Professional Documents
Culture Documents
Health
Lower Primary
Teacher Guide
DEPARTMENT OF EDUCATION
i
Lower primary teacher guide
ISBN 9980-935-13-8
Acknowledgements
This Teacher Guide was written, edited and formatted by the Curriculum
Development Division of the Department of Education. The development of
the Teacher Guide was coordinated by Harold Ure
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Health
Contents
Inservice units ............................................................................................... iv
Introduction .................................................................................................... 1
Programming ............................................................................................... 23
Resources .................................................................................................... 51
Glossary ...................................................................................................... 53
Appendixes .................................................................................................. 57
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Lower primary teacher guide
In-service units
A set of in-service units has been written to support the implementation of
the primary reform curriculum to improve students’ learning. These units
should be used in conjunction with the Lower Primary Health syllabus and
this Teacher Guide. For further information contact your head teacher or
senior primary school inspector.
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Secretary’s message
This Teacher Guide builds upon the skills and knowledge children bring from their own
culture, family experiences and the learning outcomes of the Elementary curriculum. This
learning occurs in the child’s first language.
The students’ first language used in Elementary will continue to be the language of
instruction while bridging to English takes place in Grades 3, 4 and 5. Students will
continue to develop their thinking and decision-making skills as well as skills in
speaking and listening, reading and writing in the language they speak, while also
learning in English.
Lower Primary teachers are generalist teachers and this teacher guide is for all
teachers in Lower Primary schools. It is one of a set of seven guides written for
teachers of Grades 3, 4 and 5.
This Health Teacher Guide supports the Health Syllabus to teach appropriate
knowledge in Health so that students are informed of health issues. They are also
able to use the skills they acquire to take action to protect themselves and lead
healthy lifestyles.
The Lower Primary Health Syllabus and this Teacher Guide support concepts
developed through the Health-Promoting School Program. This supportive approach
is designed to strengthen the schools’ capacity to improve teaching of the Health as
well as improving school health. Through this approach, communities are encourage to
become important partners in the health of students and their communities.
Teachers are encouraged to read this guide carefully, and become familiar with the
content of each of the other Lower Primary Teacher Guides. In this way, teachers
can feel confident to try out the ideas and strategies they believe will be effective
with their students. Teachers may choose to modify and amend these ideas to suit
local circumstances.
Teachers should work closely with members of their school communities to ensure
that local community needs are met within the framework of the learning outcomes
published in the Lower Primary syllabuses.
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Introduction
Purpose
This Teacher Guide must be used in conjunction with the Lower Primary
Health syllabus. Its main purpose is to help you to implement the syllabus in
your classroom.
The guide provides you with guidelines and directions to help you plan and
develop teaching and learning activities for the achievement of the learning
outcomes. It also provides you with information and processes to:
• plan a school based program suitable to your school
• develop units of work based on clusters of learning outcomes relevant to
your students’ needs and interests
• use the elaborations to identify relevant content (knowledge, skills and
attitudes) and contexts
• select appropriate teaching and learning strategies
• plan and conduct assessment to monitor students’ learning and
achievement of learning outcomes.
Bilingual education
Bilingual education is the regular use of two languages for instruction. With
over 800 different languages spoken across Papua New Guinea, most
students do not speak English as their first language. In Lower Primary
Health, teachers will use a bilingual approach to teaching and learning, using
both vernacular and English to develop students’ understanding of the
learning outcomes.
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Lower primary teacher guide
Lower Primary uses a bilingual approach as there are academic benefits for
students being bilingual. Students continue to learn in their first language
because learning only in English as a second language can limit their
learning and social development. As students become confident in thinking,
reasoning, problem solving and decision-making in their vernacular, they are
more able to learn another language such as English. It is important to
continue to develop, expand and enhance vernacular language to that used
by adults inside and outside of the classroom.
Bridging to English
Bridging to English is the gradual change from vernacular to English
instruction during Grades 3 to 5. Bridging, while maintaining vernacular
language, helps students retain their identity, culture, self-confidence and
self-esteem.
Integration
Many learning outcomes from different subjects naturally collect or cluster
together, allowing a thematic approach to programming. The integration is
often determined by annual calendars of events, community activities,
problems and issues to make the learning more meaningful to students.
Some learning outcomes, that do not integrate easily, will of course need to
be programmed separately. Refer to Units of Work in this Teacher Guide.
Nature of Health
Health is viewed as being multi-dimensional in nature. This means it has
many sides. The World Health Organisation (WHO) defines health as a
state of complete physical, mental, spiritual and social well-being.
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Health
The Lower Primary Syllabus and Teacher Guide are designed to show this
multi dimensional nature of health. Teachers need to focus their programs
beyond physical health alone, and make sure that they also provide
opportunities for students to develop and demonstrate understanding and
skills that relate to their mental, spiritual and social well-being.
The syllabus and teacher guide also recognise that our health is influenced
by personal, social and cultural factors including:
• our personal behaviours
• inherited family characteristics
• the physical environment
• social and cultural environments
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Lower primary teacher guide
The table below shows the links from Elementary to Lower Primary and
Upper Primary.
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Key features
The learning outcomes in the Health Syllabus for Lower Primary outline the
knowledge, skills and attitudes students are expected to learn in grades 3, 4
and 5.
Skills are grouped in this document into health skills and life skills. The
phrase health skills refer to practical health competencies or techniques
such as in First Aid; bandaging and applying dressings or in personal health;
washing hands, brushing teeth, or cooking healthy food.
Life skills are abilities and behaviours that enable individuals to deal
effectively with the demands and challenges of everyday life. In particular,
life skills are competencies and interpersonal skills that help students to
make informed decisions, solve problems, think critically and creatively,
communicate effectively, build healthy relationships, and cope with
managing their lives in healthy and productive ways. Life skills may be
directed towards personal actions or actions towards others or may be
applied to actions that change the immediate environment to make it
conducive to health.
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Lower primary teacher guide
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Health
This table shows how life skills can be applied to real life contexts.
