Source document: https://docs-lawep.s3.us-east-2.amazonaws.com/1694866399877.pdf (Dominica)
KEY STAGE 2 HEALTH AND FAMILY LIFE EDUCATION GRADES 5 & 6 SKILLS FOR HEALTHY LIVING Curriculum, Measurement and Evaluation Unit Ministry of Education, Human Resource Development, Sports and Youth Affairs Roseau, May 2009 ACKNOWLEDGEMENT The Ministry of Education, Human Resource Development, Sports and Youth Affairs would like to thank all the teachers and their Principals and also the members of the communities of Grand Bay, Marigot, Wesley, Woodford Hill and Castle Bruce who participated in the development of this section of the Health and Family Life Education curriculum guide.
Their thoughtful input and support provided great insight into issues of importance to children and youth of the country.
Special thanks go to Mrs. Lillian Alexander Williams – Teacher of the Grand Bay primary school, Mrs. Octavia Alfred – Principal of the Concord primary school, Mrs. Bernadine Augustine – Teacher of the Dos D’Ane primary school, Mrs. Pamela Lawrence – Teacher of the St. Joseph primary school and Ms Verna Graham – Teacher of the Goodwill secondary school who from the very onset of the development of the HFLE National Curriculum have been dedicated and committed to the process.

Myrtle Prevost E.O.
Myrtle Prevost E.O.

- Health and Family Life Education 2 HEALTH AND FAMILY LIFE EDUCATION (HFLE) HFLE is a powerful educational programme that provides children and young people with a positive view of HEALTH and its benefits to them NOW and in the FUTURE.

It is essentially classroom education that seeks to empower children and young people with knowledge and skills for healthy living, preparing them to cope effectively with the many challenges of life.
3 HFLE: SUBJECT STRAND INTEGRATION Values Skills Social, Emotional Sexuality & Spiritual & Well- Being Sexual Health Appropriate Managing the Eating & Fitness Environment Attitude Behaviour ADDRESSING THE COMPLEXITY AND CONNECTEDNESS BETWEEN VARIOUS CONCEPTS, GOALS, COMPONENTS AND STANDARDS ASSOCIATED WITH ATTITUDE AND BEHAVIOUR CHANGE.
4 PAGE CONTENTS Acknowledgements HFLE: Definition HFLE: Subject Strand Integration Table of Contents Introduction Attainment Targets Grade 5 Term 1: Summary Grade 4 Unit 1: Who Am I?

Topic 1: Self Awareness Topic 2: Reverence to Faith Topic 3: Relationships Grade 5 Unit 2: Is Our Environment Safe?

Topic 1: Home and School Environment Topic 2: Health and Safety Grade 5 Term 2: Summary Grade 5 Unit 3: How Do I Keep Fit?
Topic 1: Nutrition Topic 2: Exercise, Rest and Hygiene Grade 5 Unit 4: What Should I do?

Topic 1: Gender Topic 2: Work and Career Grade 5 Term 3: Summary Grade 5 Unit 5: How Do I Care for Myself and Others?

Topic 1: Respect for Self and Others Topic 2: Awareness of HIV and AIDS Topic 3: Drug Awareness 5 Grade 6 Term 1: Summary Grade 6 Unit 1: Who Am I?

Topic 1: Self Awareness Topic 2: Reverence to Faith Topic 3: Relationships Grade 6 Unit 2: Is Our Environment Safe?
Topic 1: Home and School Environment Topic 2: Health and Safety Grade 6 Term 2: Summary Grade 6 Unit 3: How Do I Keep Fit?

Topic 1: Nutrition Topic 2: Exercise, Rest and Hygiene Grade 6 Unit 4: What Should I do?

Topic 1: Gender Topic 2: Work and Career Grade 6 Term 3: Summary Grade 6 Unit 5: How Do I Care for Myself and Others?
Topic 1: Respect for Self and Others Topic 2: Awareness of HIV and AIDS Topic 3: Drug Awareness Life Skills Exemplar Unit Plan – Grade 5 Sample Lessons from: Grade 5 Unit 4 Topic: Gender Exemplar Lesson Plan – Lesson 1 Alternative Assessment Tools Checklist Rubric Case Study 6 INTRODUCTION This Health and Family Life Education (HFLE) curriculum guide is designed to enable all primary school teachers to empower students with the confidence they need to believe in themselves and to help them understand the importance of taking responsibility for their own health.
A very critical aim of this new curriculum guide is to help students achieve certain Attainment Targets as identified in the document.

Attainment targets are what students should know, should be able to do, and the desirable attitudes and values that they should display in each subject by the end of the compulsory years of schooling.

Additionally, the proposed programme embodies life-skills and other psychosocial competencies that our children and youth should develop as they grow into adult hood.
Structure of the Guide The HFLE curriculum has been developed in keeping with the standards of the National Curriculum and the HFLE Regional Curriculum Framework.

The content is guided by four broad principles or themes that form the bedrock of the HFLE programme.

These themes are Social, Emotional and Spiritual Well Being, Appropriate Eating and Fitness, Sexuality and Sexual Health, and, Managing the Environment.
The content is so developed that for each unit at each grade level there are for main action areas: a) Learning Outcomes – Learning Outcomes are derived directly from the Attainment Targets and provide a measure of the learner’s achievement of the same.
They indicate the depth and breadth of what learners should know, be able to do, and the desirable attitudes and values they should demonstrate at the end of each Key Stage b) Success Criteria – Success Criteria are derived directly from individual Learning Outcomes.
They can be seen as stepping stones/ bench marks to achieving the Learning Outcomes c) Suggested Activities – Suggested Activities are activities in which students may be involved in order to realise the Learning Outcome d) Assessment Strategies – Assessment Strategies are mechanisms to determine the extent to which the Learning Outcomes have been achieved.
The guide also contains a sample unit plan, lessons and lesson plans; samples of a case study, checklist and rubric; a list of Life Skills and some useful tips for the teacher.

7 ATTAINMENT TARGETS AT: 1 AT: 2 AT: 3 AT: 4 The learner will be able to demonstrate an appreciation of the diverse nature of people, to live and work effectively as an individual, a member of a family and a community with respect for gender equity, individual rights, responsibility and show reverence to a supreme creator.
(SOCIAL, EMOTIONAL AND SPIRITUAL WELL-BEING – STRAND 1) The learner will be able to recognise and appreciate the benefits of appropriate dietary and fitness habits to promote healthy lifestyles for themselves, their families and the nation.
(APPROPRIATE EATING AND FITNESS – STRAND 2) The learner will be able to develop a critical understanding of human sexuality, analyse the influence of socio-cultural and economic factors on the expression of sexuality and demonstrate the ability to make appropriate choices relating to their sexual well-being.
(SEXUALITY AND SEXUAL HEALTH – STRAND 3) The learner will demonstrate the use of acquired life skills and positive attitudes in responding to challenges in the environment, make informed decisions using local, regional and global issues to ensure that the environment is sustained for use by present and future generations.

