Considerations for Implementation
Some areas to consider when implementing the elementary level Health Education curriculum include: time allotment, curriculum documents, the establishment of a Local Liaison Committee.
Time Allotment
Health Education is a required Area of Study at the elementary level. The time allotted for teaching Health Education is 80 minutes per week.
In order to alleviate time constraints, the curriculum encourages and provides models for linkages between health education and other areas of study. The sample units and suggested activities in the curriculum document often model integration among subject areas. Scheduling at the elementary level should be flexible enough to allow such integration.
When Health Education is not taught by the homeroom teacher, collaborative planning is encouraged and should be facilitated.
Curriculum Documents
Resources
Saskatchewan Education advocates a resource-based learning approach, which applies to all of its curriculum guides. An initial list of resources is attached to this Information Bulletin. Additional titles are being evaluated and will be included in the final version for the bibliography, Health Education: A Bibliography for the Elementary Level, which is scheduled to be distributed to schools in the spring of 1999.
Teachers may find that some of the resources they currently use continue to be suitable for use with the new curriculum guide. Resources can be gradually added as implementation takes place.
Before purchasing materials to support the Health Education program, educators should refer to their school division's materials selection policy for guidelines in choosing appropriate resources. Because health-related information becomes dated quickly and because some resources feature content which may be of a sensitive nature, it is also very important to preview them before classroom use.
Implementation Inservice
Implementation inservice will be offered in two phases:
- Inservice will be available in 1998-99 to assist in the implementation of the HIV/AIDS units and activities within the context of the Decision-Making Process.
- Inservice package for the complete Elementary Health Education curriculum will be offered starting in the 1999-2000 academic year.
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Role of Administrators
As health education crosses the boundaries of the home, school and community, there is a special need for administrative and school board involvement at the policy level. It is recommended that administrators:
- Become familiar with the "Health Action Model"
- Take steps to set up a Health Education Local Liaison Committee
- Create a school division materials selection policy or review the existing policy. Several publications from the LRDC provide further assistance in the selection process. These include:
- Learning Resource Centres in Saskatchewan: A Guide for Development, 1988
- Selecting Fair and Equitable Learning Materials, 1991
- Diverse Voices: Selecting Equitable resources for Indian and Metis Education, 1992
- Take steps to request, evaluate and order appropriate learning resources for teachers and students
- Invite parents to an information meeting. Inform them of the purpose, content and processes involved in HIV/AIDS education at the elementary level
- Encourage parents to preview learning resources
- Review policies concerning the general health an d safety practices in the total school
- Facilitate parent involvement in classroom programs, and facilitate access to the school by resource personnel and special health interest groups
- Facilitate selection of areas of emphasis for the classroom program through consultation with the local liaison committee
- Ensure school wide knowledge and use of a Universal Precautions (UP) procedure.
NOTE: This is a concept and system of infection control that is designed to prevent the spread of blood-borne disease. The application of universal precautions means that everyone's blood is treated with a presumption that it might be infected with blood borne diseases such as Hepatitis B, Hepatitis C, or HIV. Universal precautions include wearing disposable latex gloves when providing first aid for bleeding noses or other injuries where there is evidence of blood or bloody bodily fluids (bloody saliva, bloody urine, etc.). It also includes disinfecting blood-soiled surfaces with a fresh bleach solution (one part bleach to 0 parts water). Teachers at all grade levels should teach the students under their charge that they should seek assistance from an adult when a peer is injured and there is blood or body fluid loss. To prevent the development of undue fear about blood, students should be taught that intact skin is a good barrier against blood borne diseases. However, non-intact skin (cuts, rashes, eczema, psoriasis) provides a vehicle for the entry of blood borne pathogens into the blood stream, hence the use of gloves is a standard that teachers will always employ as a precaution when tere is a bloody injury. Note: the risk of infection is not so great s to delay providing assistance to an injured person. For more information on universal precautions, contact your local health department.
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