In this example Nutrition is used as the context.
Healthytopics
Health Nutrition Communication and Decision making and Coping and self
interpersonal skills critical thinking skills management skills
Healthy nutrition Communication skills Decision-making skills Self awareness and self
management skills
Students can observe and Students can observe and
practise ways to: practise ways to: Students can observe and
practise ways to:
• persuade parents and • choose nutritious foods
friends to make healthy and snacks over those • recognise how emotions
food and menu choices less nutritious can influence eating
• demonstrate an habits
Refusal skills understanding of the • identify personal
Students can observe and consequences of an preferences among
practise ways to: unbalanced diet nutritious foods and
snacks
• deal with social
pressures to adopt Critical thinking skills • develop and maintain a
unhealthy practices Students can observe and healthy body.
practise ways to:
Advocacy skills • evaluate advertisements
Students can observe and to find persuasive
practise ways to: language that may
mislead people about the
• present messages of nutritional value of the
healthy nutrition to product
others through posters,
• analyse nutrition related
advertisements,
news stories.
performances and
presentations
• gain support of
influential adults
including head teachers,
teachers and local
health officers to identify
ways to provide healthy
foods in the school.
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Lower primary teacher guide
Teachers in Lower Primary schools will use the learning outcomes from the
syllabuses in their planning, and use the elaborations in this Teacher Guide
to identify specific knowledge, skills and attitudes that can be developed in
each grade.
Discovery learning
We remember:
20% of what we hear
40% of what we see
80% of what we discover for ourselves.
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Teachers must create a rich environment with models of a variety of oral and
written text types in the classroom. This helps students learn how whole
texts are constructed. Many student-centred activities can also be created
from whole texts for students to learn about the parts of language such as
letter-sound relationships, pronunciation, spelling, grammar and vocabulary.
5. Variety of genres
There will be a focus on different text types or genres associated with different
language functions or purposes. These genres help students to understand
how language can be used in powerful and interesting ways for different
purposes. For example we tell, read and write narratives to share experiences
for enjoyment. We use procedures to explain how to make something or do
something. We use reports to present factual information and explanations to
explain why certain things happen. Arguments are used to present different
points of view in powerful, persuasive ways. The following genres will be
taught and practised in different subjects at Lower Primary:
• narrative
• recount
• procedure
• report
• explanation
• exposition
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Lower primary teacher guide
You will be planning for the students to learn these different genres when
you plan your units of work. Read the Lower Primary Language Teacher
Guide for more information.
Integration
Teachers of Lower Primary classes are encouraged to use an integrated
approach to teaching and learning. This approach will help students to gain a
better understanding of health issues and enable them to improve their lifestyles.
Relevance
Health should help prepare students to not only manage their own health
throughout their lives, but to also contribute to improving the health of their
community. Health should be developed around appropriate topics relevant
to the students’ lives. The syllabus outcomes have been developed to suit
the stages of development of students in Grades three, four and five. They
also take account of the broad health issues facing Papua New Guinea
communities. To identify topics and themes of relevance, teachers should
consider the learning outcomes specified for each grade, as well as the
health issues faced by their students and their communities.
Student-centred learning
In a student-centred approach to curriculum, students need to:
• engage in relevant topics and themes
• be provided with opportunities to reflect on their knowledge and experience
• actively participate in activities that enable them to expand their
knowledge and develop the skills
Students need to ‘learn by doing’ and ‘do something with what they know’.
Health teaching and learning should be active and community-based.
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• what do you already know about the health topic, issue or theme?
• what would you like to know?
• why should we explore this topic, issue or theme?
• how do you feel about this topic, issue or theme?
• how could we find out about this topic, issue or theme?
Students complete the last column in the KWL chart at the end of the unit of
work. They describe what they have learnt about the topic.
Gathering Information
The following methods may help students to gather information.
• print sources such as books, school journals, newspapers
• other media such as radio, television and internet where available
• interviews and surveys with community people
• interpreting case studies
• observations in the community through excursions
• small group and large group discussion and debate
• practical activities
• listening to and interpreting stories
• role-play
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Lower primary teacher guide
Some of these activities will show you how Health can be integrated with
other subjects like Language, Arts and Environmental Studies.
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The teacher provides feedback to each student on these ideas to help them
find the relevant information easily. The teacher also needs to monitor the
work of individual students closely during lessons to see if they are all
focused and to provide help to students when they need it.
The teacher can also place the students in small groups to work together to
find the answers to their questions.
Collaborative learning
Collaborative or cooperative learning is a way of students working in small
groups together on an activity to achieve a common goal. For example a
group of four students might be working together to create a community
awareness program about the dangers of smoking tobacco.
In such a task the students would be all actively participating to create the
awareness program. This means that they may all have different roles to
fulfil such as:
• group leader, who would chair group discussions and help the group to
make decisions together
• recorder, who would take notes from discussions and record important
ideas and decisions
• community contact person, who would be responsible for organising and
contacting community members
• research coordinator, who would divide the research tasks up amongst
the group and help the group to present their awareness activity.
The teacher will need to be able to assess the individual’s contribution to the
group’s work. The students are responsible for completing their part of the task.
The teacher therefore, should assess each of their contributions separately.
The teacher can mix up the groups to suit the purpose so sometimes it might be:
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Lower primary teacher guide
Directed teaching
There are times in the classroom where it is appropriate for the teacher to
take the lead and pass on information directly to students. These are called
teacher-directed lessons. A teacher might use this approach when:
All of the above teaching and learning strategies can be used to support the
Health Promoting Schools Approach outlined briefly below.
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Health
the WHO Office and Health Promotion section of the National Health Department.
My Dream School
My dream is to be in a special school
A school where I can feel safe
Where I am treated the same as every other child
Where I am treated with respect and dignity
Where I have a shady tree to sit under when the sun is too hot
Where the grass is green and I have a place to play
A place where I find lots of friends
Where my teachers are caring
And my parents are supportive
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Lower primary teacher guide
Criterion-referenced assessment
The approach to assessment that best aligns with an outcomes-based
approach is criterion-referenced assessment.