(MANAGING THE ENVIRONMENT – STRAND 4) 8 GRADE 5 TERM 1 SUMMARY UNIT 1 WHO AM I?
SESSIONS PAGE TOPIC 1: AT 3: LO2 SC 3,4 TOPIC 2: AT 1: LO 2 SC 1, 2, 3 TOPIC 3: AT 1 LO1 SC 1-4 AT 1 LO3 SC 1-3 SELF-AWARENESS 4 - 6 REVERENCE TO FAITH 3 - 4 RELATIONSHIPS 3 - 4 UNIT 2 IS OUR ENVIRONMENT SAFE TOPIC 1: AT 4 LO1 SC1-4 TOPIC 2: AT 4 LO2 SC 1-3 HOME AND SCHOOL ENVIRONMENT 4 - 6 HEALTH AND SAFETY 4 - 5 TOTAL (25 – 27) 9 GRADE 5 UNIT 1 WHO AM I?
TOPIC 1: SELF AWARENESS STRAND 3: SEXUALITY AND SEXUAL HEALTH SESSIONS: 4-6 LO 2 DEMONSTRATE WAYS THROUGH WHICH THEY CAN SHOW RESPECT FOR THEIR BODIES AND THOSE OF OTHERS SUCCESS CRITERIA: ACTIVITIES: 1.

Demonstrate appropriate ways to deal with body discomfort in public places e.g.

scratching sex organs 2.

Write songs, poems, rhymes etc on ways to value/appreciate their Bodies 3.

Discuss certain actions that are demeaning e.g.
boys slapping girls’ bottoms Critically analyse pictures of people behaving appropriately and inappropriately Give reasons for judgments on appropriate and inappropriate behaviour Share written work on perception of appropriate or inappropriate behaviour Participate in discussion generated through presentation of a scenario and questioning Share experiences on behaviours witnessed in public places Discuss the appropriateness/ inappropriateness of various styles of clothing worn at a fashion show 10 RESOURCES: Pictures, written scenarios Skills: Self-awareness, self-esteem, assertiveness, communication, decision-making, refusal skills Teacher Note: Students should be made aware that respect in this case also includes what they allow others to do to their bodies, as well as what they do to the bodies of others.
ASSESSMENT: Write an acrostic to explain what behaviour in public places should be Write a song that tells about appropriate behaviour and mode of dress Role play appropriate public behaviours 11 GRADE 5 UNIT 1 WHO AM I?

TOPIC 2: REVERENCE TO FAITH STRAND 1: SOCIAL, EMOTIONAL AND SPIRITUAL WELL-BEING SESSIONS: 3-4 LO 2: EXAMINE THE MAJOR SIMILARITIES AND DIFFERENCES IN VARIOUS RELIGIOUS FAITHS SUCCESS CRITERIA: ACTIVITIES: 1.
Research the similarities and differences of religious faiths in Dominica 2.

Make a presentation on research that respects diversity 3.

Discuss ways in which similarities and differences in religious faiths in Dominica can hinder or enhance community development View/discuss clippings of varied messages advocating beliefs of different faiths e.g.
the Seventh Day Adventist’s literature on health Formulate questions to ask of clergy members Use speech/drama, oral, written, cartoon stripes to present information on differences and similarities of different faiths in Dominica.

RESOURCES: Questionnaire, pictures, resource persons Skills: Self-awareness, self-esteem, coping with emotions, communication, decision- making, Teacher Note: Throughout this exercise, students should demonstrate respect for each religious faith addressed.
12 ASSESSMENT: Describe three beliefs of any religious faith in your country Say True or False (a) Members of the Jehovah Witness congregation like to stand at attention when praying (b) Catholics believe in the Virgin Mary (c) The Seventh Day Adventists worship on Saturday 1.

Complete the blanks with a suitable word e.g.

-------------keep their worship service in a mosque 13 GRADE 5 UNIT 1 WHO AM I?
TOPIC 3: RELATIONSHIPS STRAND 1: SOCIAL, EMOTIONAL AND SPIRITUAL WELL-BEING SESSIONS: 4-6 LO 1: LO 3: DEMONSTRATE SENSITIVITY TO PEOPLE OF DIVERSE BACKGROUNDS PARTICIPATE IN ACTIVITIES IN THE COMMUNITY TO SUPPORT OTHERS SUCCESS CRITERIA: 1.

Discuss differences without being judgmental through role play and stories 2.

Through role play and in real life show empathy for others who may be treated wrongly 3.

Discuss a topical issue in groups and respect the individual views of group members 4.
Talk with different groups of people about their life experiences in Dominica and share with class 5.
Share life experiences with each other and find ways to help and support each other ACTIVITIES: Identify and discuss a variety of situations in the community to which they can volunteer their service Encourage each other to join a volunteer group through letter writing Study recorded messages and discuss perception of ideas learnt or messages received 14 Role play scenes where empathy is shown Conduct a survey to find out life experiences of various groups of persons in their community and discuss information received Participate in discussion on varied scenarios in which people were treated wrongly Participate in horse shoe panel discussion on a current issue where students demonstrate respect for each other’s views RESOURCES: Stories, resource person Skills: Self-awareness, interpersonal relationship skills, communication, decision- making Teacher Note: Raise awareness by asking students to research various nationalities represented in Dominica and present in drama.
ASSESSMENT: Prepare a skit to demonstrate how one can deal with emotional tensions List at least three factors that may lead to emotional tension Prepare a list of questions to ask resource persons about diversity in our community Write a paragraph stating an experience you had and how empathy was shown to you 15 GRADE 5 UNIT 2 IS OUR ENVIRONMENT SAFE?
TOPIC 1: HOME AND SCHOOL ENVIRONMENT STRAND 4: MANAGING THE ENVIRONMENT SESSIONS: 4-6 LO 1: DEMONSTRATE AN UNDERSTANDING OF THE CONTRIBUTION THAT THE ENVIRONMENT MAKES TO A HEALTHY LIFE-STYLE SUCCESS CRITERIA: ACTIVITIES: 1.

Discuss and share their understanding of a healthy life-style 2.

Research ways in which the environment can contribute to a healthy life-style by talking with various persons in the community 3.

Creatively share information on the benefits of living in a healthy environment e.g.
reduce pest and rodent infestation 4.

Draw up a list of healthy practices that they will follow for at least a week and report on their progress (eg orally or in LLC journals) Make a chart showing health and safety rules they can observe.

Display in the classroom Walk around the schoolyard each day to collect litter for a week.

Weigh if possible.
Record weight and make comparism Make rules that can be observed at home and school to keep the yard clean Embark on a tree planting project preferably at home Discuss/debate the effects of mining/quarrying 16 Engage in river or beach clean-up campaign RESOURCES: Manila, markers, writing paper, garbage bags, young plants, pictures of mining activities Skills: Problem-solving, communication, decision-making, critical thinking, creative thinking Teacher Note: Students may be taken on a field trip to visit the quarry at Colihaut or Layou and to interview the villagers on the impact of the quarry on their community.
ASSESSMENT: Use a checklist to assess pupils compliance to health and safety rules at school Write a letter to the chairman village council/parliamentary representative/quarry company starting the impact that the activity is having on the health of the community 17 GRADE 5 UNIT 2 IS OUR ENVIRONMENT SAFE?
TOPIC 2: HEALTH AND SAFETY STRAND 4: MANAGING THE ENVIRONMENT SESSIONS: 4-5 LO 2: EXAMINE WAYS TO HELP CONTROL THE SPREAD OF COMMON DISEASES CAUSED BY LIVING IN AN UNHEALTHY AND UNSAFE ENVIRONMENT SUCCESS CRITERIA: 1.

