking Other laws are overseen by other environmental problems and these laws. ministries, agencies and parliamentary procedures, students authorities. stage a parliamentary debate on environmental laws, with a view to changing the legislation. - 115 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 8 Theme Managing the Environment Unit 2. Caring our natural assets General Objectives: By the end of this unit students should be able to: 1. Demonstrate understanding of the importance of caring for our natural assets/resources. 2. Explore linkages among usage of environmental assets and human activity, health and well-being. 3. Display competence in predicting outcomes of environmental activities and events. 4. Appreciate their personal responsibility to care for the environment. Lesson 1. Caring for our water Life Skills: Social Communication, Persuasion, Advocacy Cognitive: Critical thinking, Evaluation Coping: Identifying values, Goal setting, Self management Objectives Content Strategy Activities Assessment By the end of this lesson Fresh and salt water are the most Questioning / Students in groups discuss the Quality of students should be able to: important natural assets/resources Discussion following questions: research. of Jamaica. What are the sources of water in Describe the importance your home? How much water do of water quality & It is important to human health, to you use daily (flush toilet/at the quantity to Jamaican life. have high quality fresh drinking sink/shower)? Which of your water in sufficient quantities. activities waste water? Is the hot Explain the link between water at home too hot? Is your farming and water quality It is also important to our economy drinking water at home of good of our rivers and sea. to have high quality sea water at taste, clear and clean? What our beaches. would happen if no rain occurred Explain the link between for four months each year? tourism and water quality Often, farmers overdose their of our rivers and sea. crops with strong chemicals. These excess chemicals get into our rivers and streams. - 116 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ When chemicals are washed into Research Students choose a partner and Assess quality of Engage in activities that the sea, algae and seaweeds are undertake research on the sources research and will assist in reducing fertilized, and grow and smother of potable water in Jamaica and presentations. and/or preventing water the corals, other animals and the quantity of the water used by pollution. plants. Other chemicals kill the the average family. In addition, animals in the water, thus they research the amount of water poisoning it. wasted by a dripping tap in an hour, and extrapolate for a month. Large quantities of sewerage are Students present their findings to dumped into the sea and pollute the class. the water. Posters Students design posters Assess posters. Tourism also affects the quality of individually or in groups, to our rivers and seas because of the highlight what farming can do to beach side infrastructure that our rivers and streams, and how pollutes our water. they can prevent these problems. The posters are presented and Water pollution may be prevented judged by the class. by our caring actions. Discussion Students research the impact of tourism on our rivers and the sea, in preparation for a discussion of the effects of tourism on Dunn River Falls/ Negril/ Ocho Rios/Rio Grande. Advocacy – letter Students write letter outlining Assess letters and writing. some actions to be taken to reduce presentations at water pollution. Letters are assembly. presented to school assembly. Students may also prepare and use skits, songs, choral speaking, poetry, speech for the assembly. - 117 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 8 Theme Managing the Environment Lesson 2. Caring for the air Life Skills: Social: Communication, Persuasion Cognitive: Critical thinking, Researching, Evaluating Coping: Self management, Goal setting Objectives Content Strategy Activities Assessment By the end of this lesson Human activities cause air Field trip – Students go on field trip to students should be able to: pollution. For example, vehicles manufacturing manufacturing plant to interview emit dangerous gases; factories plant persons on what they do to control Describe three sources emit particulates dust and emissions into the air. In of air pollution. chemicals into the air. anticipation, students prepare questions for the plant managers. Explain how air Some natural events also cause air pollution can affect pollution, e.g., dust storms. Research / In groups, students research and Assess each human health. newspaper prepare contributions to a one-page group’s Chemicals in the air create smog, project class newspaper on tropic “Air contribution to Suggest at least three which causes bronchitis, asthma, Pollution”. The research includes newspaper. ways in which air and cancers. Dust in air brings the impact on the air of burning pollution may be bacteria and disease vectors to new fuels, cooking, gas emissions from eliminated in a places and people. vehicles and factories. It should also selected situation. discuss cleaner alternatives. Efficient factories, well Newsletter to be placed on school Display willingness to maintained vehicles, improved bulletin board. learn more about how driving habits, planting trees, to protect themselves using house plants are ways of Resource A doctor/health professional visits to Assess each against air pollution. reducing air pollution. person / Journal discuss the impact of air pollution on student’s summary people. Students prepare and take of talk. notes. They write in their journals, the actions they will take to protect themselves against air pollution. - 118 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 8 Theme: Managing the Environment Unit 3. Using energy wisely General Objectives: By the end of this unit students should be able to: 1. Demonstrate knowledge of energy usage and its conservation. 2. Display critical thinking and decision-making skills in dealing with energy use. 3. Appreciate the opportunities for energy conservation available to us. Lesson 1. Non-renewable energy Life Skills: Social: Collaboration, Communication, Persuasion Cognitive: Evaluating, Decision making, Research Coping: Identifying values, Self awareness Objectives Content Strategy Activities Assessment By the end of this lesson Non-renewable energy sources have Research / Students working in small Assess group students should be able to: been used for many years. These are Leadership groups research non-renewable reports. fossil fuels like coal, oil, natural gas, energy sources and their use List at least three which have been used to satisfy over time. Include in the sources of non- human needs for cooking and for research the advantages and renewable energy. warmth. disadvantages of using non- renewable energy. Describe advantages and Other sources of energy are now Groups present to class. disadvantages of using being put to use, e.g. solar and non-renewable energy nuclear energy. Debate Students work in groups to Assess debates. sources. debate the moot: ‘People are Non-renewable energy sources have making too much fuss about the Explain impacts of using many advantages. They are easily health effects of using fossil non-renewable energy available, familiar and cheap. But fuels/nuclear energy.’ sources on human health there are also disadvantages. They and the other biological cause air and water pollution, waste components of the disposal problems, mining them environment. damages the terrain. - 119 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Demonstrate the value Pollution resulting from use of non- Case studies Students working in groups, Assess students’ that they place on renewable energy sources causes analyze two case studies – (i) understanding of information about diseases and illnesses among plants Chernobyl (ii) ‘Coal mining’. the advantages energy in the and animals, and may also change and disadvantages environment. the earth’s climate. After reviewing the case studies, of using non- students discuss the effects on renewable energy Access to non-renewable energy human health, the health of other sources. sources is also the cause of many animals and plants, and analyze political problems. the advantage and disadvantages of each. We need to consider carefully the benefits and disadvantages of using Journaling Students prepare short journal Review journals. non-renewable energy sources. entries on their feelings about each case study. - 120 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 8 Theme: Managing the Environment Lesson 2. Renewable energy – our future? Life Skills: Social : Communication, Cooperation, Persuasion Cognitive: Critical thinking, Research, Decision making, Evaluating Coping: Identifying values, Self evaluation Objectives Content Strategy Activities Assessment By the end of this lesson Jamaica currently gets 90% of its Debate Students debate the moot: Evaluate arguments students should be able to: energy from fossil fuels (non- ‘Jamaica’s future energy strategy made during the renewable). This costs the country should include more solar and debates. Discuss their concerns more than its current earnings would hydropower for generating its about using current energy dictate. It also produces too much energy needs’. sources. pollution of air, land and water. Field trip Go on field trip to places using Assess the quality of Explain advantages of Renewable energy sources are free, solar or wind energy sources. the contributions, the using renewable energy abundant, clean and safe. Students write summary report questions and sources. of field trip. answers. There are various renewable energy Analyze possible future sources like solar, wind, hydropower Simulation: Students simulate community energy sources for available in Jamaica. These sources community meeting to discuss need for Jamaica’s needs. of energy need to be explored with a meeting country to move towards using view to including them in our energy renewable energy sources. Demonstrate willingness plans. Students pick “community to advocate for change re leaders”. These “leaders” will practices and use of do the research to be able to energy sources. make a presentation to the community. At the same time members of the community must go to the meeting prepared to ask questions about energy use. - 121 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 8 Theme Managing the Environment Lesson 3. Energy conservation Life Skills: Social : Communication, Collaboration Cognitive: Critical thinking, Decision making, Research Coping : Self control, Self management, Goal setting Objectives Content Strategy Activities Assessment By the end of this lesson Jamaica’s energy consumption Resource A resource person from JPS or Assess summary of students should be able to: has been increasing at a rate of person NEPA comes to explain energy speaker’s 3% annually, and since the main use in Jamaica and why energy presentation. Give at least three reasons source of energy is petroleum, conservation is a good thing. In for conserving energy in this increases the country’s anticipation, students prepare Jamaica. foreign exchange debts. questions and later do a summary of the talk. Perform an energy audit of We can check how efficiently their home. we use energy at home by Survey Students prepare checklist for Report of energy performing an audit, which energy audit of their homes. Later audits. List three ways in which surveys use of lights, appliances, each student performs the audit, energy usage at home, in plugs, wires. and reports on same to the class. school may be reduced. Many electrical appliances waste Project / Students in groups work on Show willingness to energy, so we need to reduce our Personal research project to discover change habits to ensure use of them, or use more action strategies for reducing energy energy conservation at efficient appliances or cheaper usage at home or at school, and home and in school. energy sources. make a plan for implementing this strategy. In other words, we will have to change our habits in order to Journaling Students write in journals a list of Students’ journal conserve energy. changes they will need to make in entries to be order to reduce energy usage at considered. home, in school. - 122 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ GRADE 9 - 123 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ MATERIALS and ACTIVITIES FOR GRADE 9 Self & Interpersonal Relationships Sexuality & Sexual health Refusal skills - REAL Method *************************** Refuse – Explain – Avoid - Leave - SWAT method Say no – explain Why – suggest Alternatives - Talk Case study - Donette’s worries - What must Kimani do? Video - ‘Janu and Tisha’ - ‘Vinnette and the Uncle’ Appropriate Eating & Fitness Managing the Environment ********************************* ************************************ - 124 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 9 Theme: Self and Interpersonal Relationships Unit 1. Building relationships General Objectives: By the end of this unit, students should be able to: 1. Understand that good communication is basic to maintaining good family relationships. 