• identify valid and reliable assessment tasks from the learning activities
• develop specific assessment criteria that describe exactly what a student
must do to be successful in the assessment task
• make sure the students are aware of and understand the assessment criteria
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In this way students are very clear about what they must know, do and
understand. They are given constructive feedback from the teacher on what
they are doing well and what they need to do to improve. Teachers are very
clear about what they are assessing and are able to apply fair, consistent
assessment to all students’ work.
Observation
Teachers can gather much information about students’ learning by observing
them in both formal and informal situations inside and outside the classroom.
Observation is used largely for assessing skills and so is best suited to
assessing skills-based activities. It can also be used to assess students’
knowledge and attitudes when they are expressed orally.
Students can also observe and give constructive feedback on each other’s
performances using the same assessment criteria. This is called peer
assessment.
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Lower primary teacher guide
Sometimes it may be necessary for the teacher to talk to the students about
what they are observing as it is possible to misinterpret information. For
example, a student staring out the window during a writing activity may be
seen to be wasting time. When questioned, the student may well respond
with a comment like, ‘I was thinking what to write next,’ or ‘I was translating
my sentence from vernacular to English in my head first’.
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F. Student fully demonstrated the 3. Student met the criteria most of 3. Student met the criteria
criteria the time independently
P. Student partly demonstrated 2. Student met the criteria some of 2. Student met the criteria with
the criteria the time some assistance
NMP. Student needs more practice 1. Student neet to meet the criteria 1. Student needs more practice
Teachers will need to make sure the assessment criteria match the
knowledge, skills and attitudes outlined in the learning outcomes being
assessed. This will help to decide how well the students’ have met these
criteria. Teachers can use different scales to show various levels of
achievement. For example, you could use scales like those below.
Examples 2 and 3 use numbers as codes to show how well the students
meet the assessment criteria. Teachers can choose which codes are the
easiest for them to understand and use. Examples of how these codes can
be used for recording appear in the section on Units of work.
Tests
When to use tests to assess students’ learning
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Lower primary teacher guide
they are having difficulty. At Lower Primary, tests are just one form of assessment.
They should be used in conjunction with the other assessment methods. This
balanced approach to assessment gives students a greater chance of being
successful as they are able to demonstrate their learning in different ways.
Teachers can also store students’ tests with teacher comments in students’
portfolios.
Teachers need to look at all the evidence they have gathered about each
student and decide if they have enough evidence to say that the student has
achieved the outcome. Normally to make this decision, teachers must be sure
that the student has demonstrated the outcome independently and on a number
of occasions; sometimes informally and sometimes in assessment tasks.
Teachers could then record which students have achieved which outcomes.
One way of recording this would be to have a chart showing all of the
outcomes by subject for the relevant grade. A sample of what this might look
like appears on the next page.
Teachers could have one copy of the table for each student and colour the grid
as each outcome is achieved. Teachers could lightly (or partly) colour the
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Health
Student: Grade:
A fully shaded box indicates the student has achieved that outcome for that subject.
A lightly (or partly) shaded box indicates the student is working towards that outcome.
Arts 3.1.1 3.1.2 3.1.3 3.2.1 3.2.2 3.2.3 3.3.1 3.3.2 3.3.3 3.4.1 3.4.2 3.4.3 3.5.1 3.5.2 3.5.3
Environmental
3.1.1 3.1.2 3.1.3 3.2.1 3.2.2
s
Studies
3.1.1 3.1.2 3.1.3 3.1.4 3.2.1 3.2.2 3.3.3 3.3.4 3.3.1 3.3.2 3.3.3 3.3.4
V V V V V V V V V V V V
Language
3.1.1 3.1.2 3.1.3 3.2.1 3.2.2 3.2.3 3.3.1 3.3.2 3.3.3 3.4.1 3.4.2 3.3.4
E E E E E E E E E E E E
Mathematics 3.1.1 3.1.2 3.1.3 3.1.4 3.2.1 3.2.2 3.2.3 3.2.4 3.2.5 3.3.1 3.3.2 3.4.1 3.4.2 3.5.1
outcome box for students who are still working towards achieving the outcome.
Whilst this is mainly for teacher records, a chart such as this could be
incorporated into a formal report. However, it would need further explanation for
parents and guardians to fully understand the learning that has taken place.
Teachers will need to make informed decisions about which language should
be used to assess the students.
In some cases it may be appropriate to give the students a choice about the
language in which they would like to be assessed. The exception to this is
where you are actually teaching English to students. This of course will need
to be assessed in English.
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Lower primary teacher guide
Reporting
When the time comes for formal reporting through written reports or
interviews, teachers can look at all the evidence of students’ learning in
student portfolios and in their own records and decide which outcomes
individual students have achieved, and report this information clearly to
parents. Teachers should highlight what students have done well, and how
they can further improve. The National Assessment and Reporting Policy
outlines what is required in formal school reports.
Evaluation
Assessment information can also be used by teachers to evaluate the
effectiveness of their teaching. By analysing class results as a whole,
teachers can identify subjects, strands, substrands and outcomes where the
students have done well and those that require further or improved teaching.
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Programming
A program is a detailed plan developed by teachers to manage teaching and
learning activities for their students throughout the year. The main purpose
for programming is to help teachers arrange the content of the course by
developing a year plan and weekly programs.
A year plan, broken into terms, should show when all of the learning
outcomes for each subject will be taught. Because an integrated approach to
programming is recommended, learning outcomes that link naturally together
should be linked into clusters and described through themes that show the
linking concept.
The year plan should also sequence individual subject learning outcomes
that need to be taught on their own. The themes and individual outcomes for
each term are broken down on a week-by-week basis for the four school
terms.
Samples of both types of programs appear below and in the Units of Work
section of this teacher guide.