Identify and discuss the different forms of pollution and talk to resource people in the community about ways pollution can affect the environment 2.
Discuss the practices that contribute to and prevent the spread of diseases related to air pollution and demonstrate understanding through the production of different written text-types (eg stories, reports, letters etc) 3.

Create a song, drama, poem about the consequences of poor environmental health practices for a family ACTIVITIES: Participate in a field trip to polluted areas.
View films on forms of pollution Take part in a clean-up campaign in and around the school Design and make a litter bay for class/school Develop and use a questionnaire and carry out a survey on disease vectors in their community Discuss findings on surveys carried out 18 Listen to talk by resource person (Environmental Health Officer) on ways to control the spread of common diseases and ask pertinent questions RESOURCES: Garbage bags, video Skills: Critical thinking, creative thinking, communication, decision-making, problem solving Teacher Note: In developing a questionnaire, students may brainstorm and discuss questions to be included as a whole class exercise.
ASSESSMENT: Pupils write stories, poems, slogans conveying anti-pollution messages 19 GRADE 5 TERM 2 SUMMARY UNIT 3 HOW DO I KEEP FIT?

SESSIONS PAGE TOPIC 1: AT 2 LO2 SC 1-3 NUTRITION TOPIC 2: AT 2 LO3 SC 1, 3, 4 EXERCISE, REST AND HYGIENE UNIT 4 WHAT SHOULD I DO?

TOPIC 1: AT 3 LO1 SC 1-4 GENDER TOPIC 2: AT 1 LO4 SC 1-2 WORK AND CAREER TOTAL (20-24) 4-6 4-6 5-6 5-6 20 GRADE 5 UNIT 3 HOW DO I KEEP FIT?
TOPIC 1: NUTRITION STRAND 2: APPROPRIATE EATING AND FITNESS SESSIONS: 4-6 LO 2 EXPLAIN THE NEED FOR DIFFERENT TYPES OF DIETS SUCCESS CRITERIA: 1.

Categorize meals that are suitable for different age groups 2.

Identify the main nutrients of each food group and explain the importance of having a balanced diet 3.
Make a presentation of the consequences of not eating a balanced diet eg obesity, heart-attack ACTIVITIES: Write poems/slogans about the importance of eating properly Bring samples of food from home and group foods accordingly Discuss what is a balanced diet and its importance Group samples of food to form a balanced diet Research information on deficiency diseases Measure and use weight and height to find their body mass index RESOURCES: Samples of foods from each food group 21 Skills: Self-awareness, self-esteem, coping with stress, communication, decision- making, creative thinking Teacher Note: Explain the importance of drinking adequate amounts of water for good health EVALUATION: Write a menu for a balanced meal Compose jingles on proper eating habits Write poems/slogans about the importance of a balanced diet 22 GRADE 5 UNIT 3 HOW DO I KEEP FIT TOPIC 2: EXERCISE, REST AND HYGIENE STRAND 2: APPROPRIATE EATING AND FITNESS SESSIONS: 4-6 LO3: DEMONSTRATE WAYS THAT THEY CAN INCORPORATE HYGIENE AND FITNESS PRACTICES INTO THEIR DAILY LIVES SUCCESS CRITERIA: ACTIVITIES: 1.
Display proper hygiene bahaviours, eg sneezing in handkerchief 2.

Participate in fitness activities at school 3.

Role play the effects of good/poor hygiene practices on class relationships Study pictures to identify proper hygiene bahaviours Read/repeat poems and jingles that depict and promote proper hygiene bahaviour Engage in physical activities outside classroom e.g.
hiking Suggest reasons for engaging in physical activities and the benefits derived Prepare skit depicting effects of good/poor hygiene practices after engaging in physical activity Identify/discuss the effects of each of the hygienic practices RESOURCES: Varied pictures or charts of hygiene (available in stores), display charts, rhymes, poems, jingles, ropes, balls, sticks 23 Skills: Self-esteem, communication, decision-making, Teacher Note: Involve parents in this unit so that practices taught at school may be reinforced at home ASSESSMENT: Write a poem or rhyme on any hygienic practice of your choice 1) Answer questions We can maintain fitness and prevention of diseases by a)……………………… (c)…………………………………….
b)……………………….

(d)……………………………………... 24 GRADE 5 UNIT 4 WHAT SHOULD I DO?

TOPIC 1: GENDER STRAND 3: SEXUALITY AND SEXUAL HEALTH SESSIONS: 5-6 LO 1: DISCUSS THE DIFFERENT TYPES OF ROLES ASSOCIATED WITH MALES AND FEMALES SUCCESS CRITERIA: 1.

Interview members of the family and school about the roles they associate with males and females and why 2.

Use visuals, role play, bar charts to present/share information about roles played by males and females 3.
Discuss their feelings about the information gleaned through research on gender roles 4.
Work in groups to provide evidence to dispel myths about the types of jobs males and females can do ACTIVITIES: Prepare questionnaire for interview on their perception of gender roles Listen to talk by resource person on roles of members of the family Engage in discussions on roles of family members Prepare chart to show roles of family members Discuss changing roles of males and females Role play /skit on roles of males and females RESOURCES: Resource person, charts, questionnaire 25 Skills: Self-awareness, self-esteem, communication, decision-making, Teacher Note: Popular myths about roles of men and women could be discussed and put into perspective ASSESSMENT: 1.
Put a tick on the things that can be done by both male and female (a) Care for the family (b) Lift a heavy log (c) Cook a meal 2.

Write a paragraph explaining how the shouldering of one’s role in the family can contribute to family togetherness 26 GRADE 5 UNIT 4 WHAT SHOULD I DO?
TOPIC 2: WORK AND CAREER STRAND 1: SOCIAL, EMOTIONAL AND SPIRITUAL WELL-BEING SESSIONS; 5-6 LO 4: DISCUSS THE DIFFERENT CATEGORIES OF JOBS THAT SUIT DIFFERENT PERSONALITIES AND LINK TO SCHOOL, KNOWLEDGE AND SKILLS SUCCESS CRITERIA: 1.

Associate personality traits to different jobs, e.g.

bravery – policeman, kindness – nurses, dedication – teacher 2.
Explain how school contributes to their knowledge, skills and attitudes for future occupation ACTIVITIES: Participate in Career Day activity Engage in research on personality traits, skills and attitudes of persons in selected/identified jobs Discuss strengthens, skills necessary for a selection of jobs Make a presentation of poems or stories of how school has helped in the development of knowledge and skills for the career of their choice Develop acrostic to show understanding of the career of their choice RESOURCES: Resource persons, charts 27 Skills: Self-awareness, self-esteem, assertiveness, communication, decision-making, refusal skills Teacher Note: Students should appreciate that there are some basic attitudes and skills that are required for all jobs.
E.g.

commitment ASSESSMENT: 1.

Circle the career from this crossword puzzle Teacher t e a c h e r Policeman v e s r u n t Nurse r e h c a e t 2.

