Grade 11 Healthy Active Living Education Additional Supports ...
Grade 11 Healthy Active Living Education Additional Supports ...
Grade 11 Healthy Active Living Education Additional Supports ...
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Teaching Health <strong>Education</strong><br />
The <strong>Healthy</strong> <strong>Living</strong> units in the Catholic and Public grade <strong>11</strong> course profiles<br />
provide students with opportunities to acquire and discuss information related to<br />
healthy living. Due to the nature of the health topics, teachers should be aware of<br />
and be sensitive to studentsÕ needs, individual life circumstances, cultural beliefs,<br />
and values. Teachers should consider investigating appropriate community<br />
counselling and support services that are available for students and consider<br />
booking speakers from community agencies. Teachers should use a variety of<br />
media products when appropriate and read/preview them carefully for the<br />
presentation of accurate and up-to-date information. Role plays and scenarios<br />
are useful tools for students to practise living skills. Teachers should develop<br />
scenarios that are realistic and reflect studentsÕ needs. Where appropriate,<br />
teachers should be aware of the legal implications and the consequences of<br />
policies related to the health topics being presented. The teacher should frame<br />
each lesson by identifying the learning expectations and connecting and<br />
clarifying the assessment/evaluation strategies to ensure students have clear<br />
targets to work towards.<br />
Develop some tone setting activities to help students get to know each other,<br />
identify classroom expectations, and establish rules for discussion at the<br />
beginning of each healthy living activity.<br />
To facilitate class discussions about sensitive issues, teachers should be aware<br />
that their own deeply held beliefs, and those of their students, may be<br />
challenged. Preparation for such discussions requires thoughtful, sensitive<br />
consideration to ensure balanced leadership by the teacher and respect for the<br />
various points of view, which may be expressed.<br />
The role of the teacher is not to determine a ÒcorrectÓ position, but rather to<br />
ensure the provision of a positive, respectful, and supportive learning<br />
environment, which will encourage students to share their responses, explore<br />
issues, and express their concerns. Teachers should not offer personal opinions<br />
regarding belief systems. To ensure supportive and respectful dialogues,<br />
teachers should prepare students in understanding the concept of Òpoint of view.Ó<br />
As students experience opportunities to hear and explore diverse viewpoints,<br />
some of which may conflict with their own, the teacher can guide the<br />
development of the critical thinking skills necessary to expand perspectives.<br />
Teachers are encouraged to set the tone before beginning discussions regarding<br />
sensitive issues. Clear Òground rulesÓ for discussion with students should be<br />
established, taking the following into consideration:<br />
• everyone has the right to think what he/she wants; no one should try to take<br />
this right away<br />
• many different viewpoints may arise during discussions<br />
<strong>Grade</strong> <strong>11</strong> <strong>Healthy</strong> <strong>Active</strong> <strong>Living</strong> <strong>Education</strong> Supplementary Material (PPL30)<br />
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