Name: Svetlana Dowding

Course: Health & Family Life Education

Lecturer’s Name: Miss Sharon Murray
Intuition: Cyril Potter College of Education
Cohort: 2019-2021
Class: PV1B

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 Content
Introduction 3
Unit 1 – the HFLE teacher 4-12
Unit 2- Self and interpersonal relations 13-17
Unit 3-sexuality and sexual health 18-28
Unit 4- appropriate eating and fitness 29-36
Unit5- managing the environment 37-44
Unit 6- Assessment & Micro Teaching 45-48
Assignments 49-51
Conclusion 53
References 54

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 Introduction
This portfolio serves to edify the reader (s) on a series of units, which would help you become a
better person and also help teachers when communicating with students of different races, and
background.
As educators in today’s society we need to take into account how we communicate with our
students and pay close attention to them in order to know how to deal with them in a
professional/polite way.
Units that can be found in this portfolio are:
 Unit 1- the HFLE teacher
 Unit 2- self and interpersonal relationships
 Unit 3- sexuality and sexual health
 Unit 4- appropriate eating and fitness
 Unit 5- managing the environment
 Unit 6- assessment and micro-teaching

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 Unit 1 The HFLE Teacher
What It Means To Be An HFLE Teacher
To be an HFLE teacher, means to be one who demonstrations love and empathy. Also, he or she
must be able to address, the environmental, social, health and other issues that are related to this
subject area in a professional manner. The teacher must be malleable in dealing with these
issues.

Unit 1 The HFLE Teacher

What Is HFLE?
HFLE is a comprehensive, life skill-based program, which focuses on the development of the-

Whole person in that it:

• It enhances the potential of young persons to become productive and contribute.

Adults/citizens

• It promotes an understanding of the principles that underlie personal and social well-being.

• It fosters the development of knowledge, skills and attitudes that make for healthy family life.

• It provides opportunities to demonstrate sound health-related knowledge, attitudes and

practices.

• Increases the ability to practice responsible decision-making about social and sexual behaviour.

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Aims to increase the awareness of children and youth of the fact that the choices they make in
everyday life profoundly influences their health and personal development into adulthood.

What The HFLE Teacher Brings To The Classroom.

The HFLE teacher brings:

 Love
 Comfort
 Compassion
 Experiences
 Knowledge
 Attitude
 Fears

The Decisions People Make & Why

There is no particular reason ‘why’ people make decisions because decision-making is
something that is natural to us, similar to breathing. When we decide to do something, we are
making a decision to do it. If we decide not to do something, then that is also a decision.

Ethical Guidelines For The Delivery Of HFLE

Responsibility to students

 Teachers and other resource persons involved in the delivery of HFLE should:
 Have primary responsibility to the student, who is to be treated with respect, dignity, and
with concern for confidentiality.
 Make appropriate referrals to service providers based on the needs of the student, and
monitor progress.
 Maintain the confidentiality of student records and exchange personal information only
according to prescribed responsibility.
 Provide only accurate, objective, and observable information regarding student behaviors.
 Familiarize themselves with policies relevant to issues and concerns related to disclosure.
 Responses to such issues should be guided by national and school policies, codes of
professional organizations/unions, and the existing laws.

Responsibility to families

 Respect the inherent rights of parents/guardians for their children and endeavor to
establish co-operative relationships.
 Treat information received from families in a confidential and ethical manner.

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  Share information about a student only with persons authorized to receive such
information.
 Offer ongoing support and collaboration with families for support of the child.

Responsibility to colleagues

 Establish and maintain a cooperative relationship with other members of staff and the
administration.
 Promote awareness and adherence to appropriate guidelines regarding confidentiality
and the distinction between private and public information.
 Encourage awareness of and appropriate use of related professions and organizations
to which the student may be referred.

Responsibilities to self

 Monitor one’s own physical, mental and emotional health, as well as professional
effectiveness.
 Refrain from any destructive activity leading to harm to self or to the student.
 Take personal initiative to maintain professional competence.
 Understand and act upon a commitment to HFLE

Life Skills Education

What is a life skill education?
Life skills-based education is a form of education that focuses on cultivating personal life skills
such as self-reflection, critical thinking, problem solving and interpersonal skills.

Theories Supporting Life Skills Education

Child and Adolescent Development Theory
 Early adolescence parents a critical opportunity for building skills and positive habits
since at that age there is a developing self-image and ability to think abstractly and solve
problems.
 Early and middle adolescence provide a varied situations in which young people can
practice new skills with peers and others outside the family.
 Acquiring skills and competencies is seen as critical to a child’s development.
Constructivist Psychologist Theory
 The learning process is facilitated by social interactions in peer learning cooperative
groups, and open discussions.

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  Developing life skills in adolescents is infused with cultural beliefs and values.

Cognitive Problem Solving

 Poor problem solving skills often leads to poor social behaviours.
 Teaching interpersonal problem-solving skills at earlier stages in the developmental
process (e.g. childhood, early adolescence) is more effective.
Social Learning Theory
 Teaching life skills need to replicate the natural processes by which children learn
behaviours (e.g. modelling, observation and social interaction).
 Children need to develop internal skills (e.g. self-control, stress reduction,
decision-making) that support positive behaviours.

Problem Behaviour Theory

 Behaviours are influenced by one’s values, beliefs and attitudes as well as the perception
of friends and family about the behaviours.
 Young people need values clarification and critical thinking skills to evaluate themselves
and the values of their social environment.
Social Influence Theory
 Addressing social pressures to engage in unhealthy behaviours before the young person
is exposed to the pressures can diminish the impact of peer and social pressure.
 Teaching children resistance skills is more effective in reducing problem behaviours
than simply providing information or provoking fear of the results of the behaviour.
Multiple Intelligence
 Using a variety of instructional methods is critical for engaging different learning styles.
 Managing emotions and understanding one’s feelings and the feelings of others are
critical skills that can be learnt.
Resiliency Theory
 Social cognitive skills, social competence, and problem-solving skills can lead to pro-
social behaviours.
 Life skills programs can help young people respond to adversity and become resilient.