Write a paragraph explaining the skills you need to perform the career of your choice 28 GRADE 5 TERM 3 SUMMARY UNIT 5 HOW DO I CARE FOR MYSELF & OTHERS?
SESSIONS PAGE TOPIC 2: AT 2 LO3 SC 2 AT 3 LO1 SC 5 AT 3 LO2 SC 1, 4 TOPIC 3: AT 3 LO3 SC 1-5 TOPIC 1: AT 2 LO1 SC 1-4 RESPECT FOR SELF AND OTHERS 3-5 AWARENESS OF HIV AND AIDS 4-6 DRUG AWARENESS 4-6 TOTAL (15-17) 29 GRADE 5 UNIT 5 HOW DO I CARE FOR MYSELF AND OTHERS?
TOPIC 1: RESPECT FOR SELF AND OTHERS SESSIONS: 3 - 5 STRAND 2: APPROPRIATE EATING AND FITNESS LO 3: DEMONSTRATE WAYS THAT THEY CAN INCORPORATE HYGIENE AND FITNESS PRACTICES INTO THEIR DAILY LIVES STRAND 3: SEXUALITY AND SEXUAL HEALTH LO 1 LO 2 DESCRIBE PHYSICAL AND EMOTIONAL CHANGES THAT OCCUR IN THE BODY DURING PUBERTY AND HOW TO COPE WITH THEM DEMONSTRATE WAYS THROUGH WHICH THEY CAN HOW RESPECT FOR THEIR BODIES AND THOSE OF OTHERS SUCCESS CRITERIA: 1.
Explain the role of exercise, rest and hygiene in maintaining good health 2.

Explain how poor hygiene practices can affect their sexual health.

3.

Use literature to discuss sexual practices e.g.

– masturbation and rape.

4.

Write songs, poems, rhymes etc on ways to value or appreciate their bodies.

ACTIVITIES: Demonstrate the proper way of washing hands 30 Make a chart showing healthy and safety rules to be observed while preparing foods.
Display the chart in the classroom Write and role play a story about a germ that travels from one person to another because of poor health habits.

Could this germ have been stopped?

How?

 Make a drawing or display pictures from magazines to show how germs may be transmitted from one person to another, e.g.
– sneezing, coughing, carelessness in handling food Engage in physical activities and describe the benefits derived Draw up a hygiene chart and indicate daily by ticking ways by which they take care of themselves e.g.

 Discuss what growing up means Pupils bring pictures of themselves when they were younger to the class for comparison.
They take note of changes (physical) Make posters of different stages of their development for display Participate in discussion with a health official (FNP/Nurse) on changes that occur during puberty and how to cope with it Demonstrate through role play how respect can be shown to the body Bathe Brush Teeth Comb hair Clean nails Mon Tues RESOURCES: Materials for hand washing, pictures depicting ways germs are transmitted, physical activities Skills: Self-awareness, self-esteem, assertiveness, communication, decision-making, refusal skills Teacher Note: Teacher needs to set the tone of the class prior to lessons on sexuality so that students do not become distracted 31 ASSESSMENT: List three changes that occur during puberty in males/females 1.
Use checklist to assess pupils participation in physical activities and other demonstrations 2.

List good hygiene practices to be observed by themselves and by the opposite sex 32 GRADE 5 UNIT 5 HOW DO I CARE FOR MYSELF AND OTHERS TOPIC 2: HIV/AIDS AWARENESS STRAND 3: SEXUALITY AND SEXUAL HEALTH SESSIONS: 4-6 LO 3: INVESTIGATE AND DEVELOP STRATEGIES TO PREVENT THE CONTRACTION OF SEXUALLY COMMUNICABLE DISEASES SUCCESS CRITERIA 1 – 5: 1.

Explore myths related to contracting sexually communicable diseases 2.
Use literature to discuss sexual abuse and rape as a means by which STI and HIV/AIDS can be contracted 3.

Explore in groups different types of help/support, (individuals, groups, organizations) available in Dominica for the sexually abused 4.

Make a plan to conduct a group research to find different strategies for responsible sexual behaviour for their age group 5.
Collect, organize and use information to engage in activities to promote knowledge about different strategies for responsible behaviour amongst their peers e.g.
rally, competitions, posters, songs ACTIVITIES: Listen to talk by a resource person on the spread and control of sexually communicable diseases Role play methods of spread of HIV Carry out research on methods of spread and control of HIV Discuss role play on the stigma and discrimination of people living with AIDS 33 Share experiences about people with the HIV and AIDS Write poems/stories depicting empathy and sympathy towards people living with AIDS RESOURCES: Resource persons, props for role play Skills: Self-awareness, self-esteem, assertiveness, communication, decision-making, refusal skills, negotiation skills, critical thinking, coping with emotions Teacher Note: Showing empathy towards people with HIV and AIDS cannot be over emphasized in the teaching of this unit ASSESSMENT: 1.
Pupils list some ways in which one can avoid contracting sexually communicable diseases 2.

Assess pupils poems/stories using a rubric 34 GRADE 5 UNIT 5 HOW DO I CARE FOR MYSELF AND THERS TOPIC 3: DRUG AWARENESS STRAND 2: APPROPRIATE EATING AND FITNESS SESSIONS: 4-6 LO 1: EXAMINE STRATEGIES THAT MAY PREVENT SUBSTANCE ABUSE SUCCESS CRITERIA: 1.

Give basic explanations of the effects of illegal drugs/substances on the body 2.

Participate in discussions on how to avoid/resist substance abuse 3.
Research the ways that persons become introduced to drugs 4.
Identify sources of information and support related to drug/substance abuse ACTIVITIES: View drug samples critically Listen to talk by drug personnel Conduct research to find out how people are introduced to drugs Categorize drugs into legal and illegal Discuss effects of illegal drugs on an individual Role play situations showing (i) (ii) effects of drugs on a family how to avoid drugs 35 RESOURCES: Drug samples, structured questions Skills: Self-awareness, self-esteem, assertiveness, communication, decision-making, refusal skills Teacher Note: Students must also be taught ways of resisting peer pressure to take drugs EVALUATION: 1.
Name two illegal drugs 2.

State/explain two effects of drug abuse on an individual 3.

State two effects of drug abuse on a family 4.

State and explain two life skills that an individual should acquire to help them avoid drug abuse 36 GRADE 6 TERM 1 SUMMARY UNIT 1 WHO AM I SESSIONS PAGE TOPIC 1: AT 1 LO 1 SC: 1-3 TOPIC 2: AT 1 LO 2 SC: 2, 3 TOPIC 3: AT 1 LO 3 SC: 1-2 SELF-AWARENESS REVERENCE TO FAITH RELATIONSHIPS 4 - 6 3 - 4 4 - 6 UNIT 4 IS OUR ENVIRONMENT SAFE?
TOPIC 1: AT 4 LO 1 SC: 1-3 TOPIC 2: AT 4 LO 2 SC: 1-4 HOME AND SCHOOL ENVIRONMENT 4 - 6 HEALTH AND SAFETY 4 - 5 TOTAL (25-27) 37 GRADE 6 UNIT 1 WHO AM I?

TOPIC 1: SELF-AWARENESS STRAND1: SOCIAL, EMOTIONAL AND SPIRITUAL WELL-BEING SESSIONS: 4 – 6 LO 1: DEMONSTRATE SELF-CONFIDENCE AND RESPONSIBILITY IN BUILDING GOOD RELATIONSHIPS SUCCESS CRITERIA: ACTIVITIES: 1.