2. Use cognitive and social skills when interacting with family members. 3. Demonstrate willingness to improve relationships within their family. Lesson 1. Communicating within the family Life Skills: Social: Communication, Collaboration, Relationship-building, Empathy Cognitive: Critical thinking, Research, Evaluating Coping: Identifying values, Goal setting, Dealing with stress Objectives Content Strategy Activities Assessment By the end of this lesson, Some family members often do Group learning Students in groups research the types students should be able to: not communicate in ways that (jig-saw) and methods of communication, and show respect and tolerance for ways of improving and/or hindering Describe how their family each other. communication. Later they discuss members communicate with what they learned from the research them. Improving communication means and how it will affect their own improving listening & thinking communication practices. Describe plans/strategies for skills, as well as improving your improving communication with attitudes. family members. Resource person visits to illustrate Communication is sometimes Resource person Braille reading or sign language. The Show willingness to hindered by sarcasm, moralizing, students have a chance to use the communicate effectively, with judging and interrupting. methods. Students are encouraged to respect and tolerance. test each other’s capacity to “read” Family members often need help their messages. to learn strategies for improving communications. - 125 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ It is the duty of all family Role playing Students produce skits modeling Assess the members to ensure that the lines positive communication with use of sign of communication are kept open language. and that the two-way process of (i) Different family members about communication works. It is doing chores, lunch money, watching important to listen, respect the TV, use of cell phone). other speaker, be non-judgmental, (ii) Family members who are and respect the privacy of others. visually or mentally challenged. Openness is also required as well as confidentiality. Journaling Students write in their journals about Review the feelings they experience when letters. they have difficulty communicating with a family member. They say how they will work to improve their communication skills in future. They also write a letter to the family member explaining their feelings, and making suggestions for improving communication. - 126 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 9 Theme: Self and Interpersonal Relationships Lesson 2. Expressing emotions Life skills: Social: Cooperative, Communication, Persuasion, Relationship building Cognitive: Critical, Creative thinking, Evaluating, Decision-making Coping: Self evaluation, Self control, Dealing with stressful situations Objectives Content Strategy Activities Assessment By the end of this lesson, There are many positive and Discussion/ Students in groups discuss Assess students should be able to: negative emotional triggers. Questioning situations and how they express discussions. These include love, anger, fear, emotions among their friends. Identify their emotions happiness, indifference. For example: and differentiate among (i) Friend who has just lost a them. Often different situations and brother to gang warfare issues trigger emotional (ii) Friend who has been Appropriately express responses. given full scholarship, with feelings and thoughts in pocket money both verbal and non- Body language as well as (iii) Friend whose mother is verbal ways. language, gestures, use of migrating. colours, moods are ways of Critically discuss how expressing emotions. How will the friend be feeling? they relate emotions to How will others in group feel? their parents, peers and How we express emotions is How can the group make an others in selected contexts. important because they affect our individual feel better, express relationships. their emotions more clearly and positively? It is especially important during Resource person adolescence to be open and A psychologist or the guidance honest, as well as respectful to counselor gives an interactive our families and friends. presentation on appropriate and inappropriate expression of emotions in various situations. - 127 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Role play Students prepare and present skits Assess skits. to illustrate appropriate expression of emotions in selected situations relating to parents. - 128 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 9 Theme: Self and Interpersonal Relationships Lesson 3 Getting Help Life skills: Social: Research, Group work, Leadership Cognitive: Sharing, Critical thinking Coping: Self monitoring Objectives Content Strategy Activities Assessment By the end of this lesson, Resources that can help with health, Research/ Listing/ Students work in groups to put Assess the database. students should be able to: social and emotional problems are Discussion together a list of medical, generally available at the local psychological and social ● Discuss sources of clinics, at your doctor’s or pastor’s resources that are available to information and the office, through the guidance young people. Each group may services available in the counselor. Resources can also be decide to work on a particular community and generally. found by contacting the Ministry of sector like health or education. Health. The students find out what services are offered, the likely ● Demonstrate Resources that can help you deal with costs and other conditions. willingness to seek help in problems of rape and incest can be Students work together to solving health. found through the Jamaica compile the information, which Constabulary Force – Rape Unit. is then shared with the class. Specially trained officers are available to assist. The Children Class project Based on what they have Evaluate the Services Division of the Ministry of learned, students plan a day- exposition. Health is also available. long programme in which these service providers participate. There are also many NGO’s that offer Students will get permission, support to children in trouble, contact participants, plan the specifically the Jamaica Foundation agenda, organize the venue, for Children. . support the participants and host the event. - 129 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 9 Theme: Self and Interpersonal Relationships Unit 2. Parenting General Objectives: By the end of this unit, students should be able to: 1. Understand the importance of good parenting to the development of healthy parent-child relationships and good citizens. 2. Demonstrate knowledge of the responsibilities of parenthood towards both their own family members and to the wider society. 3. Use critical thinking and social skills in making decisions about becoming parents. Lesson 1. Readiness for Parenting Life Skills: Social: Communication, Empathy, Assertiveness, Persuasion Cognitive: Critical thinking, Research, Decision making Coping: Self control, Self management, Goal setting, Evaluating Objectives Content Strategy Activities Assessment By the end of the lesson, Being ready for becoming Survey Groups of students interview Assess reports. students should be able to: parents involves a number of resource persons (e.g., nurse), skills and attitudes, as well as & their parents, family Give the definition of experiences of interactions and members) about the skills and parenting. interrelationships with others. other factors needed for good parenting. They also ask about • Give examples of The decision to become a bad parenting experiences. parenting. parent presumes reproductive Groups compile responses into and emotional maturity, that a table and prepare a report for Explain the importance of you have made an assessment the class about the qualities maturity, experience and skills of health risks and available needed for parenting. in determining readiness for economic resources, that you parenting. have knowledge about babies, children and pregnancy. Assess critically their readiness for becoming parents. - 130 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Use critical thinking and School age students should Discussion / Life Working in groups, students Assess life maps. problem solving skills to delay consider how they would delay maps / Personal prepare & present “life maps” parenting. becoming a parent until it fits action indicating their wishes and into their life goals. actions, in respect of parenting. Their life maps should indicate the age at which they expect to become parents, number of children they want, the effect of parenting on their careers. Students discuss their life maps and practice ways of saying “no” to early sexual activity. Students prepare plan for beginning Abstinence clubs. Journaling Students write in their journals about the strategies they will use to delay parenting until adulthood. - 131 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 9 Theme: Self and Interpersonal Relationships Lesson 2. Parental Roles and Responsibilities Life Skills: Social: Communication, Teamwork Cognitive: Creative thinking, Decision making Coping : Self awareness, Self control, Goal setting Objectives Content Strategy Activities Assessment By the end of the lesson, Parents have many roles to play Simulation / Each student takes one hard- Assess journal entries. students should be able to: in child rearing and child Journaling boiled egg (“baby”) around with bearing. Parents provide food, them for one week. Students have Describe the roles and shelter, clothing, emotional to care for it as they would an responsibilities of being a guidance and support, safety and infant, e.g., bathe at a certain time good parent. security, rights and privileges, daily, feed it 6 times daily, put it education and character to rest, etc. At the end of the Outline how they think guidance. week, students write about the a good parent should responsibilities of being a parent, behave. Parents have important roles to and how they feel about this play in the home. The effects of responsibility. Discuss the effect of poor parenting on the society good parents and good include crime, violence, low self Research/surveys: In groups, students (jig-saw) Assess presentations. parenting practices on esteem of children, indiscipline, research the impact and effects of society. and hopelessness. good and poor parenting. Groups make presentations to class. Demonstrate Poor parenting also has an willingness to prepare for impact on education and career Role play Students in groups role play ways Assess skits. such roles before becoming choices. in which youth are pressured into parents. early child bearing and parenting. Effective parents raise positive The skits present possible persons, good citizens, and answers to these pressures. useful well trained work force. - 132 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 9 Theme: Self and Interpersonal Relationships Lesson 3. Being a responsible parent Life Skills: Social: Communication, Interpersonal relationships Cognitive: Critical thinking, Decision making Coping: Self awareness Objectives Content Strategy Activities Assessment By the end of the lesson, Responsible parents treat their Role play / Students in groups develop skits students should be able to: family members with Discussion to illustrate good/bad parenting consideration, caring and situations. They critique each, Describe the attributes of respect. They learn about each and decide the characteristics of a responsible parent. member’s attributes and can responsible parenting. communicate well. Demonstrate by role play, information gained They provide food, shelter and Journaling Students write in their journals, Consider their about responsible parenting. emotional support, as well as thoughts and feelings about how journals. guidance and discipline. they can become responsible Analyze their own parents. They include what they attributes to determine their Responsible individuals delay will have to change about aptitude for being a having a family until they are themselves, what characteristics responsible parent. capable and prepared to do so. they possess that need to be further developed, and how they Show willingness to plan to make these changes. develop characteristics of responsible parents. Students include information about their own attributes, and say what these attributes are and why they are useful in responsible parenting. - 133 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 9 Theme: Self and Interpersonal Relationships Unit 3. Conflict Management General Objectives: At the end of this unit, students should be able to: 1. Understand the causes and effects of violence in our society and the ways of reducing same. 2. Demonstrate willingness to accept diverse opinions calmly. 