Types Of Life Skills

 Decision making

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  Problem solving
 Critical thinking
 Effective communication
 Interpersonal relationship skills
 Self -awareness
 Empathy
 Coping with emotions
 Coping with stress
 Negotiation skills
 Refusal skills
 Assertiveness skills
 Healthy self-management

Translating Skills Into Steps

Life skills Steps

Decision Making - Prepare yourself
- Help your teen identify a conflict that
needs his/her attention
- Encourage your teen to think through
each option.
- Allow your teen to make the decision
- Reconnect and evaluate the decision
with your teen.
Problem Solving - Identify the problem
- Define and analyse the problem
- Generate potential solutions
- Decision making
- Implement a solution and evaluate its
success

Critical Thinking - Knowledge

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 - Comprehension
- Application
- Analysis
- Synthesis
- Evaluation

Effective Communication - Listening

- Talking brief

- Consider using names

- Talk confidently

- Use non-verbal communication to

send your message effectively

- Take care of your language and jargon

- Create a level of comfort

Creative Thinking - Suspending advocacy of your own

idea to push for another person’s
concept

- Putting your own idea to the same test

you apply to an idea from someone
else
- Combining two different ideas and
making them better as one
- Letting someone take “ownership” of
your idea in order to build support for
it
- Displaying the patience to wait for
someone else to say what needs to be
said so all you have to do is agree
- Sticking to your guns amid challenges
to creative idea which makes solid
strategic sense

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 - Always looking for new creative skills
to developing yourself and those
around you

Interpersonal Relationship - Give yourself to others

- Practice Generosity
- Treasure and protect your friendship
- Commit to teamwork at home and at
work

- Keep your romance alive

Self-Awareness - Self-observation and analysis

- Understanding the ego
- Diversity: Embracing others
- Parenting you “inner child”
- Understanding the drive of conflict
- Fear the opposite of being present
- Releasing attachment to outcomes
- Identifying self-limiting
beliefs/insecurities
- Forgiveness of self and others
- Acknowledging our false realities
- Meditation: Freedom from stress,
connection to infinite self

Empathy - Take note of situations in which you

demonstrated empathy (versus the
times you failed to do so)
- Recall times when people’s
underlying concerns were not
explicitly expressed and/or addressed
- Identify emotions the other person
may be experiencing
- Explore the possibilities, without
assuming your suspicious are true

- Develop a list of questions for your

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 next encounter with this person

- Practice listening without interrupting.

Wait until others fully express their
points of view before offering your
own

- Avoid being defensive. Your goal is to

create an open dialogue, during which
possibilities can be freely explored.

- Allow enough time for people to

express their opinions and ideas
without judgment.

- Practice active listening. Always

confirm the meaning of what was said.
Paraphrasing people’s words helps
clear up misconceptions and deepens
understanding

- Always focus on desired outcomes. Be

sure to balance empathy and focus to
achieve optimum effectiveness.
Continue to practice this balance of
focus, goal orientation and empathetic
listening

Coping with emotions - Don’t try to cure what is normal

- Deal with the pain
- Don’t pretend you don’t feel it
- Identify all of your feelings
- Endure it
- Talk to someone
- Don’t let anyone tell you that your
- feelings are not real
- Get your mind off yourself and how
bad you feel
- Allow time to heal

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 - Don’t let your pain define you
- Write a letter
- Stay away from statements that blame
you or others
- Develop a learning orientation
- Make a ‘Thankfulness List’
- If you’ve lost hope or you are thinking
of suicide, you’re either suppressing
your pain or you have deeper
unresolved issues that you need to
complete

Coping with stress - Give it appositive twist

- Accept what happened
- Inject some humour
Negotiating - Decide on you starting position and
your bottom line or lowest point you
will accept in the deal
- Consider your objectives and
emotional motivation of the other
party
- Plan your sequence of proposals and
possible counter proposals
- Preparing the meeting by determining
your own motives and objectives
BE prepared with information, facts
comparable or costs etc.
- If the other party makes the first offer
or proposal, this can allow you to
gauge your response and set the
parameters of the negotiation to your
advantage
- Start by discussing a mutually agreed
upon point of the negotiation
- When do propose a deal or an offer
phrase as “I will do this for me”
- Make your arguments and proposals
incrementally and strategically
- Know when it is time to close or break
off discussion

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 Refusal Skills - Ask questions
- Name the trouble
- State the consequence
- Suggest an alternative

Assertiveness - Respect both yourself and the other

person
- Ask them a question
- Use an disarming statement and state
your needs
- Recognise that just because you state
your needs that doesn’t mean you will
always get your needs met
- Practice
- Celebrate

Healthy self-management/monitoring - Self-monitoring skills

- Self-awareness skills
- Coping with emotions (anger, self-
esteem, grief, loss)

Using Life Skill To Promote Positive Health Behaviours

Teaching methods can be used to help teach life skills and promote positive health behaviour.
The teaching methods involved are:
 Classroom discussion (small & large groups)
 Brainstorming
 Role play
 Small group/Buzz group
 Games and simulations
 Situations Analysis and Case studies

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 Unit 2 Self & Interpersonal Relationship
Unmasking Self
Unmasking self means to reveal the true identity or nature of (someone or something).
Who am I?
I am a God fearing simple person. Who likes to be in my corner. I was born on the 4th of
September 2001. I enjoy extracting with my family members and playing board games with
them. I hate when people take me for granted. I intend to be successful in my endeavors to make
my life the best.
What do I know about me?
I am a very positive person or I should say that I try to be very positive all the time. I know that I
am not perfect but by God’s grace I will run this Christian race with endurance to the end. I
made many mistakes in my life, some I’m proud of and others I’m not but I know I’ve learnt
from them all. I am striving to be a better person. I am proud of me. I am smart, talented Svetlana
Dowding.
Facts about Johari Window
Open Area (Quadrant 1)
This quadrant represents the things that you know about yourself, and the things that others know
about you. This includes your behavior, knowledge, skills, attitudes, and "public" history.
 
Blind Area (Quadrant 2)
This quadrant represents things about you that you aren't aware of, but that are known by others.
This can include simple information that you do not know, or it can involve deep issues (for
example, feelings of inadequacy, incompetence, unworthiness, or rejection), which are often
difficult for individuals to face directly, and yet can be seen by others.

Hidden Area (Quadrant 3)

This quadrant represents things that you know about yourself, but that others don't know.

Unknown Area (Quadrant 4)

This last quadrant represents things that are unknown by you, and are unknown by others

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 Self-Concept/Self-Esteem
Self-esteem is the measure of how much you value, respect and feel confident about yourself.
OR Self-esteem is an individual's subjective evaluation of their own worth.
Self-concept is the way you see and imagine yourself as a person, it could either be
academically, socially or physically.
"A self-concept is a collection of beliefs about one's own nature, unique qualities, and typical
behavior. Your self-concept is your mental picture of yourself. It is a collection of self-
perceptions. For example, a self-concept might include such beliefs as 'I am easy going' or 'I am
pretty' or 'I am hardworking.'"
(Weiten, Dunn, & Hammer, 2012)

Factors that influence the development of positive self-esteem/self-concept

 A person should always be confident in whatever he/she does.
 A person should try to be self-motivated or motivates others.
 A person should carry him/herself in a respectful manner.
 A person should be humble.