Demonstrate good communication skills when participating in listening and speaking activities and games 2.
Make plans to work together as a group to complete a task 3.
Participate in group activities by offering inputs and accepting those of others Deliver planned and impromptu speeches on topics relevant to HFLE Play games such as “Follow the Leader” and “Treasure Hunt” by following oral instructions Speak on current issues relevant to HFLE Follow project planning steps to plan and complete a task as a group RESOURCES: Samples of speeches, Instructions for games, Rules for debate, Steps for project planning Skills: Self-awareness, self-esteem, assertiveness, communication, decision-making, coping with emotions, interpersonal relationship skills Teacher Note: Teacher may start a public speaking club to help students build confidence ASSESSMENT: Assess pupils on presentations 38 GRADE 6 UNIT 1 WHO AM I?
TOPIC 2: REVERENCE TO FAITH STRAND 1: SOCIAL, EMOTIONAL AND SPIRITUAL WELL-BEING SESSIONS: 3 - 4 LO2 ENGAGE IN ACTIVITIES TO DEMONSTRATE MORAL VALUES SUCCESS CRITERIA: ACTIVITIES: 1.

Engage in debates dealing with issues of moral value 2.
Participate in role plays/skits highlighting the moral issues of various social situations List and discuss common moral and value issues relating to their community and country Debate on a topic in an amicable manner Dramatize (role play, dance, song) moral issues of various social situations RESOURCES: Rules to guide discussion and debate, Musical instrument, radio, Props for dramatization Skills: Self-awareness, self-esteem, assertiveness, communication, decision-making, coping with emotions, critical thinking, interpersonal relationship skills Teacher Note: Students and teachers should be sensitive to the social situations of students during these lessons 39 ASSESSMENT: Assess pupils’ presentations Pupils present a report on how they are affected by certain identified issues 40 GRADE 6 UNIT 1 WHO AM I?
TOPIC 3: RELATIONSHIPS STRAND 1: SOCIAL, EMOTIONAL AND SPIRITUAL WELL-BEING SESSIONS: 4 - 6 LO1: DEMONSTRATE THE ABILITY TO COPE WITH CHANGES AND THE EMOTIONS THAT THEY MAY CAUSE SUCCESS CRITERIA: 1.

Identify and discuss changes that they have experienced in the past two years and expect in the next two years 2.

In groups, describe the emotions related to these changes and the strategies they have used to cope and record using print and visuals 3.
Demonstrate two coping strategies through role play LO3: UNDERTAKE A COLLABORATIVE GROUP PROJECT TO ACHIEVE A COMMON GOAL SUCCESS CRITERIA: 1.

Identify and visit elderly people in the community, discuss their needs and write a report ACTIVITIES: 2.
Present a report on needs of elderly people in the community Discuss all the changes they have experienced in the past 2 years Eg – physical - in their family - at school Document on a time-lined/snake changes they expect in the next two years Dramatize changes and the strategies they have used to cope Begin diaries/journals to help them record changes and the strategies they used to cope 41 Role play a variety coping strategies Work as a group to design and implement a project which can assist the elderly in the community e. g. Clean a yard or house Gardening Painting project etc Work in a group to contribute food to the elderly RESOURCES: List of elderly individuals from the community, Needs assessment report on elderly people in the community Sample of time-line/snake, Props, Sample of diaries/journals Skills: Self-awareness, self-esteem, assertiveness, communication, decision-making, coping with emotions, coping with stress, empathy Teacher Note: Some changes can give rise to emotions that may cause conflict.
Children should learn how to manage these emotions ASSESSMENT: Assess pupils’ presentations Assess pupils’ diaries/journals Assess students on their group project outcome and their ability to work as a group Students will write a report about the challenges and strengths of working as a group to accomplish a task 42 GRADE 6 UNIT 2 IS OUR ENVIRONMENT SAFE?
TOPIC 1: HOME AND SCHOOL ENVIRONMENT STRAND 4: MANAGING THE ENVIRONMENT SESSIONS: 4 - 6 LO1: INVESTIGATE THE WAYS IN WHICH ECONOMIC ACTIVITIES CAN ENHANCE OR DESTROY THE ENVIRONMENT SUCCESS CRITERIA: ACTIVITIES: 1.

Plan and conduct a research making use of/ through media, books, visits to categorise a list of economic activities in their area (eg farming, fishing, marketing, construction etc) 2.
Identify one controversial environmental activity in their area and plan and participate in a debate to illustrate the pros and cons of that activity 3.

Prepare posters and slogans to promote school awareness of activities that can threaten the environment Participate in a community walk to identify economic activities that exist in their area Debate on topics related to activities on the environment: a) Should mining activities be continued in Dominica?
b) Should deforestation of our forests be encouraged to allow for development?

c) Should Dominica vote at the International Whaling Commission (IWC) in support of whaling?

 Draw posters against harmful environmental practices e.g.

Conservation is the key to keep Dominica clean, green and healthy Keep our rivers clean.

STOP POLLUTION NOW!!!
43 Write poems/songs against harmful environmental practices keep a journal of some dangerous environmental practices observed in the community and suggest ways that these can be curbed In a group, design/create a business which would be useful in your community without causing any danger to the environment discuss newspaper clippings on issues surrounding activities that damage the environment view a video presentation on damage to the environment listen to a resource person on the effects of damaging the environment using steps for programme planning, design a programme to encourage better use of the environment prepare slogans, placards, posters, jingles and short speeches to participate in a rally RESOURCES: Newspaper clippings, Resource person, Video eg Lion King, Copies of steps for programme planning, Manila, markers etc for poster Skills: Critical thinking, creative thinking, communication, decision-making, problem-solving Teacher Note: Students can share information gleaned with the whole student body through creative means.
ASSESSMENT: Prepare a speech to encourage people to use the environment wisely Assess pupils presentations Prepare a project on the importance of the environment 44 GRADE 6 UNIT 2 Is Our Environment Safe?

TOPIC 2: HEALTH AND SAFETY STRAND 4: MANAGING THE ENVIRONMENT SESSIONS: 4 - 5 LO2: DEVELOP AND APPLY STRATEGIES WHICH WILL PROMOTE PROTECTION OF THE ENVIRONMENT SUCCESS CRITERIA: ACTIVITIES: 1.

Research activities that damage the environment 2.


Identify and discuss local activities that damage the environment 3.

Design a programme for better use of the environment to share with others 4.

Participate in a rally to promote environmental awareness Use a variety of research methods to find out about the environment Participate in a whale watching expedition (See IFAW Floating Classroom Manual pg.62) Prepare instruments (e.g.
questionnaire, interview schedules, checklist) to facilitate research about the environment Skills: Self-awareness, self-esteem, assertiveness, communication, decision-making, refusal skills Teacher Note: Development of the instruments should be a whole class activity.

45 GRADE 6 TERM 2 SUMMARY GRADE 6 UNIT 3 HOW DO I KEEP FIT?

SESSIONS PAGE TOPIC 1: AT 2 LO2 SC: 1 – 4: TOPIC 2: AT 2 LO 3 SC: 1-3: NUTRITION 4 - 6 EXERCISE, REST AND HYGIENE 4 - 6 UNIT 4: WHAT SHOULD I DO?
TOPIC 1: AT 3 LO 1 SC: 1 – 3 TOPIC 2; AT 1 LO 4 SC: 1, 2 GENDER WORK AND CAREER 5 - 6 5 - 6 TOTAL (20-24) 46 GRADE 6 UNIT 3 HOW DO I KEEP FIT?