3. Use critical thinking, problem solving and decision making skills to avoid/reduce conflict. Lesson 1. What is Violence? Life skills: Social: Communication, Collaboration, Persuasion, Relationship building Cognitive: Critical thinking, Evaluating, Decision-making Coping: Self control, Dealing with stressful situations. Objectives Content Strategy Activities Assessment By the end of the lesson, Violence is the use of physical Role play / Group Students in groups choose a list of Assess role plays students should be able to: force against a person or other work / collaborative problems that often lead to violent for useful living thing causing injury or discussion responses. These may include strategies to Say what is violence. against an object causing damage. interpersonal problems, a problem reduce violence. The definition of violence often is between citizens and the police, Identify and explain widened to include threats of or problems between friends or examples of violent physical force and substantially strangers. They will practice behaviours. abusive language and harassing “talk it out-don’t fight it out” actions. strategy to resolve selected Describe causes of problems. violence. Societies regulate the use of violence through often a complex Students will role play selected Explain at least three legal system, governing individuals, situations and how these were ways of reducing or political authorities, the police and solved without resorting to eliminating violence. military forces. violence. - 134 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Addressing the social issues that Resource person Resource person will engage Assess summary lead to crime, rather than students in a discussion of reports. addressing crime after it happens, violence and its prevention. Later will result in a safer society. These students record what they learned changes and not stiffer penalties and say how this new information contribute to creating a safer society will impact their behaviour. and keep children and adults from taking the wrong path toward a life of crime. There are varying forms of violent behaviour. They include physical, emotional, psychological violence. It is felt that violent behaviour may be caused by social pressure as well as behaviours learned within families. There is an appropriate use for authority and power, which does not include violence. - 135 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 9 Theme: Self and Interpersonal Relationships Lesson 2. Anger Management Life skills: Social : Cooperation, Communication, Assertiveness, Empathy, Relationship-building Cognitive: Critical thinking, Creative thinking, Research, Evaluating Coping : Self awareness, Self control Objectives Content Strategy Activities Assessment By the end of the lesson, Anger is a natural emotion, and Group discussion What makes you angry? Do you students should be able to: creates a number of attendant know why it makes you angry? Can negative emotions like fear, guilt you analyze the situation and Examine their and grief. rethink your response to that characteristics and stimulus? In groups, students behaviours to note how they Anger often expresses itself in discuss how anger has affected have responded to selected physical (fighting), verbal them and their relationships with situations. (cursing), internal (hatred) ways. others. Students then discuss in small groups how they have Describe how anger There are many causes of anger, responded to situations in the past. affects them and their which include feeling annoyed or relationship with family, irritated, fury that your rights Role play Students in groups prepare skits and Assess approaches friends, others. have been violated, that you have /Drama role play two responses to a in skits. been the victim of injustice, or situation, which evokes anger in Give reasons for that you are feeling frustration them. Students decide which expressing anger. feeling incompetent. strategies can work for each person . in each situation. Suggest at least two There are different ways of strategies for effectively managing anger. The first step is Project: Class Students in groups research anger managing anger. to disengage. This does not mean newsletter project management and work together to to ignore the situation, but to produce items for a newsletter. It acknowledge that you know could include essays, poems, letters exactly what is going on. and crossword puzzles. - 136 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ You are disengaging yourself from the behaviour that has made The newsletter is posted on the you angry. You will understand bulletin board. that this action is a reflection of that person, not of you, and as Students may prepare items for such, you are choosing to behave school assembly to show other appropriately in the situation. students how to express anger Then you will feel in control, appropriately. liberated, mature and secure within your own self. You will not take the behavior "personally" as if it was a true reflection of your own worth as a person or as a human being. You will feel appropriately responsible and competent to handle the situation. - 137 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 9 Theme: Self and Interpersonal Relationships Lesson 3. Reducing Conflict Life skills: Social: Communication, Collaboration Cognitive: Critical thinking, Research, Evaluating Coping: Self monitoring, Self control, Dealing with stressful situations Objectives Content Strategy Activities Assessment By the end of the lesson, Conflict exists in all situations Resource Professional from a conflict Assess discussion. students should be able to: and relationships. person resolution group or guidance counselor has interactive Outline strategies that Conflict arises when we hold an discussion with students. can be used to prevent opinion different from our Students may bring prepared potential conflict situations neighbour’s. Though individual questions to the class. Students from deteriorating. opinions are good there comes a at the end discuss what they time when they can cause learned about conflict Show knowledge that difficulty. It is wiser to management and how it will tone, language, facial accommodate the opinions of affect their behaviour. expressions and posture others and to avoid costly contribute to messages personal conflicts. conveyed. Research Students in groups do research Assess research on Effective, open communication on strategies for reducing strategies for Accept that there are using positive statements, good conflicts, and prepare role plays reducing conflict. differences among persons. expression, empathy, and showing how potential conflict respectful interactions reduce situations may be defused. Appreciate that a conflict. peaceful, harmonious Collaborative Students suggest models for a Assess models. society can result from Win-Win Strategies that allow group work. peaceful, harmonious society. reduction of conflicts. each person to walk away with something are good ways to reduce conflict. - 138 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Journaling Students write in their journals Win-Lose Strategies where you about their own resolution to take everything and ensure that avoid/reduce conflicts. the other guy is demolished causes conflict. Listening, evaluating, understanding, responding appropriately, being empathic and non-judgmental are characteristics of a peaceful, harmonious society. - 139 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ GRADE 9 Theme Sexuality and Sexual Health Unit 1: Human Sexuality General Objectives: By the end of this unit, students should be able to: 1. Demonstrate knowledge of contraceptives and their effects, 2. Explain how and where to get age appropriate information about birth control, 3. Use critical thinking and social skills to assert their legal rights to protect their sexual health, Lesson 1: Myths about Contraceptives Life Skills: Social: Communication, Cooperation, Leadership Cognitive: Analytical skills, Decision making, Coping: Self-reflection, Self awareness Objectives Content Strategy Activities Assessment By the end of this lesson, A myth is something that is widely Discussion What is a myth? Can you Evaluate the students should be able to: believed, that is false. remember any Jamaican myths? discussion of Where do they come from? Are sexual myths and Identify at least three Myths about birth control and they dangerous? Why are they the analysis. myths about the sexual intercourse, include: dangerous? Students volunteer effectiveness of various ‐ A girl cannot get pregnant the to write two popular Jamaican contraceptive methods. first time she has sex, or by having myths on the chalkboard. (e.g. Explain the biological sex while standing or by having a You should enter your house basis that causes the myths shower immediately afterwards. backwards when coming home identified to be fiction ‐ If the boy pulls out before he late. Babies with ‘pink eye’ rather than fact. ejaculates the girl cannot get should have their eyes washed Employ effective pregnant. with ‘wee-wee’ (urine) to be communication skills in ‐ A girl cannot get pregnant cured.) dealing with sexual matters. while having her period. ‐ Vaginal douching or taking Students in small groups come up baths or showers after sexual with two myths about intercourse will do nothing to help contraception. They subject these prevent pregnancy. myths to the above analysis. - 140 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ ‐ The pill will protect against Drama Students work together to stage a Assess the HIV or other sexually transmitted mock trial on myths about argument against diseases. contraception. They choose the myth. ‐ Once a boy has an erection, researchers, lawyers from the he must have sex or it will be DPP, and the defense and gather harmful to him. ‘evidence’. During the trial the ‐ Sexual intercourse is the best representative from each side way to express your love and explains to the ‘judge’ why the affection. evidence submitted for the case ‐ All teens are having sex. (i.e. one of the myths about ‐ It is safe to have sex once, contraception) should be rejected. without a condom. Journal entry Students record in their journals Read journals. ‐ Vaseline is a good lubricant to any of their own myths or use with a condom. superstitious beliefs that were ‐ If the condom slips off the challenged in the discussions. penis into the vagina, the girl will They explain why they have become sick. changed their mind. - 141 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ GRADE 9 Theme Sexuality and Sexual Health Lesson 2: How to access information and services about contraception Life Skills: Social: Interpersonal skills, Communication skills, Cognitive: Critical thinking, Evaluation Coping: Self-reflection Objectives Content Strategy Activities Assessment By the end of the lesson Young people need help finding Research / Students collect information on Evaluate chart. students should be able to: resources that can help with health, Listing/ location of services used by the social and emotional issues Discussion / family and close family friends. ● Describe sources of Teen problems may include Site map Include also help lines, health information and the reproductive health issues related (AIDS/STD helpline, Friends services available. to contraception, teen pregnancy, helpline, Marge Roper) and support for pregnant teens, abuse, websites. They bring this ● Demonstrate willingness coping with violence, avoiding information to the class and to seek help in solving health cigarettes, as well as drug and work in small groups to share problems. alcohol abuse, and finally incest the information. Each group and rape. lists the names and location of Services are available through health and social service public and private providers, as facilities nearest your home or well as from the family doctor and school, including places for NGO’s. Some services are free of dental checks & immunization. cost; some are not, while others attract a small contribution. The students work together to compile the data they have It is necessary to know where to collected in a chart that is find these services. Local offices organized by type of service and of the Ministry of Health, as well put on the classroom wall. as local hospitals and clinics have much information about these services. - 142 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Personal action From the information gathered Review by all the students, each student individual maps. creates a map of the health and other facilities closest to his/her home. Site visit Students visit a reproductive health facility. They speak with the personnel and find out about the information and services available to teens. - 143 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ GRADE 9 Theme Sexuality and Sexual Health Lesson 3: Sexual abuse and the Law Life Skills: Social: Interpersonal skills, Communication skills, Cognitive: Critical