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Lower primary teacher guide
Lesson break-ups
Before developing your yearly, term, weekly and daily programs you need to:
• know your time allocations for Health
• work out how many lessons you will need per week according to the time
allocations. ( Please refer to the subject time allocation at the end of this
Guide)
• estimate the timeframe for units of work.
The following table shows suggested time break-up for each grade. For
example in Grade 3, teachers could use the allocated 90 minutes per week
in any of the three ways suggested below. You will need to choose the
appropriate lesson times according to the needs of your students and the
nature of the teaching and learning activities.
The concentration times for the age groups in each grade is another
important consideration in the selection of time breakups and the number of
lessons. Teachers choose the best lesson times that suit themselves and
their students’ needs. Times may vary depending on the Unit of work.
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Health
The table below shows the number of lessons per term per grade and year.
The lessons are worked out according to the shaded selections given in the
table below.
Grade Term One Term Two Term Three Term Four Total No of
Weeks &
Lessons
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Lower primary teacher guide
8. Now fill in the year plan with the information gathered in the steps described on
page 25.
The Health calendar below will help you to match Health related themes to
the appropriate days in the yearly calendar. Please note that these dates will
vary from year to year.
Date Event
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Health
A sample of a year plan that has been developed using the process appears
below. For each week in the year, the plan shows the Health Strand, then the
outcome and then the theme. The theme allows you to integrate the Health
outcome or outcomes with outcomes from other subjects. This sample only
shows the Health outcomes. Other subject outcomes can be easily added. A
sample of an integrated cluster appears in the Units of work section of this
guide.
3 Growing up World No Tobacco Day Safety and First Aid Natural Disaster /Food
Day:
Outcome: 5.1.1 Tobacco is Deadly Outcome: 5.1.5
Awareness
Uniqueness Awareness on Tobacco Helping others
Food and Poverty
8 World Day for Water Healthy Environment Health Services Personal Health
Water Sources Outcome: 5.2.2 Outcome: 5.2.1 Outcome: 5.1.2
Caring for our Rivers Health People I am the boss of my
body
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Lower primary teacher guide
11 PNG Independence
Day
Unity/Cooperation
Weekly programming
Weekly programs require more detailed information than the year plan and
term program. The weekly program is a guide developed by teachers to
outline their lessons for the week. It must outline the topics and main
teaching points of the lessons, the times when they occur during the day and
the resources needed. Each teacher will have their own preferred way of
doing their weekly program. A sample of a weekly program appears in the
Unit of Work section of this guide.
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Units of Work
U
A unit of work is a set of sequenced teaching and learning activities with
assessment tasks designed to help students achieve selected learning
outcomes within a specific time frame - usually two to three weeks.
Look at the learning outcomes from one subject only if planning a unit of
work for one subject.
3. Identify a theme
Identify a theme to describe the natural links within the cluster of learning
outcomes. Observe the Health, the Church and community calendars and
use these to guide your selection and timing of themes.
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Lower primary teacher guide
Develop teaching and learning activities for the Language learning outcomes
in the unit of work that incorporate bridging approaches.
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Health
Physical Education
Maths 4.2.1 Investigate and take part in
4.3.4 Estimate and measure volume physical activities people
on capacity using standards units. choose for recreation
Water
Environmental Studies Arts
4.2.1 Discribe effects of mismanagement of Skills 4.2.1 Create music using
Attitudes
land, sea, water and air resources techniques from different
and apply ways to care fot them communities
Language
4.1.4 Speaking and listening: Identify and use
language to present points on familiar topics
4.2.4 Reading: Identify and use language that
has been used in a range of text types to
create a response from readers. Prepare a
Big book on water
4.3.4 Writing: Identify how people and things
are represented in illustrations and written text.
Sources of water such as rivers, Negotiation skills Respect and care for water sources
wells, taps, tanks, creeks
Advocacy skills Cooperation
Uses of water
Listening to the needs of others Sharing
Water management
Reading Being responsible
Conservation/preservation
Recording
Water treatment
Illustrating
Water cycle
Singing and dancing
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Lower primary teacher guide
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Health
Where two languages have been nominated the first listed is the main
language used.
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Lower primary teacher guide
Theme: Water
Time Monday Tuesday Wednesday Thursday Friday
Assembly
8:00 Assembly Maths Assembly Maths
15 mins
15 mins 60 mins 15 mins 60 mins
to Maths
Block Time
10:00 30 mins
60 minutes
Morning Break
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Health
Lunch Break
U
1:00 Community Living Health Religious Environmental Community Living
60 mins 90 mins Education Studies 60 mins
to
60 mins 60 mins
Excursion to the
3:00
local community to Make drawings to
observe water use show what
and to interview community water
community sources look like
members now and in the
future. Use labels
to explain the
changes.
Summary:
Environmental Studies,
Health: 90 minutes
Assembly: 45 minutes
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Lower primary teacher guide
• recommended knowledge
• recommended processes and skills
• and, in some subjects, attitudes and suggested activities.
Recommended knowledge
Knowledge is what students are expected to know and understand. The
knowledge and concepts identified from the outcomes for Lower Primary
Health are listed as short statements under the heading Recommended
knowledge. The knowledge listed in the elaborations can be used by
teachers to create units of work that are relevant to students’ needs and the
local context.
Attitudes
Attitudes are beliefs or values that influence our behaviour. The elaborations
describe some attitudes that we hope students will acquire and apply in their
lives.
Suggested activities
Some subjects provide a list of suggested teaching and learning activities for
each outcome. Teachers can select those from the list that are relevant to
the needs of their students. This list is not exhaustive so teachers can also
develop their own teaching and learning activities relevant to the local
context.