TOPIC 1: NUTRITION STRAND 2: APPROPRIATE EATING AND FITNESS SESSIONS: 4 – 6 LO 2: CRITICALLY ANALYSE DIFFERENT WAYS OF USING THE FAMILY INCOME TO PROVIDE HEALTHY EATING FOR ALL SUCCESS CRITERIA: 1.

Use questionnaires to investigate the cost and feasibility of providing three nutritious meals a day for a family 2.
Analyze the data collected and use tables and graphs to present findings 3.

Discuss strategies in which family income can be used effectively to provide nutritious meals 4.
Develop and implement strategies to encourage the community to support locally grown foods ACTIVITIES: Prepare questionnaires Listen to a resource person on how to plan a meal Organize an “eat what you grow and grow what you eat” campaign Prepare posters to advocate healthy eating and place them in strategic places in the community RESOURCES: Samples of questionnaires, resource person, markers, manila etc 47 Skills: Self-awareness, communication, decision-making, creative thinking Teacher Note: Students should be taught how to budget for basic family needs.
ASSESSMENT: A family has limited funds to spend on food.

Please advise this family on how to spend that money effectively Assess pupils on presentation 48 GRADE 6 UNIT 3 HOW DO I KEEP FIT?

TOPIC 2: EXERCISE, REST AND HYGIENE STRAND 2: APPROPRIATE EATING AND FITNESS SESSIONS: 4 - 6 LO3: INVESTIGATE CHOICES OF DIET, FITNESS AND HYGIENE PRACTICES IN THE COMMUNITY AND DEVELOP STRATEGIES TO CREATE A BALANCE IN THEIR ACTIVITIES SUCCESS CRITERIA: ACTIVITIES: 1.
Plan a fitness programme for a person with a health and/or physical need e.g.

asthma, obesity, anorexia, bulimia etc 2.

Critically examine some magazines and media advertisements relating to fitness and health 3.

Examine factors that contribute to good/poor fitness and hygiene practices Identify from case studies the signs of anorexia, bulimia and obesity Example of case study: – Cathy is 12 and weighs 70 pounds but complains of being fat.
She exercises twice a day , eats large amounts of food at meal time, and then goes immediately to the bathroom.

Her teeth became rotten because of induced vomiting 1.

How would you describe Cathy’s condition 2.

What kinds of food would you encourage Cathy to eat 3.
Suggest to Cathy some ways in which she can keep fit while eating healthy Cut out pictures from magazines (make scrap book) on the following exercises: Cardiovascular Muscle building Target exercises (butt, abs and arm exercise) 49 RESOURCES: Case studies, cards/manila paper, markers, fitness magazines, pictures of exercises Skills: Self-awareness, self-esteem, assertiveness, communication, decision-making, refusal skills Teacher Note: The importance of rest and sleep to overall fitness should not be overlooked.
ASSESSMENT: Students will be assessed on case studies and menus Scrap book will be organized according to various types of exercises 50 GRADE 6 UNIT 4 WHAT SHOULD I DO?

TOPIC 1: GENDER AT 3: SEXUALITY AND SEXUAL HEALTH SESSIONS: 5 - 6 LO1: RESEARCH MYTHS AND CONCEPTS IN DOMINICA AND THE REGION RELATING TO GENDER AND SEXUALITY SUCCESS CRITERIA: 1.

Research myths relating to gender and sexuality in Dominica 2.

Discuss the myths collected in terms of truth and falsehood 3.
Make a presentation of the research findings to illustrate the danger of behaviour based on myths e.g.

girl will not get pregnant when having sexual intercourse for the first time 4.
Draw up a personal list of solutions for possible sexual behaviour in and out of school eg dress, language, action, body gesture ACTIVITIES: Plan method of research Discuss myths relating to gender and sexuality in Dominica List the myths and match with the facts Brainstorm solutions for possible sexual behaviour in and out of school Formulate a set of rules that would guide sexual behaviour RESOURCES: Examples of myths – facts, examples of rules 51 Skills: Self-awareness, self-esteem, assertiveness, communication, decision-making, refusal skills Teacher Note: Compare myths with sayings which have a scientific basis ASSESSMENT: Your friend’s sexual behaviour is not very responsible.
Write a letter to him/her giving a few facts that may evoke some change in their behaviour 52 GRADE 6 UNIT 4 WHAT SHOULD I DO?

TOPIC 2: WORK AND CAREER STRAND 1: SOCIAL, EMOTIONAL AND SPIRITUAL WELL-BEING SESSIONS: 5 – 6 LO4: RESEARCH A JOB OF PERSONAL INTEREST TO IMPROVE PERSONAL KNOWLEDGE AND SKILLS ATTRIBUTED TO THAT JOB SUCCESS CRITERIA: 1.

Collect data on a job of personal interest through job attachment 2.
Present a written project on the job of personal interest, detailing the knowledge, skills, values and attitudes and their reasons for interest ACTIVITIES: Review data collecting instruments Listen to resource person as they speak about their field of work Discuss guidelines to project writing Participate in a Career Day where pupils come to school dressed to represent the job they are interested in Present project on a job in which they are interested RESOURCES: Samples of data collecting instruments and projects, resource person Skills: Critical thinking, communication, decision-making, creative thinking Teacher Note: If possible, either arrange for pupils to spend a day or a few hours at their parents workplace or a job of their interest to learn about what doing a job entails ASSESSMENT: Assess pupils on presentations 53 GRADE 6 TERM 3 SUMMARY UNIT 5: HOW DO I CARE FOR MYSELF AND OTHERS SESSIONS PAGE TOPIC 2: AT 3 LO 1 SC: 4 AT 3 LO 2 SC: 1, 2 RESPECT FOR SELF AND OTHERS 3 - 5 TOPIC 3: AT 3 LO 3 SC: 1 – 5 HIV/AIDS AWARENESS TOPIC 1: AT 2 LO 1 SC: 1 – 5 DRUG AWARENESS 4 - 6 4 - 6 TOTAL (15 - 17) 54 GRADE 6 UNIT 5 HOW DO I CARE FOR MYSELF AND OTHERS?
TOPIC 1: RESPECT FOR SELF AND OTHERS STRAND 3: SEXUALITY AND SEXUAL HEALTH SESSIONS: 4 - 6 LO2: ANALYZE THE CONSEQUENCES OF INAPPROPRIATE SEXUAL BAHAVIOUR AND MAKE A PRESENTATION TO OTHERS SUCCESS CRITERIA: 1.

Use literature, songs to discuss: ACTIVITIES: The responsibilities of pregnancy and parenting Different sexual orientations The cost of illness in terms of medication and care The dangers of unwanted pregnancy Consequences of abortion 2.
Use role play, song, poem to illustrate the physical and mental pain for males and females of inappropriate sexual bahaviour Pupils parents/baby sit a doll for at least twenty-four hours Pupils discuss their experience Listen to and ask question of resource person to find out the cost to families of illness in terms of medication and care View a video that depicts the dangers of unwanted pregnancy or abortion Discuss aspects of a video presentation on unwanted pregnancy or abortion Role play some consequences of inappropriate sexual behaviour 55 RESOURCES: Dolls, guidelines for baby sitting, resource person, video, props for role play Skills: Self-awareness, self-esteem, assertiveness, communication, decision-making, refusal skills Teacher Note: Other aspects of parenting may be discussed in this Unit ASSESSMENT: Assess pupils on presentation Assess pupils’ essays on ‘Why do you think young people should put off having children until they are ready’ 56 GRADE6 UNIT 5 HOW DO I CARE FOR MYSELF AND OTHERS?
TOPIC 2: HIV/AIDS AWARENESS SESSIONS: 4 – 6 STRAND 3: SEXUALITY AND SEXUAL HEALTH LO 3 APPLY STRATEGIES TO FIGHT STIGMA AND DISCRIMINATION BY DEMONSTRATING TOLERANCE FOR THOSE WHO HAVE CONTRACTED HIV AND AIDS AND OTHER STIs SUCCESS CRITERIA: 1.