Strategies for enhancing self-esteem in the classroom

1. Value each child as an individual with unique strengths, needs, interests and skills.
2. Focus on the child's strengths. Emphasize and celebrate his "islands of competence."
3. Reject the child's behaviour, but never reject the child. Use affectionate terms and
nicknames when scolding.
4. Remember that sincere interest can be more effective and meaningful than praise.
Demonstrate a genuine interest in his/her activities, hobbies, etc.
5. Establish realistic, achievable goals for your child. Anticipate success.
6. Avoid using sarcasm with kids - children with language problems often misinterpret it.
7. When discussing an issue or a problem, avoid bringing up past difficulties.
8. Never compare one child to another.
9. Help the child develop decision-making and problem-solving skills.
10. Understand that mistakes are an inevitable (and valuable!) part of any learning
experience. Use these as an opportunity to teach and assist.

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 11. Divide large tasks into smaller, manageable ones. This will ensure success, mastery, and
retention.
12. Maintain a file of his academic work. Use this to demonstrate his/her progress and
development when he is feeling down.
13. If he/she does not participate in team sports, promote individual sports (e.g., skiing, golf,
swimming). This will provide opportunities for success, exercise, and peer interaction.

Relationships
Relationships are the ways in which two or more concepts, objects, or people are connected.
Relationship;
 Humans are social being
 We need to feel connected to the people around us.
 We need to feel that we belong.

Building healthy relationships

It is important that we make our relationships healthy.
Three skills to help us are:
 Communication
 Cooperation
 Compromise

Rules of Good Communication;

 Think about the words you are using
 Stay calm
 Choose the right time and place.
 Tell the other person what has happened and state your feelings.
 Stick to the point.
 Listen to what the person has to say.

The types of relationships

 Family (parents, siblings) no sexual relations
 Peers
 Religion

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  Community
 Colleagues
 Partner (husband/wife)
 Church member
 Teacher to student
 Teacher to community
 Students to student

Qualities of good relationships

 Honesty
 Faithfulness
 Understanding
 God fairing
 Respectful
 Independent
 Emphatic
 Unconditional love
 Strong (mind and faith)

Rights in a relationship
 The right to make your own choices
 The right to ask for what you want
 The right to be treated fairly and with respect.
 The right to say “no” and not feel guilty about it.
 The right to speak your thoughts and feelings

Valuing Family
The family

The family is a group of persons related by blood or marriage and is living under the same roof.

Types of Families

 Nuclear (male, female, child/children)

 Single parent (male/ female, child/children)
 Sibling (children alone, absent parents)
 Extended (different generations living together)
 Reorganized, new extended, joint, reconstructed or reconstituted (my children, your
children, our children)

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  Patriarchal- father is the head of the household
 Matriarchal- mother is the head of the household
 Equalitarian- both parents are in authority

Valuing of family

 Support each other

 Respect each other
 Cooperate
 Provide security
 Pass on tradition/ cultures

Multiculturalism
Multiculturalism is the simple fact of cultural diversity and the demographic make-up of a
specific place, sometimes at the organizational level, e.g., schools, businesses, neighborhoods,
cities, or nations.
Liberal multiculturalism focuses on cultural diversity, celebrating ethnic variety, and teaching
tolerance. It assumes the existence of pre-existing cultures, which relate to, and interact with,
each other, but does not examine the hierarchies of power underpinning these interactions.

Critical multiculturalism sees multiculturalism as concerning ‘majorities’ as much as

‘minorities’, and is concerned with the institutions and practices forming the whole society. It
sees inequalities of power, and racism, as central, emphasizes recognition and rights, and
advocates the ‘multi-culturalization’ of society.
The term ‘multiculturalism’ means the political accommodation by the state and/or a dominant
group of all minority cultures defined first and foremost by reference to race or ethnicity; and
more controversially, by reference to nationality, aboriginality, or religion, the latter being
groups that tend to make larger claims and so tend to resist having their claims reduced to those
of immigrants.

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 Unit 3 Sexuality & Sexual Health
Human Development
Human development is the well-being concept within a field of international development. It
involves studies of the human condition with its core being the capability approach.

Stages Of The Human Life Cycle

There are 5 stages of the human life cycle. These are:
1. Pre-natal- before birth.
2. Childhood- from birth to about 10-11 years.
3. Adolescence- period during puberty.
4. Adulthood- from about 18 years to 50 years.
5. Senescence- period of old age.

Human Sexuality
Human sexuality is the capability to have erotic experiences and responses. A person’s sexual
orientation may influence their sexual interest and attraction for another person.

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 Sexuality Myths & Facts
Myths Facts
Women who wear revealing clothes are No one asks or deserves to be sexually
asking to be sexually assaulted. assaulted. Women dress to feel comfortable
and attractive. Perpetrators are responsible for
their own actions.
Men cannot be sexually assaulted. 1 in 20 men and 1 in 5 women in Australia
over the age of 15 years will experience
sexual assault violence sometime in their life.
Most sexual assaults occur at night in dark Many sexual assaults occur during the day
alleys away from others. and often in the homes of the people involved.

A man can’t be sexually assaulted by a Although men are usually sexually assaulted
woman. by men, some are assaulted by women.
A man who sexually assaults another man is Men who sexually assault other men are
gay. usually straight and can be in a relationship
with a woman. Sexual assault is about the use
of power and control, not about sexual
attraction.

Sexual Relationships
Building sexual relationships
A good sexual relationship is one where each partner shares confidentiality and honesty. A good
relationship possesses the following:

 Where intimacy develops slowly from a friendship to commitment.

 He/she can be trusted.
 Where partners have friends and interests outside of the relationship.
 There is good communication.
 There are feelings of joy and closeness.
 There is no need to dominate and compete with one another in the relationship.
 Your partner does not have destructive behavior or habits such as alcoholism, affairs,
drug abuse, or violence.
 In the Building of Sexual Relationships there must be:

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  Marriage
 Commitment
 Trust
 A healthy relationship is one where you have the power of choice. You should know
when, with whom, where and why you’re going to have sex. If you are thinking about
when to have sex, keep in mind:
 You should feel comfortable with your decision
 Talk with your partner about safe sex practices, like getting tested for STIs and
considering birth control options.
 Be honest with yourself and your partner. If you’re not ready, that’s ok and your
partner should respect it.
 If something scares you or makes you feel uncomfortable, you can say no at any time.
 You have the right to talk openly and honestly about your fears, worries and feelings.
 No matter how long you’ve been with someone or how many times you’ve done
something, you have the right to say no at any time for any reason.
 If someone won’t take no for an answer and repeatedly pressures you verbally,
emotionally or physically it can be a sign of abuse.
 You have control over your body, and no one else has the right to tell you what to do
with it.