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Health
Outcome 3.1.1 Identify similarities and 4.1.1 Describe changes in 5.1.1 Identify changes that
differences between growth and development and occur during puberty and
individuals and state how plan measures to protect propose actions to promote
each are unique personal health health and growth
Recommended Individuals share similarities Growth and development Changes during puberty
knowledge and differences: occurs in: Physical changes:
Physical (appearance): Physical aspects: • size and body shape
• body parts • improved physical abilities • body hair
• colour of the skin, hair, eyes) • changes in height and weight • voice
• shape of body parts • skin
Emotional aspects:
• reproductive organs
Emotional: • control of emotions such as
• feelings, both positive and frustration, anger and Social-emotional changes:
negative such as sadness, excitement
• interest in opposite sex
happiness, anger, love,
Social aspects: • mood swings experienced
hatred, jealousy, fear
• development of social skills due to hormonal changes
Social and cultural
in games, conversation and • identify a peer group; this
• village of origin activities sometimes include a
• language spoken • development of cooperative tendency to engage in anti-
• food choices and caring skills social behaviour to take risks
• dance styles Intellectual aspects: Actions to promote health
• religious beliefs • development of thinking and growth:
• means of greeting abilities such as • identify nutritional needs and
remembering, making plan for changes to meals
Intellectual: decisions, solving problems
• wash the body daily and
• thinking abilities - remember • development of a variety of wash face as required
more, analysing, reasoning interests
• use deodorant
• interests - preferred hobbies,
Measures to protect health and • use feminine hygiene
music choices
promote growth and products
Despite our many similarities development: • develop good relationships
and differences, we are unique • eat nutritious food • monitor and manage moods
as individuals. Our uniqueness • be physically active • avoid dares and risks and
is influenced by many factors
• regular sleep and rest other forms of peer pressure
such as social/cultural
influences, inherited • share worries or concerns • identify an adult to confide in.
characteristics, physical with others
features, personality and • manage anger, frustration,
interests. excitement
• celebrate successes and
achievements
• concentrate in class
• read and study
• develop interests.
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Lower primary teacher guide
Suggested Activities Make a page for a class Big Interview or listen to Health
Book about yourself at age 4, 9 workers talk about personal
Develop a personal profile.
and now. Identify physical, health and hygiene.
Identify and record, unique
social, emotional, intellectual
physical features; eve colour, Identify ways to manage
changes. Include, for example,
skin colour, measure and record change - including health
information about the way you
height and weight. products to use and health
move, eat, ask for food, your
services to access.
Share profile with a class favourite foods, friends,
member to identify similarities interests, games, activities, Keep a personal diary and
and differences. roles and responsibilities. record for example;
Make charts to show social In small groups brainstorm • important things about
features such as name, home ways to promote growth and yourself
and village, language, friends, development in one of the • names and addresses of
roles and responsibilities. following; - physical, social, people to contact to share
emotional, and intellectual. your concerns
Discuss different emotional Share your responses with the
experiences. • your strengths and
class. achievements
Compare interests in small Use this list to write achievable • ways to improve who you
groups to identify common and personal goals about ways to are
individual interests. promote growth and
• things you need to do, get
Draw and label a male and development, such as eating
or remember
female then observe differences more fruit and vegetables,
exercising daily, being more • other personal notes.
and similarities.
caring and helpful at home and
controlling my temper.
Commit to taking action to
achieve your goals.
Attitudes Appreciate own uniqueness Take responsibility to help Value the changes that take
promote their own growth and place in their own body
Value family background
development
Accept the changes in
Be respectful of and value
Value the importance of food, puberty are a natural part of
diversity amongst others
rest and exercise growing up
Value learning Show respect and care for
one another
Value friends for social and
emotional support Value personal cleanliness
Value roles and responsibilities Value support available from
at home and school others
38
Health
Learning 3.1.2 Justify and demonstrate a 4.2.1 Justify and promote 5.1.2 Identify causes of
Outcomes range of every day health habits behaviours that can improve common illness and take
that promote personal health the health of others at school action to promote
behaviours that reduce
health risks
Recommended Every day health habits: Behaviours that can improve Common illnesses, causes
knowledge • wash body with soap the health of others at school and prevention:
include: Malaria
• wash hands after toilet use
Physical behaviours like • cause eg. anopheles
• clean finger nails
• using a tissue when coughing mosquitoes
• brush hair
or sneezing • prevention - destroy
• wear clean clothes
• washing hands after toilet use breeding grounds
• brush teeth
• checking hair for lice
• dispose off tissues Diarrhoea
• using rubbish bins
• cover mouth and nose when • causes - contaminated
coughing and sneezing Social behaviours like drinking water and food
• avoid sharing cups, straws, • helping others • prevention - good hygiene
towels practices
• being a good friend
• sleep, rest • using good manners Typhoid
• participate in physical activity • cooperating • cause - contaminated food
• playing fair in games and water
Reasons for taking on these
habits: • prevention - vaccinations,
Reasons for positive physical good hygiene practices.
• good hygiene reduces body behaviours:
odours, risk of infection and
• reduces spread of infection
disease
and disease
• brushing teeth reduces risk of
• keeps the school grounds tidy
tooth decay and promotes
healthy gums and pleasant Reasons for positive
breath
social behaviours:
• clean bodies and clothes
makes one look neat and tidy • creates happiness
• taking good care of yourself • increases fun for all
makes you feel good. • promotes a sense of care and
belonging.
39
Lower primary teacher guide
Attitudes Personal responsibility for Shared responsibility for care of Shared responsibility for
cleanliness and care of own others
reducing risk of common
body
Shared responsibility for care of illnesses in the community
Value disease control and the environment
prevention
Positive attitudes to health
workers
40
Health
Outcome 3.1.3 Identify safe and healthy 4.1.3 Explain the benefits of 5.1.3 Assess the nutritional
eating habits and plan ways to eating from the food groups value of different foods and
apply these at home and assist in preparing take action to promote
healthy meals healthy food choices
Recommended Safe and healthy eating Food groups and sources: Main nutrients:
knowledge habits: • growth foods include milk, • proteins
• eat from the basic food groups meat, fish, beans, eggs, liver, • carbohydrates
pandanus nuts, tinned meat,
• eat appropriate quantities • fats
tinned fish. peas
• eat regularly • vitamins
• energy foods include potato,
• avoid fast food yam, taro, tapioca, sago, rice, • minerals
• drink fresh water flour, banana • water
• ensure food utensils are clean • high energy foods such as
nuts, coconut oil, other oils, Recommended food for
• avoid eating foods that have young people:
pork fat, dripping, peanut
not been stored correctly
butter, coconut cream. • calcium for strong bones
• eat with family and friends and and teeth
celebrate with food • protective foods include green
beans, capsicum, peas, • high fibre foods to help
• eat according to medical carrot, tomato, corn, green digestion
advice to manage any specific leaves, all fruits such as • foods low in sugar to control
health condition oranges, guava, mango, tree weight and prevent tooth
• use senses to check quality of tomato, pawpaw, passion decay
foods fruit.