thinking, Evaluation Coping: Self-reflection Objectives Content Strategy Activities Assessment By the end of this lesson, The age of consent in Jamaica is Guest speaker A resource person from the Evaluate reports. students should be able to: 16 years old. Child Development Agency is invited to speak about the rights Demonstrate interest in The Policy on Access to of children, the laws which apply learning about laws that affect Contraceptives for Minors allows to or protect children in cases of their sexual health. for access to condoms and other pregnancy, carnal abuse, pregnancy prevention items physical abuse and emotional Use critical thinking without parental consent. abuse, and the institutional skills to assert their legal framework which is being put in rights to protect their sexual Despite this many teens have place to protect these rights. health. limited access to reproductive Students ask questions and health resources. It is important prepare a report. that students know that they have reproductive rights and in this Questioning/ On the basis of what they Evaluate the context appropriate sexual Case study/ learned, students in small groups discussions. decision making skills are even Discussion/ consider the legal position of a more important. pregnant 15 year old girl in the case study ‘Donette’s worries’. It is illegal to have sex with As Donette is under the age of anyone male or female, who is consent, what are the legal under 16, even if it was by mutual problems facing this young consent and no force was used. woman? What are the problems facing the young man who has impregnated her? - 144 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ The following are updates on What questions will appear when existing laws that relate to children the baby is born? and adolescent sexual health: ‐ Charter of Rights Bill to amend Journal entry Individual students make journal the constitution to remove any entries about their thoughts on discrimination on the basis of sex. teenage pregnancy and what ‐ An amendment to broaden the their own choices will be definition of rape. considering what they now know ‐ An amendment to the Incest about the laws affecting teens. Act, to widen the ambit to ensure that any gender can be charged, and extend the categories to others . in the home. ‐ An amendment to make sexual harassment a crime. ‐ Widen the Domestic Violence Act to include provisions for children under 18 ‐ Amendment of the Maintenance Act so that both parents should play an equal role in maintaining a child. ‐ Child Care and Protection Act 2004.  - 145 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ GRADE 9 Theme Sexuality and Sexual Health Unit 2: Human Rights and HIV General Objectives: By the end of this unit students should be able to: 1. Identify the common myths about HIV. 2. Understand about how to protect themselves from HIV. 3. Appreciate and support the human rights of people living with HIV. 4. Be able to cope with sexual pressure. Lesson 1: Myths & Misconceptions about HIV Life Skills: Social: Communication, Leadership Cognitive: Critical thinking, Evaluation Coping: Decision-making skills Objectives Content Strategy Activities Assessment By the end of this lesson, Myths about HIV include Discussion / Students volunteer to write 4 or 5 Assess the role students should be able to: some of the following: Role play myths about HIV on the chalkboard. play for facts ‐ You can tell if a person has Students will say why they are myths about HIV. Identify three HIV or STI’s just by looking. and offer the facts. Later students will common myths about ‐ Men with STI including discuss in small groups why it is HIV transmission and AIDS can be cured by having important to dispel these myths. treatment. sex with a virgin girl. ‐ You can’t get HIV by Students break into groups to role play Explain why it is kissing. a situation where he/she must dispel a difficult to identify ‐ You can’t get HIV through myth about HIV. persons infected by HIV oral or anal sex. by simply looking at Debate The class is divided into two to debate Evaluate them. ‐ Only gay men can contract HIV. the moot “Sexual myths are another debaters’ form of peer pressure”. Each side understanding of Demonstrate a ‐ HIV can pass through a prepares arguments and the class hears how ignorance commitment to lifelong latex condom. the debate. affects decision learning about sexual making. health issues. - 146 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ GRADE 9 Theme Sexuality and Sexual Health Lesson 2: Preventing HIV Life Skills: Social: Leadership, Teamwork Cognitive: Creative skills Coping: Decision making skills Objectives Content Strategy Activities Assessment By the end of this HIV can be transmitted in three Guest speaker / A resource person is invited to Assess discussion lesson, students should main ways: Discussion discuss HIV awareness campaigns of the impact of be able to: • Sexual transmission. that are unfolding on radio and HIV prevention • Transmission through blood. television. Students are asked to campaign. Identify strategies • Mother-to-child transmission. critique the ads after discussing the to prevent / reduce the target audience, and effectiveness. spread of HIV. Preventing the spread of HIV They also offer ways of improving requires both a personal and national the ads. Demonstrate effort. Prevention programmes have commitment to a critical role to play. They include: Students also explore whether the learning how to • Promoting HIV awareness. ads reflects their reality. They implement suggested • Provide and promote HIV discuss sexual risks taken by HIV prevention counselling and testing. members of their peer group and the strategies. • HIV testing of pregnant women consequences. Include in the to reduce chances of spread to baby. discussion transactional sex, sex • Promoting safe sex practices. between older men and younger • Promoting abstinence. women, and the heightened risk to • Promoting faithfulness between young girls. sex partners. Students discuss how they plan to cope with this reality, including proper use of condoms, partner reduction, reclaiming virginity etc. - 147 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Students discuss among themselves why they should consider having an HIV test, discuss HIV testing techniques, how the test is done, reliability, cost etc. Art / Personal Later students work together in Assess campaign. action groups to design, develop and mount an HIV awareness campaign for their peers. Posters should be displayed in class. Journal Students record in their journals whether they will or will not consider an HIV Test and why. - 148 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ GRADE 9 Theme Sexuality and Sexual Health Lesson 3: Supporting Persons Living With HIV (PLWH) Life Skills: Social: Empathy Cognitive: To justify, to relate Objectives Content Strategy Activities Assessment . By the end of this lesson, There is no cure for HIV. This Video / The class watches the video ‘Janu and Assess responses students should be able to: combined with the fact that Discussion Tisha’ and listen to the voice of the to scenario. many persons are unaware of persons who have been stigmatized or Identify ways in how it is transmitted causes discriminated against because of their which HIV is not PLWHA’s to be feared and HIV status. spread. shunned. Students in groups discuss the Recognize that HIV HIV is not spread by: message of the video and what it can affect anyone. • Hugging and holding hands means to them. Later they discuss the • Eating a meal together following scenario: They have Outline some of the • Sleeping in the same room discovered that one of their possible challenges that • Playing football classmates was diagnosed with HIV persons living with HIV • Using the same water or that their classmate is living with a may face. fountain person infected with HIV. How • Sharing a toilet should the school treat the situation? Suggest two ways in • Sharing a pool How would they treat that student? which PLWHA’s can be • Mosquito bites assisted. Reflection What if you were the student? We can safely interact with Demonstrate PLWHA’s and offer our support Resource A PLWHA addresses students and Assess responses empathy for PLWHA. and comfort. And most person / talks about his/her experience. to PLWHA. important, we do not refer to Personal action Students ask questions, and discuss PLWHA’s as victims or ways in which they could show sufferers. kindness to a PLWHA. - 149 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ GRADE 9 Theme Sexuality and Sexual Health Lesson 4: Human Rights and HIV Life Skills: Social: Empathy Cognitive: To evaluate, to justify Coping: Self awareness Objectives Content Strategy Activities Assessment By the end of this lesson, Anyone who is sexually active is at Case studies / Students work in groups to research Assess empathy students should be able to: risk for contracting HIV Drama the problems facing PLWHA. They for the human read the cases studies, ‘What must rights of Discuss ways in Some persons mistakenly hold the Kimani do?’ They also obtain PLWHA. which the stigma of HIV belief that all persons suffering with stories from the media, and use /AIDS negatively HIV/AIDS deserve their fate because them as case studies to determine impacts efforts to reduce they are/were: the keys issues facing such persons. the spread of the disease. • Promiscuous / unfaithful They dramatize the stories and • Homosexuals discuss the possible impact on the Identify two ways in • Prostitutes individuals. which PLWHA’s suffer • Drug users discrimination. Discussion Your best friend just disclosed to All Jamaicans including PLWHA’s you that he or she is HIV + and Assess the Justify the need for are entitled to the same rights at work, wants to know if they should tell arguments for and proper treatment for in school, at churches, in public or the principal at the school. Discuss. against the rights PLWHA’s. private spaces. of the PLWHA. Journal writing Students write in their journals how Discriminating against PLWHA is they feel about PLWHAs, and wrong! Discrimination and Stigma whether their feelings have changed may cause persons who suspect that in light of these class sessions – they are positive, to refuse to be why / why not? tested; and those who are aware of their status will not disclose. Thus, persons who disclose their status are courageous and should be respected. - 150 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ GRADE 9 Theme Sexuality and Sexual Health Unit 3: Coping and Decision Making Skills General Objectives: By the end of this unit, students will be able to: 1. Understand more about abstinence. 2. Know how to establish healthy relationships. Lesson 1: Sexual Decision Making Skills Life Skills: Social: Communication Cognitive: Critical thinking, evaluation Coping: Practical skills, Self awareness Objectives Content Strategy Activities Assessment By the end of this lesson, Sexual decision making is your Questioning / What is character? Why does a Assess students should be able to: responsibility. Discussion person need to have character? understanding of Young persons who choose What is the relationship between character. Explain the abstinence are learning how to character and self discipline? What importance of character develop and implement their long- values do you want to develop? in the decision to term life goals. Students discuss these questions and practice abstinence. Sexual desires are natural and relate them to the choices they make controllable and so individuals are everyday. They explore the Describe the capable of making choices to connection between having the linkages between abstain from sexual activity. courage to do the right thing and the abstinence, good ability to achieve life goals. decision making and Being sexually active does not goal setting. prove one is mature, successful or popular. Survey / Chart Students discuss the importance of Assess chart with See the value of Discussion friendship as the basis of a good results of survey. building healthy It is important to set and relationship. relationships free from communicate boundaries. They sexual pressure. help you avoid situations with increased sexual pressure. - 151 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Avoid activities like staying out late, being alone with a date in Before starting the discussion, an unsupervised setting, drinking at students conduct a survey among parties, their friends to find out what they want in a boy/girl friend. Circumstances associated with alcohol, drug abuse or other high- They ask: Do you require your risk behaviours can contribute to boy/girl friend to make you feel good the increased likelihood of about yourself; do you want him/her encountering sexual advances to help prevent you from doing something that is ill-advised, wrong or dangerous; do you apologise when you hurt his/her feelings; do you show concern; are you a good listener; and do you stick up for him/her if someone is making fun of him/her? What do you