Causes of problems in Sexual Relationships

Being in a relationship they are quite a lot of problems that arise which has to do with partner
being too indecisive, etc. some of these causes are:
 Erectile dysfunction- ‘Erectile difficulties’ means that men have difficulty in obtaining
and maintaining an erection, which makes penetration difficult or impossible In some
cases an erection is never achieved.
This can be very upsetting for the sufferer and their partner, who often feels to blame and so the
stress cycle becomes greater.
 Orgasmic Difficulties-Many individuals – both men and women experience difficulties in
achieving an orgasm, and there are some individuals who rarely or never orgasm. Whilst
not all individuals need or want to orgasm to enjoy their sex lives, you may find yourself
in a situation where would like to achieve orgasm with your partner or yourself.

 Veganism’s -Some women have difficulties with penetrative sex, and may never have
been able to be penetrated, despite wanting this to happen. Smear tests may have been
very difficult or impossible to do, and tampon use may be difficult. Other women may
have been able to have penetrative sex and have used tampons, but find that difficulty in
penetration develops after an event such as a traumatic delivery.

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  Uncomfortable sexual desire-Sometimes we may have sexual desires that we are
uncomfortable with, maybe because they are unusual, seem whacky or even scary.

 One of you wants more sex– Having different libidos is a common sex problem and one
that most couples face. Usually, one of you wants more sex than the other. Perhaps, you
even argue about the number of times per week you are or should be having sex.

 Sex is getting boring– After couples have been together for a long time, their sex life
tends to ebb and flow. Every once in a while, things get downright boring. You fall into a
routine and the sex seems to always be the same old story.

 One or both of you would not be naked-Sex requires nudity, but people often lack self-
confidence. Perhaps, after the wedding, one or both of you got a little bloated. Happiness
sometimes help people put on the pounds. You might not want even your spouse to see
you naked because you’re not happy with your body. Your lack of confidence prevents
you from losing your inhibitions with your spouse and can get in the way of enjoying sex.
If you’re constantly thinking about your pudgy belly, you won’t enjoy the moment.

Solution To Sex Problems

Some solutions to sex problems are:
 Sometimes, all it takes is a little extra attention to foreplay and the woman’s needs or
even the man. Performing oral sex might help in them getting an orgasm. But even
additional romance and some extra hugging and kissing can do the trick in some cases.
Still, even if she doesn’t orgasm, she still might enjoy the closeness and even rhythm of
sex. Remember practice makes perfect, so keep on practicing. You’ll get it eventually.

 Get over yourself. That is the solution to being naked, but it’s never that easy. Instead,
you should try to tell yourself that you’re beautiful, listen to your spouse who is
undoubtedly telling you the same, and try to improve without obsessing whatever it is
that is bothering you. If you’d like to get more fit and lose some flab, you and your
spouse might take up exercise together. You’ll be healthier, feel better, and then the sex
will be twice as good when you’re naked.

 When the sex is boring break out of your rut. Try something new. You don’t have to go
crazy or anything. But you can change positions or try one you have never done before.
Or you can spice things up with extra foreplay, sex toys, sexy lingerie, dirty talk, or

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 a massage. Even something as simple as a romantic dinner beforehand can make the sex
better. Communicating what you both want and how to make sex more exciting can
boost your sex life all on its own.

If one of you wants more sex, this is an easy fix that requires a bit of comprise by both people.
Discuss how many times a week would be enough for both of you, reach each other in the
middle, and then start having that much sex. Even if you’re not in the mood, you should have
sex, say couples experts. Once you get started, you’ll likely get excited and enjoy the sex, even if
you felt tired or disinterested earlier

Inappropriate Sexual Behaviours

 Multiple sex partners.
 Anal sex.
 Oral sex.
 Incest.
 Having sex with the dead.
 Rape.
 Looking at pornography and neglect their partner.
 Rubbing genitals against females.
 Masturbation in public.

Diseases Associated With Sex

Sexual Transmitted Infections (STI’s)

A Sexually Transmitted Disease is an illness caused by an infectious pathogen that has a
significant probability of transmission between humans by means of sexual contact, including
vaginal intercourses, oral sex and anal sex.

Types Sexually Transmitted Infections (STI’s)

 Human Immunodeficiency Virus (HIV) and Acquired Immune Deficiency
Syndrome (AIDS)
 Chlamydia
 Gonorrhea
 Pelvic Inflammatory Disease (PID)
 Genital Warts and Human Papillomavirus (HPV)
 Genital Herpes (HSV-1, HSV-2)

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 Syphilis

Causes Of STI’s
 Risky sexual behavior
 Uncontrollable emotions
 Lack of self-control
 Lack of self-respect

Effects Of STI’s
 Belly pain
 Loss of appetite
 Rash on the skin
 Diarrhea
 Urinal problems
 Depression
 Low self-esteem

HIV & AIDS

AIDS (acquired immune deficiency syndrome) was first recognized in North America in the
early 1980s. It is caused by a virus known as HIV (human immunodeficiency virus). HIV
infection has become a worldwide epidemic.

Causes
The virus can be found in the blood, semen, vaginal fluid, and breast milk of infected people.
HIV is also found in saliva, sweat, and tears, though not in high enough amounts to transmit the
virus to another person.

The two most common ways to be infected with HIV in North America are through unprotected
sex and sharing needles. HIV may be transmitted through unprotected heterosexual or
homosexual, vaginal, anal, or oral sex. Although the risk of infection is lower with oral sex, it is
still important to use protection during oral sex, such as a dental dam (a piece of latex to cover
the vagina during oral sex) or a condom. HIV can also be passed on through perinatal infection,
where mothers who have HIV are at risk of giving the disease to the baby during birth. The risk
of perinatal infection is declining with new treatments. Breast-feeding by an infected mother can
also transmit HIV.

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 Symptoms
Symptoms of HIV infection appear 2 to 12 weeks after exposure. At this point the virus begins
rapidly taking over immune cells in the blood. The symptoms of this phase are flu-like and
include:

 diarrhea
 fatigue or weakness
 fever
 headache
 joint pain
 night sweats
 rash
 swollen glands
 weight loss
 Yeast infections (of the mouth or vagina) that last a long time or occur frequently.