• foods low in fat to keep
Ways to apply these habits at Benefits of eating from the 3 blood vessels healthy and
home: food groups: to prevent heart attacks
• discuss healthy food choices Physical benefits Nutritional value of:
with parents • protein for growth, • raw foods compared with
• assist with preparing food and development and repair of packaged food
washing food utensils body tissues
• carbohydrate for energy
• fat for protection of organs,
warmth
Emotional benefits:
• help us feel good
Intellectual benefits
• aids in memory, concentration
and thinking
41
Lower primary teacher guide
E Suggested Interview a health worker to makes healthy bones and Gather information from
activities gather knowledge and ideas muscles different sources to
about food groups understand the consequences
Examine the features of and
of incorrect food choices
Reflect on personal eating classify local foods into the food
practices and food preparation groups Read food labels and expiry
in the home to identify areas for dates to assess nutritional
Learn English names for foods
improvement value of various packaged
and food groups
foods
Plan a healthy lunch and ask
Draw pictures to show how
parents and guardians to Evaluate foods eaten during a
different foods benefit the body
donate food items day and set personal goals for
View a simple diagram of the improvement
Negotiate with parents to
digestive system
prepare balanced meals at
home Assist in the preparation of a
healthy meal and sell it to other
Gather information about what
students in the school
Attitudes Appreciate healthy meals Value local food sources Value and advocate nutritious
served at home foods
Appreciate how a balanced diet
Use hygienic food preparation keeps us healthy
practices at home and school
Try to prepare and eat balanced
Eat with others and show meals
good table manners
42
Health
Outcome 3.1.4 Identify harmful 4.1.4 Describe the effects of 5.1.4 Evaluate the impact of
substances in the home and harmful substances on harmful substances on
propose ways to reduce the personal health and young people and take
risk of harm to family demonstrate ways to make action to encourage healthy
members wise choices about their use choices
Recommended Harmful substances at home: Substances that harm personal Substances that affect on youth
knowledge health:
Flammable liquids • betel nut
• smoke inhalation from
• kerosene • alcohol including home-brew
smoking or from inhaling
• petrol smoke from smokers • cigarettes, marijuana,
• gasoline / diesel cocaine and other illegal
• misuse of prescribed and un-
drugs
• methylated spirits prescribed medicines
• petrol, paint and glue
• unsafe use of insect sprays
Other harmful substances sniffing
and poisons
• glue • other drugs such as betel nut, Impact on youth
• aspirin, disprin, chloroquine marijuana, caffeine, and
and other tablets alcohol • physical harm to body
organs or systems,
• cough medicines and other
Effects of harmful substances accidents or death
medicines
on personal health • social and emotional harm
• alcohol
• physical harm to body organs such as changes in mood,
• insect sprays and repellent and systems including liver, mood management
• rat poison, moth balls and kidneys, brain, respiratory difficulties
other poisonous substances system, blood circulation • intellectual harm such as
• social and emotional harm confusion, disordered
Reasons substances are thinking, memory loss and
such as effects on moods and
dangerous include: day-dreaming
behaviour
• fire risk
• intellectual harm such as Impact on the community
• illness or death if swallowed effect on memory and thinking
or sniffed ability Financial costs form damage
to property
Ways to reduce the risk of Ways to make wise choices
harm: about use of harmful Emotional costs to family and
substances friends
• safe storage out of reach of
young children • look at the choices, Healthier choices
• use medicines as per brainstorm the consequences
• physical activity such as
instructions or only when of each choice and make the
swimming, fishing, hunting,
prescribed by a doctor or decision that is best for them
games and sport,
medical officer • consider whether the gardening
• store flammable liquids in a substance is needed
• cultural activities such as
safe place, use them only for • be informed of the music, art, craft, drama,
proper purposes and warn consequences dance, cooking
children about fire danger
Know safe usage • clubs and church youth
groups
• take prescription drugs such • reading
as antibiotics, strong pain
killers only when prescribed
by a doctor
• read labels and instructions
on poisons
• avoid contact with skin and
eyes and avoid breathing
vapours
• say no to illegal drugs
43
Lower primary teacher guide
Suggested Identify harmful substances in Brainstorm a list of harmful Interview police or health
activities the home and discuss the substances workers to identify harmful
damage they can cause to substances affecting young
Interpret situations or case
health by recalling accounts of people
studies to identify effects of
incidents from the community,
harmful substances Suggest healthy alternative
radio, TV and newspapers
activities for PNG youth in
Interview a health worker about
Discuss how incidents could be your community
safe use of drugs
avoided
Plan and do an awareness
Label on a diagram the systems
Persuade parents to improve campaign designed to
of the body and ways they are
home storage of dangerous discourage use of harmful
harmed
substances substances and encourage
Debate how drugs are harmful approved leisure activities
Read labels and explain the
to health
instructions
Devise role plays to
Role play to inform an audience
demonstrate refusal skills and
of the dangers and safe
other ways to avoid harmful
practices associated with
substances
specific harmful substances
Plan and carry out awareness
Demonstrate appropriate
on all forms of drugs including
actions for an injury or illness
betel nut, alcohol and cigarettes
caused by a harmful
substances Identify responsible citizens as
role models
Attitudes Responsible storage and use of Be proud of your own drug free Value a healthy mind and
harmful substances in homes body and having good health body
Show care and responsibility for Value the benefits of medically Value the need for PNG to
family members’ lives and prescribed drugs have responsible and drug
health free youth
Respect and value life
Value the work of community
Be assertive in saying ‘no’ to
groups in preventing misuse
drugs
of drugs and alcohol
Appreciate the benefits of
healthy recreational activities
44
Health
Outcomes 3.1.5 Demonstrate ways to deal 4.1.5 Demonstrate ways to deal 5.1.5 Demonstrate and
with unsafe and emergency with unsafe and emergency evaluate strategies to deal
