Grade 11 Healthy Active Living Education Additional Supports ...

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