bring to the friendship? Students compile the results in a chart. Journaling The students write in their journals what the results mean about the boy/girl friend relationships and about how these results will impact their own decisions about choosing a potential boy/girl friend. - 152 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ GRADE 9 Theme Sexuality and Sexual Health Lesson 2: Coping Skills Life Skills: Social: Communication Cognitive: Gathering and analyzing data Coping: Self management, Self monitor, Refusal, Communication, Interpersonal relations Objectives Content Strategy Activities Assessment By the end of this lesson, Stressful situations can create Video / Students watch the video ‘Vinnette Assess discussion students should be able to: health problems and affect Discussion and the Uncle’ and discuss the about risky relationships. It is necessary to lessons learned from the situations. • Identify what is a risky understand these reactions and to presentation and what it means to situation. try to resolve them. them about coping. What happens to alert Vinnette to a risky • Devise measures to Coping skills can be developed situation? Did she see it coming? protect themselves against and used to deal with adverse What must she do to protect sexual approaches and and high risk situations. herself? Students discuss these and actions by adults and older other questions related to coping children. with a risky situation. Role play What would you do if someone Evaluate skits for tried to pressure you for sex? ability to use Students role play their responses REAL/STACK using the REAL or STACK Method. method. The REAL Method: REFUSE EXPLAIN AVOID LEAVE - 153 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ The STACK method STOP. THINK IT THROUGH. ASK YOURSELF AND OTHERS WHAT TO DO. CHOOSE CAREFULLY- ITS UP TO YOU. KEEP YOUR PRIDE AND PROMISES TOO. - 154 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 9 Theme: Appropriate Eating and Fitness Unit 1: I Am What I Eat General Objectives: By the end of this unit, students should be able to: 1. Demonstrate knowledge of the relationship between types and uses of nutrients for healthy eating. 2. Display a willingness to cultivate a healthy lifestyle by eating a balanced meal whenever possible. 3. Use coping, social and cognitive skills to maintain a healthy lifestyle. Lesson 1: Balancing Nutrients from all the Food Groups Life skills: Social: Group work, Communication Cognitive: Critical thinking, Creative thinking Coping: Self confidence, Purposeful behaviour Objectives Content Strategies Activities Assessment By the end of the lesson, Natural or whole foods are good Research: In groups, students research the Assess reports on students should be able sources of nutrients, especially textbook/internet diets/recipes/dishes of Indian, including new to: when compared to supplements and search Chinese, Japanese and African ethnic food choices. food products that have undergone groups, as well as those of Caribbean List the healthy processing and contain additives. peoples, in order to see how they can food nutrients in a . help us reduce red meat balanced diet. Many more nutrients may be consumption. Students also explore gained from choosing alternative options for dessert/sweets that Describe at least foods or by using different contain less fat and added sugar than three available food preparation methods. popular ones. Later the groups options outside of usual compile and share their reports with ones. For example, there are several the class. sources of proteins that come from Suggest at least plants, like legumes (including Resource person A resource person, professional chef, Assess responses three sources of protein lentils, split peas, chick peas), nuts, illustrates the preparation of a dish to the items for strict vegetarians. tofu. with common ingredients using prepared. healthy method. The chef also discusses other recipes. - 155 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Students use one of the recipes to prepare one of the dishes or desserts at home and report on how it tasted. They may even bring some to class for volunteers to try. Personal action Working individually, students plan Assess the and fix a balanced, healthy meal that responses to the provides all major nutrients and introduction of some vitamins, minerals and fibre, new foods. using foods that are not usually part of their diet. Students give a report on the experience of the meal and how their family responded. - 156 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 9 Theme: Appropriate Eating and Fitness Lesson 2: Portion Control Life skills: Social: Communication, Group work, Cognitive: Critical thinking, Advocacy Coping: Self evaluation, Self control, Goal setting Objectives Content Strategies Activities Assessment By the end of the lesson, Good eating habits include: Resource person A resource person like a health Assess students should be able to: eating at regular intervals professional, upper school biology understanding of eating proper meals teacher leads an interactive health risks Describe at least three correct portion size discussion with students on how associated with health risks associated our bodies deal with the excess over-eating. with excessive Health risks associated with poor food we consume and the possible consumption of certain portion control include: health consequences. They ask food items. - Weight gain questions and later write a - Diabetes summary of what they learned. Demonstrate - Heart disease willingness to change - Hypertension Research / In response to what they learned Evaluate reports poor eating habits. Report from the resource person, students for critical There are simple modifications in work in groups to research and understanding of Exercise patience and eating habits that will allow a evaluate the value of certain diets. persistence in helping person to feel satisfied without weight-loss programmes. They others make dietary and consuming too many calories or research the requirements of lifestyle changes. too much food. These include various weight-loss diets, e.g. Fit reducing salt and sugar intake, For Life, South Beach, High- reducing portion size and including Protein Low-carb, Crash diets. exercise in your daily regimen. Students prepare group reports to present them to class. As with all lifestyle changes, it takes time and patience to develop new habits. - 157 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Personal action / Each student chooses a person Assess approach Journal who is overweight and suggests an to the individual. eating plan for him/her that will reduce the risk for hypertension or other chronic lifestyle disease. Students write in their journals on their own eating habits, especially portion sizes and how they should be changed. - 158 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 9 Theme: Appropriate Eating and Fitness Lesson 3: Read the Label! Life skills: Social: Communication, Interpersonal relationships Cognitive: Critical thinking, Creative thinking Coping: Assertiveness, Self management Objectives Content Strategies Activities Assessment By the end of the lesson, It is necessary to understand the Survey Each group of students collects 20 Assess students should be able to: meaning of nutrition facts, food labels with nutrition facts and presentations ingredients lists & serving sizes ingredients listed. In small groups, for Interpret information on food labels. they determine: understanding given on nutrition labels. of food labels. Ingredients are listed in order of The food groups to which each Assess the value of proportion with the ingredient in belongs, based on the nutrient foods in their daily diet highest proportion listed first. present in greatest proportion based on the nutrients and What percentage of the foods additives they contain. Labels indicate suggested serving contain artificial flavour sizes and caloric value of foods. enhancers – sweeteners, MSG, Use decision-making artificial flavours skills in choosing Labels also indicate where What percentage of the foods packaged and labeled products are made and the expiry contain high levels of sodium foods to be included in date. Students should be (10% or more per serving) the diet. encouraged to buy Jamaican What percentage has other foods as much as possible. additives – colouring, chemicals, Seek information on preservatives food content where Information on contents of A report will be made to the class labeling is absent or unlabelled foods e.g. market accompanied by the collection of inadequate. produce and restaurant foods may labels. The presentation should be obtained from the Internet or include a list of foods that should be from texts. avoided or greatly reduced in the diets of persons with special needs. - 159 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Game Students work together in groups to Assess games. design a game that will penalize poor food choices and reward more appropriate food choices. - 160 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 9 Theme: Appropriate Eating and Fitness Unit 2: Factors affecting a Healthy Lifestyle General Objectives: By the end of this unit, students should be able to: 1. Demonstrate knowledge of social emotional and physical influences on personal choices of foods and exercise. 2. Practice techniques to respond to pressures to support unhealthy eating and activities. 3. Appreciate appropriate, scientifically sound, eating and fitness resources. Lesson 1: Getting a Healthy Diet Life skills: Social: Communication, Interpersonal relationships Cognitive: Critical thinking, Creative thinking Coping: Assertiveness, Self management Objectives Content Strategies Activities Assessment By the end of the lesson, Children are not the providers in the Group work / Students in pairs discuss the Assess strategies students should be able to: family. They choose what to eat from Discussion limitations to healthy diets and to improve what is given to them at home. School suggest specific, practical ways nutrition. Identify social, age children may be exposed to other of overcoming them. Students emotional, economic and foods at school (cafeteria, friends) but write summaries and present to physical limitations to have little purchasing power. class. Each student selects at least having a healthy diet. two of their own limitations and The influences on a child’s diet include writes strategies aimed at Suggest at least three issues which affect him/her. reducing or overcoming these ways of overcoming or Social within a specified time. reducing the impact of Perception of status (can afford to these limitations. eat meat, fast food, etc. often). Role play Students working in small groups Evaluate skits. Peer pressure. write skits and role play a Demonstrate Events that encourage poor/late situation in which a teen is trying communication skills in eating (movies, after school to convince a parent/guardian to getting their parents/ activities, getting home late). purchase more healthful snack guardians to provide more choices for his/her younger healthful food choices. sibling. - 161 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Emotional The adult argues that this is not Comfort foods, e.g. chocolate, what the child wants or likes. The pastry, pizza. skit suggests ways of overcoming Cravings due to hormonal changes. these issues. Feelings elicited in response to advertising. Economic Tasty alternatives that provide variety e.g. imported vegetables, that may be expensive. More healthful substitutes, e.g. olive oil more expensive. Physical Allergies can reduce available options. Some persons find some foods hard on the stomach, e.g. beans, cornmeal, processed meats, oily foods. - 162 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 9 Theme: Appropriate Eating and Fitness Lesson 2: Achieving Fitness Life skills: Social: Communication, Assertiveness, Group work, Leadership Cognitive: Critical thinking, Decision making, Coping: Self awareness, Self management Objectives Content Strategies Activities Assessment By the end of the lesson, There are several challenges to Research/ Each student interviews five Assess the students should be able to: achieving fitness. They include: Group family members or friends to presentations from discussion/ discover which factors influence each group. Identify social, Social Brainstorming their fitness/lack of fitness. In emotional, economic and Current friends may not be small groups, students brainstorm physical limitations to interested in joining in the and discuss the results they have achieving physical fitness. activity with you. found. They also discuss the Persons may be discouraging challenges they have experienced Suggest ways of because they think you are in trying to achieve physical overcoming or reducing healthy and do not need to fitness. The students work the impact of these exercise. together to compile a list of how limitations. to overcome two or three selected Emotional challenges. The students decide Demonstrate