situations in the home situations in the school with unsafe and emergency
situations in the community
Recommended Emergency situations at home Unsafe and emergency Unsafe emergency situations
knowledge include: situations at school include: in the community include:
• fire and hot water burns • hazards such as broken • accidents, injuries and
glass or fire illness such as snake bites,
• bruising and swelling malaria
• swallowing objects • accidents or injuries in the
playground • threats from people or
• swallowing kerosene animals
• strangers in the school
• objects or substances in the grounds • natural disasters such as
ears or eyes landslides, floods, tsunamis,
• suspicious activity in the
• misusing medicine and tablets volcanic eruptions and
school grounds
earthquakes
• choking
• dealing with a violent person Ways to deal with unsafe or
Strategies to deal with unsafe
emergency situations include:
and emergency situations
Ways to deal with unsafe and • remaining calm and include:
emergency situations in the assessing danger to self and
home include: others • remaining calm and
assessing danger to self
• remaining calm and assessing • removing self and others from
and others
danger to self and others the danger
• removing self and others
• removing self and others from • following correct First-Aid
from the danger
the danger procedures to administer first
aid • following correct First-Aid
• following correct First-Aid procedures to administer
procedures to administer first aid • seeking assistance and
first aid
reporting incidents to teachers
• seeking assistance • seeking assistance, alerting
others such as parents or
adults from the community
45
Lower primary teacher guide
E Suggested • brainstorm types, causes of • survey teachers to identify • brainstorm local unsafe and
activities and responses to accidents examples of unsafe / emergency situations
that have happened in the emergency situations • interview police, First Aid
home happening at school workers to identify other
• classify examples as unsafe • review any school policy and unsafe and emergency
or emergency situations procedures about actions to situations in the local
• interview health worker about take community
appropriate actions to take for • learn basic First Aid skills • review prior knowledge of
common incidents from trained persons appropriate actions
• know and role play how to call • practise basic First Aid e.g. • evaluate reasons for
for help assessment and treatment of particular actions
• formulate and practise plans unconsciousness; control of • learn basic First Aid and self
in response to emergency bleeding protection skills from First
situations such as fire or hot • make believe and evacuation Aid worker
water burns, severe bleeding, from a burning classroom • practise relevant basic First
choking, cuts and scratches, • role play responses for Aid e.g. for bites / stings,
an unconscious person or a reporting a stranger or unconsciousness / and not
person with a suspected suspicious activity to teacher/s. breathing (EAR), control of
broken bone bleeding; shock
• review a local eg disaster
strategy (brochure, radio
broadcast) to identify
strengths, weaknesses and
recommendations
46
Health
Outcome 3.2.1 Explain how health 4.2.1 Assess the availability of 5.2.1 Identify health services
products and people in the health products and services in and products in the
community help to promote the school and propose ways community and plan ways
health in the home of improving student access to assist and care for the
services
Recommended Use of health products to Availability of health products at Health services in the
knowledge promote health at home: school: community:
• soap to cleanse the body • toilet paper, soap, detergents, • aid post
• detergents to clean dishes, litter bins, First Aid kits • private clinic
floors and toilets
Availability of health services at • emergency communications
• disinfectants to sterilise through radio and
school:
• brooms to sweep dirt, dust telephones
• toilets
• mosquito nets and clothes to • ambulance; land, water and
protect people from insects • First-Aid treatment air
• cloths to cover food to keep • school clinic • hospitals; public and private
flies and insects away • water tank • Red Cross
• combs, shampoo, creams and • rubbish pits • trade stores and chemists
oil for hair grooming and to • bins
keep head free from dandruff Health products available in
and lice • student- health counselling
community:
• towels to dry hands and body • sick room with bed and pillow
• medicines available from
• tooth brushes and paste for • recreational areas for play,
chemists or trade stores
clean teeth and fresh breath games and fitness
• prescribed medicines
• local herbs and clinic • health education such as
nutrition programs and • traditional medicines and
medicine to treat wounds and local herbs
illnesses physical activity
• school canteen • First Aid kits
People that promote health • mosquito nets
• doctor • detergents and soaps
• optometrist (eye doctor)
• chemist
• traditional medical people
• government- defence, police,
agriculture officers, village
mid-wives, church people,
NGO workers
47
Lower primary teacher guide
E Suggested • role play the use of health and services students may • draw a map to show the
activities products such as tooth paste, need to access during the location of each health
detergent, hair shampoo, school day service in the community
cream or oil to identify their • survey areas of the school to • organise a fund raising
purpose and impact on health find out how readily available event to provide First Aid
• interview health workers to these products and services supplies to community
develop an understanding of are. Identify strengths and groups and organisations
their roles and present their weaknesses • organise clean-a-thons to
findings • discuss advantages of having keep local health services
• set up a display or “shop” of better access to specific clean and tidy
health product containers and health products and services
write captions that describe at school
how they products are used to • propose strategies such as
promote good health writing a letter to the principal,
• brainstorm health products seeking donations from a
local business, organising a
fund raising event that could
be implemented to improve
student access
Attitudes • appreciate the availability of • appreciate the health services • be responsible for the care
health products and people and products in the school of health services in the
• care and respect for health • be responsible for the care of community
workers and volunteers who health services at school • appreciate the products and