Prevention
 Practice abstinence
 Avoid drugs
 Avoid contact with body fluids (semen, vaginal secretions, breast milk)
 Sexual fidelity in marriage
 Use protection (condoms)
 Be monogamous
 Limit your number of sexual partners.
 Don't douche

Treatment
There's no cure for HIV/AIDS, but a variety of drugs can be used in combination to control the
virus. Each of the classes of anti-HIV drugs blocks the virus in different ways. It's best to
combine at least three drugs from two different classes to avoid creating strains of HIV that are
immune to single drugs.

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 Chlamydia
Chlamydia is a sexually transmitted infection (STI) caused by a bacteria
called chlamydia trachomatis. Usually it doesn't cause any symptoms and can be easily treated
with antibiotics. However, if it isn't treated early it can spread to other parts of your body and
lead to long-term health problems.

Causes
You can get chlamydia by having vaginal, anal, or oral sex with someone who has chlamydia. If
your sex partner is male you can still get chlamydia even if he does not ejaculate (cum).

Symptoms
In females
 pain when urinating.
 unusual vaginal discharge.
 pain in the tummy or pelvis.
 pain during sex.
 bleeding after sex.
 bleeding between periods.

In males
 White, cloudy or watery discharge from the tip of the penis;
 Pain, discomfort or a 'burning sensation' when urinating;
 Inflammation, tenderness and pain in and around the testicles.

Prevention
Using a condom every time you have vaginal or anal sex. Using a condom to cover the penis
during oral sex. Using a dam (a piece of thin, soft plastic or latex) to cover the female genitals
during oral sex or when rubbing female genitals together.

Treatment
Chlamydia can usually be effectively treated with antibiotics.
1. azithromycin
2. doxycycline 

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 Gonorrhea
Gonorrhea is an infection caused by a bacterium that is spread through sexual
contact and during delivery by an infected mother.

Symptoms
 There is a discharge of yellow or greenish pus from the penis and a
frequent need to urinate.
 The opening of the penis may be red and swollen.
 A few women may experience pain on urination.
 A few have a noticeable vaginal discharge, which may actually be coming
from the cervix. The discharge is usually yellow or green, but it may also
contain blood.

Prevention
Abstaining from sex is the surest way to prevent gonorrhea. But if you choose to have
sex, use a condom during any type of sexual contact, including anal sex, oral sex or
vaginal sex. Limit your number of sex partners.

Treatment
Adults with gonorrhea are treated with antibiotics.

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 Sexual Abuse & The Law
Sexual Abuse
Illegal sex acts performed against a minor by a parent, guardian, relative, or acquaintance.
Sexual abuse is a general term for any type of sexual activity inflicted on a child by someone
with whom the child is acquainted. It is considered an especially heinous crime because the
abuser occupies a position of trust
Child sexual abuse as "any sexual act with a child performed by an adult or an older child, sexual
abuse could include a number of acts, including but not limited to:
 Sexual touching of any part of the body, clothed or unclothed;
 Penetrative sex, including penetration of the mouth;
 Encouraging a child to engage in sexual activity, including masturbation;
 Intentionally engaging in sexual activity in front of a child;
 Showing children pornography, or using children to create pornography;

Human Rights & HIV

HIV/AIDS and human rights is highlighted in three areas namely

Increased vulnerability: Certain groups are more vulnerable to contracting the HIV virus because
they are unable to realize their civil, political, economic, social and cultural rights. For example,
individuals who are denied the right to freedom of association and access to information may be
precluded from discussing issues related to HIV, participating in AIDS service organizations and
self-help groups, and taking other preventive measures to protect themselves from HIV infection.

Discrimination and stigma: The rights of people living with HIV often are violated because of
their presumed or known HIV status, causing them to suffer both the burden of the disease and
the consequential loss of other rights. This, in turn, contributes to the vulnerability of others to
infection, since HIV-related stigma and discrimination discourages individuals infected with and
affected by HIV from contacting health and social services. . Stigmatization and discrimination
may obstruct their access to treatment and may affect their employment, housing and other
rights.

Impedes an effective response: Strategies to address the epidemic are hampered in an

environment where human rights are not respected, For example, discrimination against and
stigmatization of vulnerable groups such as injecting drug users, sex workers, and men who have

28
sex with men drives these communities underground, This inhibits the ability to reach these
populations with prevention efforts, and thus increases their vulnerability to HIV. Likewise, the
failure to provide access to education and information about HIV, or treatment, and care and
support services further fuels the AIDS epidemic.

Diseases & Family Life

Effects of disease on family life / families

Emotional impact
Family members suffer greatly from the emotional effects of living with, and caring for, a
relative with a disease, with the impact of some diseases being felt by every member of the
family. Emotional impact was the most common topic discussed in the literature. The
psychological distress felt by family members often results from their feelings of helplessness
and lack of control. Many different emotions are mentioned by family members; guilt, anger,
worry, upset, frustration, embarrassment, despair, loss, relief. Each emotion affects family
members in different ways and to different extents, often depending on the disease severity of the
patient and the period of time that has passed since the diagnosis.
Impact on family relationships
Family members of patients experience a negative effect on their family relationships, both
between the relative and the patient, and between other members of the family as a result of the
patient’s illness. Poor family relationships do not bode well for chronic disease management
regardless of the disease and often family members find relationships difficult as they do not
know how to emotionally support each other. Family members of patients with multiple sclerosis
reported negative effects on their relationships with each other, resulting in arguments, tension,
and a lack of understanding of each other’s feelings. In particular, relatives struggle to deal with
patients whose beliefs, outlook, and behaviours have altered as a consequence of their disease.
Education and work
Living with, or caring for, a relative with a disease can have a large impact on the education and
careers of family members. This could include disruption of school work in siblings or children
of the patients, or the employment of adults being affected and the burden of care placed upon
them. Some families of children with disabilities felt that some of their family members would
not be able to attend work or school in the near future.
Financial impact
One of the greatest burdens on family members of patients is the financial cost to the
family. This can include treatment costs, transport to appointments, the cost of hiring a career,
and adapting their home environment. In a Canadian study, families spent on average C$624 per
month on care or support for the patient with an intellectual disability; many described not
having any money left at the end of the month. In a similar USA study, the financial impact on

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families caring for patients with dementia varied from US$3630 to US$17700 depending on the
severity of the patient’s dementia.
The financial strains felt by family members of patients often lead to stress and worry. Family
members of dermatology patients increase their working hours in order to support their family
financially, and many need state benefits to cover the extra costs which may lead to compromises
for other family members.