critical Beginning a programme can be which persons will present each of thinking skills making challenging, especially when it the findings. wise choices of activities. seems you are not getting the desired result. Patience is Debating Students debate the topic “It is not Assess arguments. needed. good for older people to focus too You may feel pressured for much on keeping fit”. Divide the time and the thought of putting class into two and each side something else into your chooses a side of the debate and schedule may induce stress. research the information to make their argument. Later the class listens to the debate. - 163 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Economic Journaling In their journals, students select at Review journals. Gyms/professional guidance is least two of their own limitations expensive, and you cannot and write down their goals to afford the fees. reduce or overcome them. Cost of getting appropriate shoes, safety gear, is high. Physical Existing medical conditions, e.g. asthma, anaemia. Limitations resulting from present state of ‘unfitness’ e.g. joint pains, breathing difficulties, being overweight. - 164 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 9 Theme: Appropriate Eating and Fitness Lesson 3: My Choices for Eating Out Life skills: Social: Communication, Group work, Cognitive: Critical thinking, Decision making, Coping: Self awareness, Self management Objectives Content Strategies Activities Assessment By the end of the lesson, Factors that influence choices about Questioning In respect of fast food outlets, Which Assess students should be able eating out may include: /Group of them do you choose the most? Do presentations in to: Cost discussion you usually eat the same thing? Why respect of the Flavour do they choose this place over all the factors that List factors that Cleanliness others? Considering all they have influence choices influence their choices Smell learnt about healthy diet, rate the for eating out. for eating out. Popularity meals you have at these places? Is Convenience (time, nutritional value of the food a Determine which location, delivery). consideration now? Will it become factors are most an issue? In small groups, students important, health wise, There are generally healthier list all the fast food places, in making such choices. options in the same dining restaurants, cook shops, etc. they establishments that may include remember patronizing. They discuss Demonstrate critical having, water or fruit juice instead their reasons for choosing these thinking and decision- of soda, a salad instead of fries, establishments and rate the quality of making skills in grilled or baked food instead of the food. Students present their choosing where to eat fried, desserts with less sugar. findings to the class, and should be out. prepared to justify their lists. The challenge is to become aware of these options and to make those Journaling In journals, students write about the Read journals. choices. Also know that success in kinds of substitutions they can changing your preferences is more make/will make in future at their likely if you make changes step-by- favourite restaurants. step. - 165 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 9 Theme: Appropriate Eating and Fitness Lesson 4: Addressing My Health Risks Life skills: Social: Communication, Group work, Cognitive: Critical thinking, Decision making, Coping: Self awareness, Self management Objectives Content Strategies Activities Assessment By the end of the lesson, Be aware of your risk factors for Survey / Journal Students investigate their family Read journals. students should be able to: hypertension and heart disease, medical history to see how many diabetes, obesity. Many of these persons had/have any of the Identify their risks for risk factors are genetic, but most chronic illnesses. Question developing chronic can be changed by your grandparents and their siblings, lifestyle diseases. individual action to protect parents and their siblings, cousins, yourself. brothers and sisters. (Do not Describe at least three include in-laws). Each student ways of reducing these It is important to know your risk should prepare a report on the risks early. factors so that you can intervene incidence of each illness/disease early. in his/her family. Record the Explain where to find information in your journal. information on health It is important to have regular giving services and checkups at the same doctor so Research / Journal Students in groups (jig-saw) Assess discussions products. that any warning signs can be Group discussion research and share information and read journals. detected early. about lifestyle diseases, and the steps that a person can take to It is also useful to know as much reduce his/her risk of developing as you can about your health these diseases. Each student issues and for that you need to develops a checklist for each of learn where to obtain the diseases and assesses his/her information. own risk. Students record the information in their journals how . they will respond. - 166 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 9. Theme: Managing the Environment Unit 1. Dealing with waste General Objectives: By the end of this unit students should be able to: 1. Demonstrate an understanding of issues surrounding waste management in home, school, and community. 2. Become more aware of the strategies used for managing waste in the environment. 3. Display willingness in taking appropriate actions to deal with issues involved. Lesson 1. Hazardous Wastes Life skills: Social : Collaboration, Communication Cognitive: Critical and Creative thinking, Evaluation Coping : Self management, Identifying values Objectives Content Strategy Activities Assessment By the end of this lesson A large number of household and Research Students work in groups to Assess the charts. students should be able to: industrial chemicals are hazardous to research the different types of our health. Hazardous wastes are hazardous wastes in our Describe types of materials that may be carcinogenic, environment. The students hazardous wastes and ignitable, corrosive or explosive and produce charts which form part of pollutants in the eventually fatal. the reports that are presented to the environment. class. Hazardous chemicals could include; Investigate and report on preservatives, sanitizers, medical Survey Individual students perform an Assess reports. the existence of hazardous drugs, solvents, degreasers, toners, audit of the chemicals they find at wastes at school, in homes printer inks and farm chemicals. home, and in the school. They then and in the community. come together in groups to prepare We are exposed to these chemicals reports for presentation to the Explain ways of disposing in different ways. For example, we class. The reports should be of hazardous wastes in (i) may come in contact with these presented in tabular format. Jamaica and (ii) North chemicals by inhaling or ingesting America. them or absorbing them through our skin. - 167 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Demonstrate ability to Exposure may cause a variety of Research Students divide themselves into Assess reports. prevent/respond to issues cancers, deterioration or malfunction two groups. Each researches surrounding hazardous of organs, even death. hazardous waste disposal methods wastes in the environment. in Jamaica and in Canada. Each Most hazardous waste is recycled, group presents its findings to the that is, converted to non-hazardous class. forms, stored in special containers in specific facilities. Role play / Students prepare an imaginary Assess the Scenario scenario of events resulting from effectiveness of We should find out about toxic and the find of large quantity of the information hazardous wastes in our hazardous waste in the park in about the hazard environment, in order to know how Ocho Rios. Students decide the and the depth of to protect ourselves from them. identity of the waste material, how the response to it will affect humans, plants and the crisis. animals and devise a programme to secure the waste and protect the human and other living things in the environment. In addition, because Ocho Rios is a tourist town, they also develop a plan to mitigate the impact of this disaster in the wider world. - 168 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 9 Theme: Managing the Environment Lesson 2. Industrial Wastes Life skills: Social: Communication, Collaboration, Assertiveness Cognitive: Critical thinking, Research, Evaluating Coping: Identifying values, Goal setting Objectives Content Strategy Activities Assessment By the end of this lesson Many industries in Jamaica pollute Field trip / Students go on a field trip to a students should be able to: the air, water and land. Survey manufacturing plant, or a tourism waste management plant or to a Identify one industry in Industrial pollution is often caused farm. They interview workers and Jamaica that causes when furnaces pump smoke into the engineers, specifically about their pollution. air. This smoke results in smog. efforts to control emissions and Some of these substances can cause wastes, accidents, and protection of Describe the effects of acid smog, which damages buildings the workers. In preparation for the industrial activities on and causes breathing difficulties for trip student’s work in groups to human health and on other people. The combustion of fossil research the particular site and animals, plants in the fuels also can contribute to the prepare questions. environment. greenhouse effect. Industrial waste puts oil minerals, chemical products, Journaling Later students record their Assess students’ Express an appreciation of phosphates and nitrates into the impressions of the challenges facing record of the challenge of balancing water. the company and comment on the challenges and development and care for efforts being made to act solutions. the environment. One of the big problems of industrial responsible. waste and vehicular exhaust is that Explain the need to lessen they increase the amount of carbon the environmental impact dioxide, water vapour and methane of industrial activities on in the air, which increases the the environment of islands temperature of the Earth’s especially. atmosphere. - 169 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ The tourist industry causes environmental damage in several ways. It causes air pollution by the increased number of aircraft that come into the island. It causes erosion when hotels are built on the coastline, and when the natural vegetation is removed to accommodate hotels or housing units. The environment is affected when the sewerage disposal system is unable to manage the waste and it is dumped in the sea. - 170 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 9 Theme Managing the Environment Lesson 3. Solid waste disposal Life skills: Social: Cooperation, Relationship building, Leadership Cognitive: Research, Decision making, Evaluating Coping: Identifying values, Goal setting, Dealing with problem situations Objectives Content Strategy Activities Assessment By the end of this lesson Solid waste management includes Nature Students take a short walk in Assess observations students should be able to: all activities that seek to minimize walk/investigation community to identify practices and and suggestions for the health, environmental and examples of solid waste disposal change. Identify efficient ways to aesthetic impacts of solid waste. practices that are harmful. reduce & dispose of solid Waste from houses, streets, shops, Later working in groups they waste at home, in school offices, industries and hospitals are prepare reports with suggestions for and community. usually the responsibility of change. municipal or other governmental Describe threats to human authorities. Audit / Students conduct an audit of the Audit report and health of improper solid • Uncollected waste often Presentation. school’s waste practices, and suggestions to be waste disposal. ends up in drains, causing investigate disposal in school assessed. blockages that result in flooding canteen, in classrooms. They make List services within the and unsanitary conditions. suggestions for solutions in the long community that reduce term. Students work together as a solid waste, recycle solid • Flies breed in some class to prepare and make a waste/deal with solid constituents of solid wastes, and presentation at their school waste. flies are very effective vectors assembly. at spreading disease. Describe alternative Research Students research in groups to find Presentations are practices in Jamaica, e.g., • Mosquitoes breed in out how businesses are managing assessed. waste to energy blocked drains and in rainwater solid waste management issues. conversion (using bagasse that is retained in discarded They find out if there is: as energy source in cane cans, tyres and other objects. factory). - 171 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Appreciate their personal • Mosquitoes spread disease, (i) A community service or responsibility to care for including malaria and dengue. business that works to reduce or the environment by recycle solid wastes. reducing the amount of • Rats find shelter and food solid waste they produce in dumps. Rats consume and (ii) A community service or and by recycling and re- spoil food, spread disease, business that has alternative using. damage electrical cables and practices other materials. They share their findings with the • Rats inflict unpleasant and dangerous bites class. • The open burning of waste Project / Personal Students work in groups and plan causes air pollution; the action and implement a clean up day in the products of combustion include school. Each group should focus on dioxins which are particularly a different area in the school. hazardous. Solid waste disposal is a serious problem in Jamaica, as many districts do not have formal garbage disposal systems. In addition many persons are using non-biodegradable materials, purchasing materials with too much packaging and as a result generating too much solid waste. Improper solid waste disposal poses threats to human health, pollution, accidents and the production of harmful materials. - 172 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 9 Theme Managing the Environment Unit 2. Preventing pollution General Objectives: By the end of this unit students should be able to: 1. Demonstrate knowledge of conservation of resources. 