Collect information from the media and in real life to: a) Find examples of stigma in the country and its effect on people b) Identify different strategies to fight stigma and select one for presentation 2.
Research the work of local groups and organizations that support those affected by HIV and AIDS 3.

Using appropriate language, role play situations to display empathy towards people infected and affected by sexually transmitted diseases 4.
Plan and participate in a ‘NO DISCRIMINATION’ rally ACTIVITIES: Prepare a mural with news clippings based on HIV/AIDS Make a presentation in songs, poems, skit etc to encourage the fight against discrimination Prepare a list of organizations that support people living with HIV/AIDS Role play given situations depicting different aspects of the life of people living with HIV/AIDS Prepare posters, slogans, flyers and other materials for “No Discrimination” march 57 RESOURCES: Markers, manila, thumb tack, props for role play Skills: Communication, decision-making, critical thinking Teacher Note: Case studies on how to handle discrimination may also be used ASSESSMENT: Assess pupils on presentations 58 GRADE 6 UNIT 5 HOW DO I CARE FOR MYSELF AND OTHERS?
TOPIC 3: DRUG AWARENESS AT 2: APPROPRIATE EATING AND FITNESS SESSIONS: 4 - 6 LO1: USE DRUG PREVENTION STRATEGIES TO RAISE AWARENESS OF THE EFFECT OF SUBSTANCE ABUSE SUCCESS CRITERIA: 1.

2.

3.

4.
2.

3.

4.

Analyze situations to identify skills needed to avoid/prevent substance abuse Use problem solving and assertiveness skills to avoid/prevent drug abuse in relationships and in various social settings Participate in class presentation (oral, visual and performance) against the misuse/abuse of drugs Create short stories and slogans for students in lower classes and for competitions, to raise awareness of the effects of drug abuse 5.
Participate in rallies and marches against substance abuse ACTIVITIES: Discuss and role play ways in which students can be assertive in turning down/avoiding peer pressure to use drugs Plan and execute a drug march/rally in the community in which the following will be done: 59 Prepared slogans would be used to educate the public on the dangers of drugs (slogans would be prepared by students) Students will role play/dramatize the dangers of drugs Students will sing original songs about drugs Display projects on the effects of drugs and strategies to overcome the pressures to use drugs RESOURCES: Parliamentary representatives to address rally, manila paper/bristol board (for slogans), markers, prepared songs from students, prepared projects from students for display at the rally Skills: refusal skills Self-awareness, self-esteem, assertiveness, communication, decision-making, Teacher Note: Be cognizant of the fact that a number of our students belong to the Rastafarian religion where smoking marijuana is a way of life ASSESSMENT: Students will be assessed on the projects prepared for the rally .
60 LIFE SKILLS Life Skills are abilities for adaptive and positive behaviour, that enable one to deal effectively with the challenges of everyday life.
Life Skills Definitions Significance Decision making Problem solving Creative thinking Critical thinking Effective communication Interpersonal relationship skills The ability to choose a course of action from a number of options which may result in a specific outcome or involve only the resolve to behave in a certain way in the future The process through which a situation/problem is resolved (i.e., diagnosing the problem, taking action to close the gap between present situation and desired outcome, and generalizing the principles to other situations) The ability to depart from traditional ways of thinking, resulting in the generation of original and innovative ideas that enable us to respond adaptively to life situations The ability to analyze information and experience, formulate ideas, derive conclusions, ask pertinent questions and present logical arguments The ability to express ourselves, both verbally and non-verbally, in ways that are appropriate to our cultures and situations The ability to relate positively with people, creating an environment in which people feel secure and free to interact and express their opinions Self-awareness Having a sense of identity and an understanding of our own feelings, beliefs, attitudes, values, goals, motivations, and behaviours Empathy The ability to imagine what life is like for another person, even in a situation that we are unfamiliar with Helps us deal constructively with health and other decisions about our lives by enabling us to assess the different options and what effects different decisions may have Allows us to deal constructively with problems in our lives, that left unattended, could cause new problems, including mental and physical stress Contributes to both decision making and problem solving by enabling us to explore the available alternatives and various consequences of our actions or non-actions Contributes to health by helping us to recognize and assess the factors that influence attitudes and behaviour, such as media and peer pressure influences
 Allows the transfer of information, understanding, and emotion from one person to another to make one’s intent clear Allows us to keep friendly relationships which can be of great importance to our mental and social well-being, and impacts the way we communicate with, motivate and influence each other Helps us to recognize our feelings and values and is a prerequisite for effective communication, interpersonal relationships, and developing empathy for others Can help us accept others who may be very different from ourselves, respond to people in need and promote other positive social interactions 61 Coping with emotions The ability to recognize a range of feelings in ourselves and others, the awareness of how emotions influence behaviour, and the ability to respond to emotions appropriately Enables us to respond appropriately to our emotions and avoid the negative effects that prolonged, pent up emotions may have on our physical and mental health Life Skills Definitions Significance Coping with stress Negotiation skills Refusal skills Assertiveness skills The ability to recognize the sources of stress in our lives and the effects that stress produces, and the ability to act in ways that help us cope or reduce our levels of stress The ability to communicate with other people for the purpose of settling a matter, coming to terms, or reaching an agreement.
This may involve the ability to compromise or to give and take The ability to communicate the decision to say “no” effectively (so that it is understood).

The ability to state one’s point of view or personal rights clearly and confidently, without denying the personal rights of others Healthy self- management/monitoring skills The ability to make situational and lifestyle behaviour choices that result in attaining and/or maintaining one’s physical, social, emotional, spiritual, and environmental health.
Enables us to adjust our levels of stress and avoid the negative consequences of stress, including boredom, burnout, susceptibility to disease and behavioural changes Helps us to meet and address individual needs and concerns in ways that are mutually beneficial.

This is a key factor in working and playing cooperatively with others.

Enables us to carry out health- enhancing behaviours that are consistent with our values and decisions.
Assertiveness skills enable people to take actions that are in their own best interests.

Such actions include the ability to stand up for oneself or someone else without feeling intimidated or anxious and to express feelings and points of view honestly and openly.

Enables us to maintain health- enhancing decisions from day to day as well as to reach longer-term health and wellness goals.

62 EXEMPLAR UNIT PLAN – GRADE 5 Activities GRADE 5 – Unit 5 HOW DO I CARE FOR MYSELF AND OTHERS?
Topic- HIV and AIDS Awareness: Sexuality and Sexual Health Objectives Pupils will be able to: 1) a.