Unit 4 Appropriate Eating & Fitness

Health
WHO “World Health Organization” defines health as “a state of complete physical, mental and
social well-being and not merely the absence of disease or infirmity”.

The Health Triangle

Factors That Affect Our Health

 where we live,
 the state of our environment,
 genetics,
 our income and education level
 our relationships with friends and family
 access to and use of health care services

Healthy Habits
Healthy habits are practices / behavior patterns that avert us from causing harm to our bodies, be
it long or short term. E.g.

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 - Reading labels on cans and packages

- Adequate rest to ensure the body recovers from fatigue

- Adequate exercise to manage and control your weight.

- Socializing with family and friends, being a part of society.

Balancing Nutrients From All Food Groups

A balanced diet must be eaten daily in order for the body to be healthy.

Staples
Staple foods should make up the largest part of a meal. These foods are relatively cheap and
supply a good amount of energy and some protein.

Function of staples
 It provides us with energy.
 It provides sweetness to foods.
Sources
Rice, Wheat, Maize, Millet, Potatoes

Food from animals

Function of food from animals

 Build and repair cells and tissues.
 May provide energy.
Sources
Beef, Pork, Meat, Egg, milk

Vegetables
Function

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  It provides vitamins for the body which helps to boost the immune system
Sources
Tomatoes, Bora, carrot, Cabbage

Legumes, nut & seeds

Functions
 Provides the body with energy.
 It provides the body with vitamins and minerals.
Sources
Soya beans, wall nut, pumpkin seed

Fruits
Functions
 Provides the body with vitamins and minerals.
Sources
Apples, Bananas, Cherry, Mango

Fats & oils

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Functions
 Surrounds and protects vital organs.
 Provides a reserve of energy for the body.
Sources
Butter, Lard, Ghee,

Reading Labels
Food labels provide more than just nutrition facts. They also tell you what’s in the packaged food
(i.e. the ingredients). Some food labels also state which country the food came from, whether the
food is organic, and certain health claims.

Healthy Lifestyles

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Factors affecting a Healthy Lifestyle
 Smoking
 Alcohol
 Poor diet leading to obesity or malnutrition
 Lack of physical exercise
 Sexual behavior and problems resulting from drug taking

Achieving fitness
Another component of health is fitness.
The level of fitness includes all aspects of health and life and it affects physical, mental, and
social health.
Fit means “readiness”
 fit people are better equipped to carry out the typical activities of living such as:
 work
 managing a home and family, etc

They still would possess enough energy and vigour to respond to emergencies and also to enjoy
leisure time activities.
Being physically active can build fitness, which, in turn, provides you with many health and
wellness benefits.
 Besides looking better, people who do regular physical activity feel better, do
better on academic work, and are less depressed than people who are less active.

Stress
What is stress?
Stress is a state of mental or emotional strain or tension resulting from adverse or demanding
circumstances.
Types of stress
 Acute stress: acute stress is the most common type of stress. It’s your body’s immediate
reaction to a new challenge, event, or demand, and it triggers your fight-or- flight
response. Acute stress isn’t always negative.

 Episodic acute stress: when acute stress happens frequently, it’s called episodic acute
stress. People who always seem to be having a crisis tend to have episodic acute stress.

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 They are often short-tempered, irritable, and anxious. Negative health effects are
persistent in people with episodic acute stress. It may be hard for people with this type of
stress to change their lifestyle, as they accept stress as part of life.

 Chronic stress: if acute stress isn’t resolved and begins to increase or lasts for long period
of time, it becomes chronic stress. This stress is constant and doesn’t go away. It can
stem from such things as poverty, a dysfunctional family, an unhappy marriage and a bad
job. Chronic stress can be detrimental to your health, as it can contribute to several
serious diseases or health risks such as heart disease, cancer, lung disease, accidents,
cirrhosis of the liver and suicide.

Causes
Common external causes of stress include:
 Major life changes
 Work or school
 Relationship difficulties

Common internal causes of stress include:

 Pessimism
 Inability to accept uncertainty
 Rigid thinking, lack of flexibility

Signs
Cognitive symptoms
 Anxious or racing thoughts
 Constant worrying

Emotional symptoms
 Depression or general unhappiness
 Anxiety and agitation

Physical symptoms
 Aches and pains
 Diarrhea or constipation

Behavioral symptoms
 Eating more or less
 Sleeping too much or too little

Coping with stress

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  Feeling emotional and nervous or having trouble sleeping and eating can all be normal
reactions to stress. Here are some healthy ways you can deal with stress:
 Take care of yourself.
 Eat healthy, well-balanced meals
 Exercise on a regular basis
 Get plenty of sleep
 Give yourself a break if you feel stressed out
 Talk to others. Share your problems and how you are feeling and coping with a parent,
friend, counselor, doctor, or pastor.
 Avoid drugs and alcohol. These may seem to help with the stress. But in the long run,
they create additional problems and increase the stress you are already feeling.
 Take a break. If news events are causing your stress, take a break from listening or
watching the news.

Diseases
Diseases associated with inappropriate food choices
A disease is a disorder of structure or function in a human especially one that produces specific
symptoms or that affects a specific location and is not simply a direct result of physical activity.

Diabetes
Although there are some uncontrollable factors that may predispose you to developing diabetes,
it is a preventable disease with a healthy lifestyle. Obesity, high blood pressure and increased
cholesterol are strong risk factors for developing diabetes. According to the American Diabetes
Association, good nutrition is one of the best ways to prevent diabetes. The ADA recommends
choosing a balanced diet full of whole grain foods and fresh fruits and vegetables. Before being
diagnosed with diabetes, many people find that they have prediabetes. This is a condition in
which blood glucose levels are higher than normal but not high enough to be diabetes.
Oftentimes, establishing good nutrition and exercise habits can prevent prediabetes from
progressing to full blown diabetes.

Obesity
Obesity is a condition where a person has accumulated so much body fat that it might have a
negative effect on their health. Obesity increases the risk for heart disease and stroke. But it
harms more than just the heart and blood vessel system. It's also a major cause of
gallstones, osteoarthritis and respiratory problems.

Anorexia Nervosa

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Is an eating disorder characterized by attempts to lose weight, to the point of starvation? A
person with anorexia nervosa may exhibit a number of signs and symptoms, the type and severity
of which may vary and may be present but not readily apparent.