2. Explore the role of community and government resources in caring the environment. 3. Appreciate their personal responsibility to care for the environment. Lesson 1. The three R’s of conservation Life skills: Social: Communication, Assertiveness, Persuasion, Advocacy Cognitive: Decision making, Research Coping: Self awareness, Self management, Goal setting Objectives Content Strategy Activities Assessment By the end of this lesson It is good to practice conservation Survey Students work in groups to audit Assess students should be able to: methods in order to reduce pollution resource use on campus of water, presentations which will in turn improve human energy, paper, food, and packaging Describe what is meant by and environmental health. materials. Later they present their conservation. reports with suggestions of The conservation ethic is sometimes reducing/recycling/re-using each. Discuss the 3 R’s and their expressed by the three R's: “Reduce, value as useful tools for Recycle, Re-use" This normally Research In small groups students Evaluate the environmental health. relates to purchasing or recycling investigate specific examples of example of items, the sustained and efficient use activities here in Jamaica to conservation. Distinguish between of renewable resources, the recycle, re-use, and reduce. reducing, recycling and re- moderation of destructive use of Students present their findings to using as methods of finite resources, and the prevention the class. conservation. of harm to common resources such as air and water quality, the natural Personal Each student considers how to Review journals Summarize the benefits functions of a living earth, and action / change one habit .which creates Consider and problems of recycling cultural values in the built Journaling waste. Students are asked to students’ personal and reducing wastes. environment. record their efforts/success in commitment to - 173 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ changing their habits. 3Rs. Show a personal Reducing, recycling and re-using are commitment to the 3 R’s. useful because they: Art Students come up with rap song or Evaluate (i) Reduce the quantity of jingle or poem to encourage compositions. garbage thrown away people to conserve. (ii) Reduce pollution (iii) Lower the demand for new raw materials (iv) Collect recyclable materials (v) Use these material to make new products (vi) Reduce the cost of purchasing packaging, and hence overall cost of items - 174 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 9 Theme Managing the Environment Lesson 2. Materials that cause less pollution Life skills: Social : Communication, Persuasion Cognitive: Research, Decision making, Evaluating Coping: Dealing with problem situations Objectives Content Strategy Activities Assessment By the end of this lesson Pollution cannot always be Research / Students pick a sector and conduct Assess displays students should be able to: prevented. But we are required to Display research to find out alternatives and explanations. prevent or reduce pollution at the that will reduce pollution. Review meaning of source, recycle emissions that Afterwards, students organize a pollution and the various cannot be prevented or treat wastes display of substitutes that may types common in Jamaica. in an environmentally safe cause less pollution. Students manner. choose persons to lead discussion Identify at least four of how these alternatives work to alternatives to using Pollution can be reduced by many reduce pollution and how citizens hazardous household different strategies. Individuals could be encouraged to change chemicals (include may consider driving less, using their practices to incorporate these cleansers, pest control). air friendly products, saving new materials. energy, recycling, speaking up for Describe different a clean environment and using Art work / Students choose one process - food Assess flow practices that will reduce fewer toxic chemicals. They may Critical thinking production, food transport or food diagrams with pollution, including use of also substitute non-hazardous / Creative purchasing, and identify all the information. alternative materials. materials for hazardous materials thinking steps along the chain that lead to and practice proper maintenance over-use of polluting materials. and housekeeping to eliminate Then students prepare a flow spills and leaks, modifying diagram illustrating these equipment to enhance in-line problems. In their flow diagrams, material recovery or recycling they also include suggestions on options. how to improve the situation. - 175 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ In transportation, "clean" fuels can be developed to reduce pollution, more efficient transportation practices can be employed, or transportation needs can be reduced. In commercial settings, using energy-efficient appliances and lighting, installing water-efficient equipment, purchasing recycled and recyclable materials, and working with suppliers to reduce the amount of packaging, can reduce waste. At home, citizens can recycle and reuse, buy products with less packaging, and reduce the use of household chemicals. - 176 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 9 Theme Managing the Environment Lesson 3. Caring for our land resources Life skills: Social: Communication, Persuasion, Advocacy Cognitive: Critical thinking, Decision making, Evaluating, Researching Coping: Identifying values, Goal setting Objectives Content Strategy Activities Assessment By the end of this lesson It is important to care for our Field visit / Students visit a beach, riverside or Evaluate the students should be able to: land, as it is almost a non- Report community open lot. The purpose of quality of the renewable resource. This is the visit is to see the kind of debris, observations of Differentiate between so because building new soil waste materials present; to assess the the site. causes and effects of land takes hundreds of years. environmental problems it poses. degradation. Later students working in groups will Much of our land surface has compile their observations on a map, Prepare a plan with at been degraded by poor with notes. That will include the least two solutions to a practices, as nutrients have causes and effects of situation. problem area on your been depleted, some topsoil school grounds. removed, eroded or polluted, Project Students work in groups to identify an Evaluate and biomass production area of school that shows signs of land presentations. Show willingness to decreased due to man’s erosion, over-use or improper usage. participate in activities to activities. They discuss ways of solving the improve their problem. Students present their environment. There is a need for better findings and their suggestions to development planning for school administration. Assess the role of land use that includes food government agencies in production, raw material Group work Students do research in groups to Assess research planning and sourcing, housing and investigate the list of government and evaluation of implementing good land infrastructure. agencies responsible for land agencies. use policies and practices. management. They assess their roles and evaluate their success in doing their jobs. - 177 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ CASE STUDIES Theme: Self & Interpersonal Relationships GRADE 7 RELATING TO OTHERS James Thomas was thrilled, when he passed the Common Entrance/GSAT exam and got into St Mathews College in Kingston. His grandmother started boasting about her bright grandson. James felt self-conscious and shy whenever she started talking, and soon begun staying away from the yard during the days. When he started high school at St Matthews, he found that nobody from his old school or his neighbourhood was going there, and he felt too shy to make new friends. He started to daydream in class, and answered his teachers rudely, when they spoke seriously to him about his inattention. He turned his back on the others in his class, (really because he was shy) and pretended to be more “conscious”or “in de link” and older than they were. Everything they suggested to him to participate in he told them was “out of style” so he wouldn’t be involved. Then one day, the office block at school caught on fire, and it was found that a student started the fire. . It was James. He was reprimanded and expelled. At the next high school he attended, he again paid no attention in class, did little work, and made no friends. There was also a fire at this other school, and although it was not proved to be his fault; because of the coincidence, he was again expelled. For the next two years he was idle at home with his grandmother, then, his mother sent for him to go to New York. There he changed his life, and began to take part in church activities, and started to write gospel songs. He has continued doing that up to now, and has become a successful performer/writer. Theme: Managing the Environment GRADE 8 1. Bauxite - a non-renewable resource / asset Bauxite is the most economically important mineral asset in Jamaica. It is found mainly in the centre and northwest of the island, and appears in limestone rocks and soils as a mixture of various aluminium oxide minerals. Here, bauxite is of the terra rossa type which is finely divided, highly porous, and dark-red/ reddish-yellow in colour. All bauxite in Jamaica is found near the surface and is mined in open pit style. In Jamaica, bauxite is mined and exported as crude bauxite, and over the past fifteen years, approximately 11.6 million tons annually has been mined. Crude bauxite is processed elsewhere into aluminium. Recently, there has been growth in exports of alumina, which is a processed form of bauxite. The processing of bauxite into alumina is accompanied by use of caustic chemicals, and may lead to pollution of various kinds, including the construction of mud lakes to store the chemical outputs, and caustic dust emissions. - 178 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ The estimates of proven reserves of bauxite are 500,000,000 tonnes although it is felt that there are even greater amounts, not yet confirmed (perhaps as high as 2.5 billion tonnes, of which 1.5 billion may be economically viable). Exploitation of minerals has been high in recent years, leading to the opinion that there will be serious depletion of these resources. Year Bauxite Extracted Alumina Processed Crude exported Alumina exported 1999 11,689,000 8,894,000 2,795,000 3,578,000 2000 11,127,000 9,065,000 2,062,000 3,582,000 2001 12,370,000 8,735,000 3,635,000 3,530,000 2002 13,125,000 9,050,000 4,075,000 3,637,000 (Statistics taken from Environment Statistics 2003 and Mineral Accounts, pub. Statistical Institute of Jamaica 2003. 