State in simple terms what a sexually communicable disease (SCD) is Use context clues presented in sentences to find the meaning of the key words Sentence strips Word cards Resources Assessment Define SCD b.
List examples of SCDs 2) Discuss the physical, mental, emotional, social effects of SCDs Pamphlets Other relevant literature From a list of diseases circle those that are SCDs Resource person Complete a project on the effects of SCDs Pictures Case studies Props Read pamphlets and other relevant literatures to get examples of SCDs (group work) Listen to talk by resource person on the effects of SCDs View effects of SCDs on certain body organs Discuss case studies and scenarios Discuss ways to show empathy towards people with SCDs (role play) 3) a.
Explore myths related to SCDs Brainstorm/research/discuss myths and traditional stories relating to SCDs b.
Discuss protective measures that can be taken to reduce the incidence of SCDs Role play situations depicting assertiveness and negotiation skills for avoiding SCDs Traditional stories Myths People in community Case study Resources person Panel discussion 63 4) Make a plan to conduct a group research to find different strategies for responsible sexual behaviour for their age group 5) Organise and use data to engage in activities to promote knowledge about different strategies for responsible behaviour among their peers 6.
Explore in groups different types of help/support (individuals, groups, organizations) available in Dominica for the sexually abused Formulate a questionnaire to collect data Write questions to conduct interviews Role play interviews Rally Competitions Posters Songs Poems Songwriting Visit different support groups involved in dealing with sexual abuse situations Listen to resource persons In groups discuss ways of dealing with sexual abuse Identify and discuss ways of preventing sexual abuse Questionnaires Report/ strategies Props Checklist Manila Markers Scissors Asses activities resource persons Develop an action plan for keeping self safe SAMPLE LESSONS FROM: Grade 5 Unit 4 Topic: Gender Lesson 1 Purpose: Lesson 2 Purpose: Lesson 3 Purpose: To enable students to gain a basic understanding of what is meant by the term ‘gender roles’ and to identify some roles played by males and females (1 period) To allow students the opportunity, in groups, to plan/design a questionnaire to find out about gender roles, related myths and gender equality.
(1 period) To give students the opportunity to creatively organize information about gender, gender roles and related myths (2 periods) 64 Lesson 4 Purpose: To give students the opportunity to present and discuss information about gender roles and myths (2 periods) EXEMPLAR LESSON PLAN - Lesson 1 Unit 4: What Should I do?
TOPIC: TIME: CLASS: PURPOSE: Gender 35 minutes Grade 5 To enable students to gain a basic understanding of what is meant by the term ‘gender roles’ and to identify some roles played by males and females (1 period) STUDENT OBJECTIVES: Pupils will be able to- a) State in simple terms what is meant by ‘gender roles’ - cognitive b) Appreciate that roles played by both males and females are important - affective c) Use analytical, creative and communication skills to discuss roles played by males and females - skills RESOURCES: Story STEP 1: Introduction (5 minutes) T reads a story in which persons in the home (or in another setting) are engaged in different activities Ps give their reaction to the story STEP 2: Development (20-25 minutes) T gives Ps the objective of the lesson and links to the story 65 T asks students to identify the role/activity of each person in the story and writes on board Ps categorise roles/activities as T introduces the concept of gender roles performed by males and females Ps get into groups to discuss roles performed by males and females in the story and the importance of each gender role in the setting T keeps pupils on task CONCLUSION: Ps share their views with the rest of the class T notes that some roles are played by both males and females – shifting gender roles EVALUATION: HOMEWORK: Pupils write a short paragraph on gender roles Ps interview five persons on their views of roles performed by males and females today ALTERNATIVE ASSESSMENT TOOLS Alternative assessment strategies provide a non-traditional approach to assessing and interpreting student performance/achievement.
Below are some examples of tools used for alternative assessment.

Checklist A checklist is an instrument that can be used to record the level of participation of a student or group of students in an activity.

It can also provide helpful feedback to the teacher about the attitudes, values and feelings of students.

Every checklist requires a rating scale.

This checklist which assesses the life skill empathy presents a rating scale from (1) Not at all; (2) Sometimes; (3) Often.
Sample Checklist for assessing the life skill empathy Students Demonst- rates sensitivity Expresses concern for others Identifies with the experience Withholds personal judgment Avoids criticizing others Offers support to others 2 2 3 Jane Austin Joan Cambrun Kimani Joseph 1 2 3 1 2 1 1 2 2 3 1 2 3 2 1 66 Agatha Endower Rohan Golpher 3 3 2 2 1 3 1 3 1 2 1 3 Teacher Comments ……………………………………………………………………………………… ……………………………………………………………………………………… HFLE COMMON CURRICULUM: August 2006 Rating Scale - Role Play Rating scale for assessing role play CRITERIA EXCELLENT (4) GOOD (3) AVERAGE (2) BELOW AVERAGE (1) Content accuracy Role (extent to which arguments, solutions etc.
were in character Knowledge gained Required elements Attitudes/feelings Props/costumes (optional) Rubrics A rubric is a tool used for assessing performance tasks.

The elements of a rubric include a) the criteria for the task, b) levels of performance, and c) quality statements for each level.
67 RUBRIC TO ASSESS WORKING COLLABORATIVELY IN GROUPS Skills Criteria Points 1 2 3 4 Helping: The teacher observed the students offering assistance to each other Listening: The teacher observed students working from each other’s ideas Participating: The teacher observed each student contributing to the project.
Persuading: The teacher observed the students exchanging, defending, and rethinking ideas Questioning: The teacher observed the students interacting, discussing, and posing questions to all members of the team.
Respecting: The teacher observed the students encouraging and supporting the ideas and efforts of others Sharing: None of the Time Some of the Time Most of the Time All of the Time None of the Time Some of the Time Most of the Time All of the Time None of the Time Some of the Time Most of the Time All of the Time None of the Time Some of the Time Most of the Time All of the Time None of the Time Some of the Time Most of the Time All of the Time None of the Time Some of the Time Most of the Time All of the Time 68 None of the Time Some of the Time Most of the Time All of the Time The teacher observed the students offering ideas and reporting their findings to each other.
Total Points Teacher Comments: ……………………………………………………………………………………….

………………………………………………………………………………………… ……………………………………………………………………………………….

HFLE COMMON CURRICULUM: August 2006 Case Study Case Studies are real- life stories that describe in detail what happened to a community, family, a school or an individual.
When reading or handing out a case study to a class, it is important to help students recognize that a case study is not necessarily the way things ought to happen but is the way things did happen in a specific instance.

Case studies may be used to help pupils clarify their own values.

They also help teachers gain some insight into the values of their pupils.

Case Study – Moral Development Joe is a 14-year-old boy who wanted to go to camp very much.
His father promised him he could go if he saved up the money for it himself.

So, Joe worked hard at his paper route and saved up the $40 it cost to go to camp and a little more besides.

But just before camp was going to start, his father changed his mind.

Some of his friends decided to go on a special fishing trip, and Joe’s father was short of the money it would cost.

So, he told Joe to give him the money he had saved from the paper route.
Joe didn’t want to give up going to camp, so he thought of refusing to give his father the money.

Questions for Story 1.

Should Joe refuse to give his father the money?

Why?

2.

Does his father have the right to tell Joe to give him the money?

Why?

3.

Does giving the money have anything to do with being a good son?

Why?

4.

Which is worse: a father breaking a promise to his son or a son breaking his promise to his father?

Why?

69 5.

Why should a promise be kept?

2003 by Marcel Dekker, Inc. 70