Osteomalicia / Rickets
Osteomalacia and rickets are caused by a deficiency of vitamin D, calcium or phosphate.
Osteomalacia occurs in adults, while rickets occurs in children. Osteomalacia and rickets cause
soft, weak bones, pain and muscle weakness. Sometimes these diseases result from an inability
to absorb vitamin D or not getting enough sunlight so that your body can make its own vitamin
D. Vitamin D also regulates blood levels of calcium and phosphate. These diseases can also
occur from not getting enough vitamin D, calcium or phosphorus in the diet. These vitamins are
found in dairy products, fortified foods and vegetables. Replacing the missing nutrients in the
diet will relieve most symptoms of these diseases.

Prevention, Treatment & control Of Diseases

 Maintain a Healthy Weight
 Maintain Daily Physical Activity and Limit Television Watching
 Eat a Healthy Diet
 Interventions aimed at changing diet and lifestyle factors include educating individuals,
changing the environment, modifying the food supply, undertaking community
interventions, and implementing economic policies. In most cases, quantifying the effects
of the intervention is difficult, because behavioral changes may take many years and
synergies are potentially important but hard to estimate in formal studies.

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 UNIT 5 Managing The Environment
Environment
Environment is defined as the surroundings or conditions in which a person, animal, or plant
lives or operates.
Types of environment
 Physical environment refers to the level of upkeep, ambient noise, lighting, indoor air
quality and thermal comfort of the school’s physical building and its location within the
community.
 Psychosocial environment is an interdisciplinary field that focuses on the interplay
between individuals and their surroundings.
 Economic environment refers to all the economic factors that affect commercial and
consumer behaviours.
 Cyberspace environment refers to the virtual computer world and more specially, is an
electronic medium used to form a global computer network to facilitate online
communication.
Self-Exploration
Self-exploration is the examination and analysis of one’s own unrealized spiritual or intellectual
capacities.

Environmental Issues

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Bullying is the use of force, coercion, or threat, to abuse, aggressively dominate or intimidate.
The behavior is often repeated and habitual. One essential prerequisite is the perception (by the
bully or by others) of an imbalance of physical or social power. This imbalance distinguishes
bullying from conflict. [1] Bullying is a subcategory of aggressive behavior characterized by the
following three criteria: (1) hostile intent, (2) imbalance of power, and (3) repetition over a
period of time. Bullying is the activity of repeated, aggressive behavior intended to hurt another
individual, physically, mentally, or emotionally.

Pollution is the introduction of harmful materials into the environment. These harmful materials
are called pollutants. Pollutants can be natural, such as volcanic ash. They can also be created by
human activity, such as trash or runoff produced by factories. Pollutants damage the quality of
air, water, and land.
Types of pollution
Water, air, noise, land
Pollutant is a substance or energy introduced into the environment that has undesired effects, or
adversely affects the usefulness of a resource.
Some types of pollutants
 Black carbon is a major component of PM2.5 and driver of climate change, also
known as a “short-lived climate pollutant.
 Nitrogen dioxide, mainly emitted by power generation, industrial and traffic
sources, is an important constituent of particulate matter and ozone. There is
growing evidence that independently, it can increase symptoms of bronchitis and
asthma, as well as lead to respiratory infections and reduced lung function and
growth.

Trauma is the response to a deeply distressing or disturbing event that overwhelms an

individual's ability to cope, causes feelings of helplessness, diminishes their sense of self and
their ability to feel the full range of emotions and experiences.

39
Common responses and symptoms of trauma
 Emotional signs include: sadness, anger, denial, fear, shame,
 These may lead to: nightmares, insomnia, difficulty with relationships, emotional
outbursts
 Common physical symptoms: nausea, dizziness, altered sleep patterns
 Psychological disorders may include: PTSD, depression, anxiety, dissociative disorders

Climate Change is a change in the pattern of weather, and related changes in oceans, land
surfaces and ice sheets, occurring over time scales of decades or longer. Weather is the state of
the atmosphere—its temperature, humidity, wind, rainfall and so on—over hours to weeks.

Managing The Environment

Waste is the useless or worthless material that can be disposed of.

Types of Waste

Processed waste –are generated in an industry during washing and processing of raw materials.
This may be organic or inorganic depending on the raw material.

Chemical waste- generated as a by-product during the preparation of a product. This includes
heavy metal and their ions, detergents, acids and alkalis, etc.

Improper disposal of garbage can be very hazardous to society. The improper disposal of
garbage can cause

 Harm toward animals and marine life.

 Contamination of the air, soil and waterways.
 Infectious diseases such as lung infection, candida, skin disease which includes anthrax,
 etc.

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 What is industrial waste management?
Industrial waste management are all the activities and action required to manage waste from
inception to final disposal; that is collecting, processing and recycling or decomposing of waste
materials.

Waste Disposal

Method of waste management

They are different ways of taking care of material because they can be hazardous to society,
method of proper waste management are:

 Landfilling is a layer of the earth goes over the compacted waste, it’s an option for item
that you can’t get rid of through other method of disposal.
 Recycling is a form of reusing waste material such as bottles, plastic, etc. recycling bins
are available for home, office and public use to collect recyclable material.
 Composting is a natural process where organic waste break down into nutrients-rich
compost perfect for your garden plants as manure. Microbes decompose the organic
materials as they sit in composting piles or bins for months.

Causes of industrial waste

 Waste discharges from factories are polluting our river and other water body with
chemicals.
 Insanity disposal of polythene, plastics and electronic are also results of environmental
pollution.
 Burning of coal and fossil fuel like oil, petroleum, natural gas.
 Incorrect disposal of radioactive wastes.
 Released of untreated gaseous and liquid waste into the environment.

Conservation
Conservation is the protection of human and natural resources in a wise manner, ensuring
derivation of their highest economic and social benefits on a continuing or long term basis.
The three R’s of conservation
 Recycle
 Reuse

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 Reduce

REDUCE

 Buy products in bulk. Larger, economy-size products or ones in concentrated form use
less packaging and usually cost less per ounce.
 Avoid over-packaged goods, especially ones packed with several materials such as foil,
paper, and plastic. They are difficult to recycle, plus you pay more for the package.
 Avoid disposable goods, such as paper plates, cups, napkins, razors, and lighters.
Throwaways contribute to the problem, and cost more because they must be replaced
again and again.
 Buy durable goods - ones that are well-built or that carry good warranties. They will last
longer, save money in the long run and save landfill space.
 At work, make two-sided copies whenever possible.
 Maintain central files rather than using several files for individuals.

REUSE

 Reuse products for the same purpose. Save paper and plastic bags, and repair broken
appliances, furniture and toys.
 Reuse products in different ways. Use a coffee can to pack a lunch; use plastic
microwave dinner trays as picnic dishes.
 Sell old clothes, appliances, toys, and furniture in garage sales or ads, or donate them to
charities.
 Use reusable containers rather than plastic wrap.
 Use a ceramic coffee mug instead of paper cups.
 Reuse grocery bags or bring your own cloth bags to the store. Do not take a bag from the
store unless you need one.