2. Plants - renewable resources/assets Forests and plantations are the basis of many resources, e.g., foods, lumber, paper, firewood, charcoal, medicines. They also provide habitats for many animals and other plants. Their roots help to bind the soil, preventing erosion, and they affect, by their functions as hydrating agents, the weather. They also take in carbon dioxide, which is being produced at ever greater rates by burning of fuels, thus helping to keep the air free from pollution, and preventing global warming. If plants are harvested and re-planted, they continue to provide these environmental services, but if they are only harvested, then the services cease. While 35% of Jamaica’s forest reserves are protected, there are now many areas that have been “captured” and used for farming, or land settlement. During the period 1989-1998 all forest types in Jamaica have declined, except bamboo which has increased by 7%. Type of land use (km) 1989 1998 Buildings/other infrastructure 519 523 Bauxite lands 12 49 Agricultural fields 2,732 2,745 Plantations 831 823 Other agricultural land 587 458 Total forest areas 3,439 3,402 Swamplands 24 23 Mixed land use/cover 2,708 2,828 (Statistics taken from Jamaica’s Environment in your pocket, 2002. pub. Statistical Institute of Jamaica, 2002) - 179 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ 3. The Nuclear disaster at Chernobyl in Ukraine. On April 26, 1986, there was a huge nuclear explosion and fire in Unit 4 of the Chernobyl power plant in the former Soviet Union. This occurred because the engineers in the plant were attempting to discover if the energy of only one of the turbines would be sufficient to run the plant in an emergency. They slowed down the reactor and disconnected the emergency cooling pumps to conserve the remaining electricity. However, the nuclear reactor became unstable, and overheated. When the engineers tried to cool it down and slow its workings, they could not. The explosion that resulted blew off the concrete roof, ripped open the metal walls of the building, and blew a smoke column of burning graphite, uranium and radioactive ash 1000m up into the air. The authorities did not admit that there was a problem for three days; then, they evacuated seventy villages nearby. However, more than half a million workers had to help to put out the fire and clean up the radioactive contamination around. Millions of hectares of farmland had to be abandoned. Finally the damaged reactor was encased in a concrete tomb. Many cancers have occurred in children from these areas, and hundreds of workers and farm owners have had their health affected. Additionally, the wind and rain carried the radioactive materials far away towards Europe, with Yugoslavia, France, Italy, Germany, and Scandinavia recording unusually high levels of radiation. The cost of this national disaster was several billion dollars. 4. Coal Mining Coal is commonly mined in many countries around the world today. Most coal mines are thousands of feet below the surface of the land, and are therefore dangerous to work in. Only in a few countries are there surface mines, but this type of mining makes the land unsuitable for farming or other uses afterwards. Sulphur and other water soluble minerals from the coal remains are carried by rain and runoff water into streams, rivers. These chemicals make the water acid and toxic. The persons who work in the underground mines are subject to several types of accidents that may occur, such as cave-ins, fires or poisonous gas emissions. Miners also become disabled in later life because of black lung disease (an inflammation of the lungs), which causes emphysema and fibrosis of lungs. Such a condition is due to continual inhalation of coal dust in the mines. These persons cannot breathe efficiently and suffer from various respiratory complications. While charcoal burning in Jamaica does not expose the operators of the kilns to the accidents and events that may occur in underground mines, they do expose these persons to lung diseases due to the dust that they inhale. It also causes the run-off water in the area to become acid, and when this reaches the streams, they become polluted. The charcoal burners do not replant the trees that they cut down, and so the whole area is also exposed to erosion. - 180 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Theme: Self & Interpersonal Relationships GRADE 8 FAMILY RESPONSIBILITIES Marlene lived with her aunt, Andrea, her two siblings and her twin baby cousins. They shared half of a nice house with her aunt’s friend and their family. Since Marlene was the eldest of the children, her aunt expected her to help with the chores in the household, both during the school week and on weekends. Marlene had to wake early, iron uniforms for herself and her two siblings, fix their breakfasts and feed for the babies. She had to take the children to school, and drop off the babies at day care. Her aunt had to leave early for work, so she couldn’t help. On Marlene’s return home, after collecting the children, she had to care for them until her aunt came home. She was expected to fix supper for everyone, before getting some time to herself for watching TV or doing homework. She started feeling upset with her aunt, and wondered why she had to do everything. One morning when she awoke she was in such a bad mood that she decided to leave all the children in the house and go down to the corner shop. After chatting there for a few minutes, she heard a shout, “Miss Andrea’s house on fire”! Out of the shop she hurried, running up the road…………..it was their house on fire. She felt so relieved when she saw that all the children and the babies were safe outside, and that the neighbours had put out the fire. But, she knew what would happen when her aunt returned home………….. Theme: Self & Interpersonal Relationships Grade 9 STRATEGIES FOR COPING WITH CONFLICTS 1. Use a combination of communication, assertiveness, problem-solving actions. 2. Have a “time-out” period, when you go away from the situation for a short time. Sometimes, however, it helps to speak quietly at once to the angry person. 3. Be understanding and sympathetic, suspend judgment 4. Try to look at the situation through the other person’s eyes 5. Find some way to agree with the other person. 6. Ask the person, “What do you want me to do now?” Listen for their demands, expectations. Tell them where you agree with them. 7. If you still feel very angry, then decide if the other person is “winning” and you are “losing”. If this is so, seek the help of another person. 8. If the feeling you are getting is still criticism, then find out what the other person wants you to do. Tell them “ I know you are annoyed at me, and I’m sorry. I can’t give you what you need. Perhaps someday you will see that I did the best I could”. Walk away and don’t feel guilty or ashamed. Keep focused on how you did your best. - 181 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Theme: Sexuality and Sexual Health Grade 9 Donette’s worries Donette was a happy 14 year old attending Mt. Moretown All Age, and doing well. She was good at athletics and hoped to become one of Jamaica’s finest sprinters. One day her cousin Royan came to visit, bringing with him a young friend, Tony. Tony had the most smiling eyes and face that Donette had ever seen and he was so happy too! Donette fell in love right away. Three months later, she got pregnant, and felt so sick that she couldn’t keep on going to school. Her mother was really mad with her, but took her to the clinic. There she was found to be anaemic and started to have high blood pressure. Throughout the pregnancy she was not well, and even had to go into hospital for three weeks before the baby was born. Tony sent her to stay with his mother, but they didn’t get along well. She was no longer happy, even though she looked forward to having a baby of her own. Once the baby was born, she left his family and went back to stay with her mother. The baby was not feeding well, and she had to take him to the clinic often. Sometimes she even gave him bush teas, since the neighbours suggested these remedies. She worried about him constantly, and also worried about Tony, who didn’t come to visit her again, or even call her on the phone. When she phoned him, he didn’t want to talk for long, and she was running out of money. He had lost his job and had no money to send for her, so she had to go downtown to beg with the baby. Donette didn’t know what to do or where to go for help. She felt so unhappy and desperate. She couldn’t sleep well at night and had to go back to the clinic about her blood pressure. She certainly has many worries right now. What must Kimani do? Kimani is the star athlete of his high school. He always does well in “Champs”. The younger boys and girls look up to him as their idol. Recently he seems to get tired easily during practice, and loses concentration in classes. He went to the school nurse, and she referred him to the doctor who ordered a blood test. The test revealed that he was HIV positive. His grandmother, whom he lived with, didn’t believe the doctor, and went to the pastor at church to pray that he would be cured. What a shock for Kimani! He didn’t know where to turn, what to do, whom to speak to. The news got around, and his coach dropped him from the team. The members of the track team avoided him, and his friends stopped speaking to him. He even felt that the teachers all knew and would not treat him fairly, although the principal spoke to the coach and got him reinstated on the team. He stopped coming to school, and stayed at home in his bed all day. What was he to do now? - 182 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________ Grade 8 Pictionary In Pictionary you draw different words so that your team mate understands what you are trying to draw. You should also be good at guessing what the other players are drawing. There are five categories of words: Persons/places/animals (names are included) Objects (things to touch or to see) Events/actions (things that can be done) Difficult (challenging words) All players (This can be all kind of words) Pictionary can be played by two to four teams. Each team writes four words or phrases associated with relationships and gender communication, on a piece of paper. There is a lottery to see who goes first, second etc. When it is a team’s turn members pick one person to be the picturist, who is the one drawing. The picturist picks up the first sheet of paper and looks at it. The picturist is going to draw the word or phrase. While the picturist draws, the other players start guessing what word it could be. The picturist can only express himself with pen and paper. He may not draw numbers or letters, nor speak or use gestures. The team has one minute to guess the correct word before the other team starts playing. If the team gets the word, then they go to the second word. If they don't find the correct word, then it is the next team’s turn. And so on. Winning the game The first team to correctly guess all four words, wins the game.                     - 183 - Ministry of Education & Youth HFLE Curriculum Grades 7-9 ___________________________________________________________________________________________________________________   The Fishing Game This game can be used to teach a number of concepts: balance, interaction between nature and humans, need and greed, depletion of natural resources, carrying capacity of an area, sustainability, cooperation among villagers, etc. Materials required: Six/eight plastic containers (size of small margarine tub) these represent the harbour Bag of peas/beans/small pebbles (at least 32 per container) these represent the fish. Directions: 1. Group students into 6/8 groups of approx. 6 students each 2. Give each group one plastic container and 16 peas/beans/or pebbles to be placed inside the container 3. Keep a bag of peas/beans/pebbles for yourself as your stock 4. Explain - i) That each group of students represents persons in a fishing village, who depend on the fish in their harbour as their source of income (no other source of income is allowed in the village). ii) The objective is to fish for their livelihood each time the teacher instructs “go fishing” and to stop fishing when told to do so. iii) They will get more than one chance to fish. 5. Begin the game by giving the “go fishing” instruction and after 30-40 seconds say “stop fishing”. After each ‘fishing” episode, ask each group to count the number of “fish” caught, and the number left in their harbour and record these on the chalkboard for each group 6. Ask groups to identify by putting up hands when they have “fish” left in the harbour after each episode. Then give these groups an equal number of “fish” from your stock to replenish the number they have left over in their harbour, i.e. “fish have reproduced”. (NB. they cannot get more than a total of 16 fish, for their harbour cannot support more than this number- this is their harbour’s carrying capacity) 7. After three “go fishing” episodes, check and record for each group how many fish are left in their harbour. (the harbour may be totally depleted, i..e., natural resources all gone/ or partly depleted….i.e., harbour fish population may revive itself by reproduction/same number of fish left at end as in beginning) 8. Question children: which village did best? Is it the one that got the most fish? (most money) OR the one that left the most fish in the harbour? Which village did the most damage to the environment by depleting the fish population (now villagers have to move away from the area). Which one kept a balance? (maintained their environment for future generations - they used fish for income and food but fish are left over to re-populate harbour and to fish another day). 9. NB. There is no real winner here! Several ‘villages’ can be winners. - 184 -