assist with health care • respect those who take part in services that are available
the improvement of heath in • value traditional medicines
the school
48
Health
Outcome 3.2.2 Discuss the need to care 4.2.2 Survey unsafe situations 5.2.2 Assess unsafe
for their homes and at school and make plans to situations in the community
demonstrate action to keep take action to reduce harm and take action to reduce
them healthy and promote health harm and promote health
Recommended Features of homes that present Potentially unsafe situations at Unsafe situations in the
knowledge school: community:
a health risk to family members:
• contaminated or unclean • rivers, sea and swamps
• uncovered food water sources • water sources
• untidy yards • food litter and other rubbish • busy roads
• poor drainage • dirty toilets • dumped rubbish
• uncovered water storages • drainage systems • bush toilets
• unclean or disorganised • playground areas
homes • unclean areas
• fallen branches • old buildings that are not
• poorly ventilated home
• old classrooms that are non- maintained
• bush toilets maintained • overloading of vehicles and
• throwing rubbish in nearby • roads without crossings buses
bushes, rivers or the sea
• uncut grassy areas • flood areas
Actions to reduce health risks in • bottles, stones and sharp • bushfires
the home: sticks
Actions to reduce harm in the
• clean covered water storages • running in classrooms and
community:
around buildings
• proper pit toilets
• make sure water sources
• deep rubbish pits Actions to reduce harm and are clean
• daily sweeping and cleaning promote health in and around
• report suspicious activity
the school
• put utensils and tools in clean, such as dumping of rubbish
safe places • report dangerous situations or fires around water ways
and broken equipment and bush land
• assist with litter problems • participate in local area litter
• apply road safety rules when clean ups
crossing the road
• avoid pushing and shoving
• avoid playing with sticks and
throwing stones
• avoid running in classrooms
and around buildings
49
Lower primary teacher guide
E Suggested • survey own home to identify • survey the school to identify • survey local community to
activities healthy and unhealthy areas unsafe situations identify and list unsafe
• explain why these areas are • use a checklist situations
healthy and unhealthy • identify unsafe areas on a • plan and apply ways to
• discuss and make plans to map reduce a selected unsafe
improve the unhealthy areas. situation by:
• use the survey data to make • writing a letter to a relevant
• helping with responsibilities at
plans and take action to community group to request
home
reduce harm and promote improvement
health
• arranging a class working
Examples of action include: bee to improve the
environment
• if lack of shade- take steps
to plant shade trees • creating warning signs
• if uneven ground - take
steps to fill in potholes in
play areas
• request removal of unsafe
trees in the school
Attitudes • cooperate with family • care and respect for school • shared responsibility for
members • cooperate with teachers and community
• share tasks and class mates • pride in community
responsibilities • shared responsibility • cooperate with community
• be responsible for own tasks • have pride in their members
• care and respect for the home contributions
50
Health
Resources
Resources recommended in this Teacher Guide are listed in three parts;
documents issued by the National Department of Education (NDOE),
community resources and materials published by other organisations and
commercial companies.
NDOE documents
NDOE (2003)-All Upper Primary Syllabuses and Teacher Guides - City of
publication
NDOE ( 2004 All Lower Primary Lower Primary and Teacher Guides
NDOE (1995) Set of Health pupil’s books: Take Care, Me and You, My
Skin, Germs: Our Unseen Enemies, Safe-Healthy Homes, Me and Others,
Malaria, Growing Well, Safe-Healthy Communities, Good Advice for
Growth, My Head, Deadly Habits
NDOE ( 1994) Drug Booklets: You are special, Stop for Life, What about
me?, Betelnuts and Drugs, Alcohol and Smoking.
Health-promoting school
NDOE,NDOH,WHO (2003) Health-Promoting Schools Training for
Teachers - Trainer’s Manual-
51
Lower primary teacher guide
Community resources
Every community has countless resources that need to be explored or
collected. Resources referred to include the following
Materials such as sticks, seeds, shells, nuts, stones, tins and bottles
Teachers will have sufficient materials if they are organised and have
gradual collection add throughout the year. Students can help to collect
some of the resources.
Other
Jean A.S Ritchie (1983) Nutrition and Families (Publisher of City
publication)
52
Health
Glossary
Explanations of terms used in this Teacher Guide are provided in two parts;
subject and general specific.
53
Lower primary teacher guide
54
Health
General terms
Abbreviations:
55
Lower primary teacher guide
Below are Lower Primary subjects to be taught and their time allocations for
each grade per week:
Other
56
Health
Appendixes
Appendix 1:
Suggested percentages of vernacular and English Usage
Papua New Guinea’s Language Policy in All Schools (NDOE, 1999) requires
a bilingual approach to education that incorporates bridging to English in
Grades 3, 4 and 5. The graph below gives you an indication of approximately
how much time you will be teaching in vernacular and English at Grades 3, 4 and 5.
100 %
90 %
80 %
70 %
60 %
Vernacular
50 %
English
40 %
30 %
20 %
10 %
0%
Grade 3 Grade 4 Grade 5
In the classroom this means that in Lower Primary Health, as well as in all the
other Lower Primary subjects, you will be planning teaching, learning and
assessment activities for students in both vernacular and English. As the
classroom teacher, you will be the best person to decide when it is appropriate
to use vernacular to support the students’ learning, and when it is appropriate
to introduce the English terms and language features to the students.
Language is the vehicle for learning, so it is very important that you help
students to learn and understand the knowledge and skills from each subject in
vernacular, while at the same time introducing them to the English words,
phrases and language structures required of that subject. Grade 3 teachers will
be introducing a lot of new English vocabulary and language features to
students, while teaching mostly in vernacular. Grade 5 teachers will be using
English as the main language of instruction in all subjects and using vernacular
as a way of enhancing students’ understanding of the concepts. In this way
language will be used and taught explicitly in all subjects at Lower Primary.
57
Lower primary teacher guide
Appendix 2:
Weekly time allocations for Lower Primary subjects
58