RECYCLE

 Buy products made from recycled material. Look for the recycling symbol or ask store
managers or salesmen. The recycling symbol means one of two things - either the product
is made of recycled material, or the item can be recycled. For instance, many plastic
containers have a recycling symbol with a numbered code that identifies what type of
plastic resin it is made from. However, just because the container has this code does not
mean it can be easily recycled locally.

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  Check collection centers and curbside pickup services to see what they accept, and begin
collecting those materials. These can include metal cans, newspapers, paper products,
glass, plastics and oil.
 Consider purchasing recycled materials at work when purchasing material for office
supply, office equipment or manufacturing.
 Speak to store managers and ask for products and packaging that help cut down on waste,
such as recycled products and products that are not over packaged.
 Buy products made from material that is collected for recycling in your community.
 Use recycled paper for letterhead, copier paper and newsletters.

Materials that cause less pollution

What is biodegradable waste?
Biodegradable waste includes any organic matter in waste which can be broken down into
carbon dioxide, water, methane or simple organic molecules by micro-organisms and other living
things using composting, aerobic digestion, anaerobic digestion or similar processes. In waste
management, it also includes some inorganic materials which can be decomposed by bacteria.
Such materials include gypsum and its products such as plasterboard and other simple organic
sulfates which can decompose to yield hydrogen sulphide in anaerobic land-fill conditions.

Resources
Resources are anything natural or physical which is useful to man that helps to improve the
standard of living.

Examples of land resources

 Oil, Water, Animals, Plant, Energy, Air, Soil

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 Care of land resources

 Plant trees: Find out what species of trees are native to your area and plant lots of them.
In many places you can get them cheap from conservation authorities, especially if you
plant them small, and native trees require relatively little maintenance to thrive.
 Create a low-maintenance native garden: There are lots of native flowers and plants that
look quite lovely, some of which can be harvested as herbs and medicinals. Native
species don’t need watering or (much, if you use wood chips and mulch) weeding or
fertilizing. Some are especially attractive to butterflies, birds (native berries particularly)
and other wildlife. So you work less and have more to enjoy than planting high-
maintenance ‘imported’ plants.
 Get to know your land and the land in your community: Find out what the area looked
like before it was settled. Learn to recognize trees and plants in parks, fields and
wetlands, and which are native to the area. Discover and help protect areas near you that
are kept in their natural state. They are not ‘idle, wasted’ spaces — they are an integral
part of the history of your community.
 Teach your children: The education system rarely takes the time to teach us about the
land we live on — even biology is textbook, abstract learning. Appreciation and
understanding and respect for the land is a critical life skill, and because it’s live and
hands on it’s fun to learn.
 Avoid fertilizers, herbicides, pesticides and watering as much as possible: Not only is this
a lot of work, expensive, hard on the environment, and in the case of herbicides and
pesticides, bad for your health and that of other living creatures, the need to do it
indicates you have too much non-native lawn and plants. Look for types of grass and
plants that don’t require fertilizing, watering and toxins to thrive in your area.

Natural Hazards
What is natural hazards?
Natural hazards is a natural phenomenon that might have a negative effect on human or the
environment.

Types of natural hazards

Geophysical hazards is potentially damaging natural event/or phenomenon, which may cause the
loss of life or injury, property damage, social and economic disruption, or environmental
degradation; examples earthquakes, landslides, tsunamis and volcanic activity.

44
Technological or man-made hazards refers to hazard the stem from industrial condition or
man’s activities examples complex emergencies/conflicts, famine, displaced populations,
industrial accidents and transport accidents.

Hydrological hazards is sharp, violent and harmful amendment either in quality of earth’s
water or in distribution or movement of water ashore below the surface or in atmosphere.
Examples avalanches and floods.

Wildfires, wildland fire or rural fire is an unplanned, unwanted, uncontrolled fire in an area of
combustible vegetation starting in rural areas and urban areas.

Preparing for natural hazards

 Determine the hazards you could face. Also, consider hazardous materials spills, plane
crashes, train derailments, i.e. those hazards that may not be "natural". Local emergency
managers and the American Red Cross can help you determine the risks in your area.

45
  After you have identified the hazards, write a plan. Make your plan based on the hazards

 Get three ways to get warnings. Get text alerts on your cell phone and email on your
computer.

 Keep an eye on the news especially if you are dealing with an earthquake, hurricane,
tornado, a winter storm, a heat wave/heat storm.

 Locate public emergencies shelters.

 Plan with neighbors if a flood or tornado hits when you are not at home, have a plan with
neighbor, sitters, or relatives for your kids. Decide how you will get in touch, what will
be done and where everyone will go.

 Learn basic safety and emergency first aid skills.

 Pack a first aid kit that includes such items as first-aid-manual, antiseptic wipes,
antibiotic cream, sharp scissor, and tweezers.

 Pack your supplies in a backpack for your car-pack and pack your supplies in a bucket for
the house. Consider supplies in the categories of clothing, food, shelter, and safety.

 Don't forget cash. Make sure to have cash in small bills such as ones, fives and tens. This
is crucial in case ATM machines are disabled and banks are closed. Also, many
convenience stores do not accept large bills

Unit 6 Assessment & Micro Teaching

Assessment
Assessment is defined as evaluating and improving student learning through four steps:
 Providing learning opportunities
 Establishing learning goals
 Assessing student learning
 Using the results of assessment to improve student learning and the process itself.
Purpose of Assessment in HFLE

46
 • Administrative purposes
• Feedback to students on progress or achievement
• Guidance to students about future work
• Instructional Planning
• Motivation
Alternative Assessment Methods
Alternative assessment is any kind of assessment that differs from the traditional timed, multiple
choice, and one shot approaches to assessment.

Role of the Teacher

 Develop and maintain a positive atmosphere
 Address all goals and objectives of the training and “cover” essential content
 Balance the content and the process of training

Assessment Instruments
 A rubric is a scoring tool that lists the criteria for a piece of work, or “what counts.” It
also articulates gradations of quality for each criterion, often from excellent to poor.
 Performance tasks (pts.) are assignments that ask students to undertake a task or series of
tasks to demonstrate proficiency with health knowledge and skills. They provide a means
for students to demonstrate progress in meeting HFLE objectives.
 A portfolio is a collection or showcase of examples of a person’s best work in a particular
field. Portfolios contain students’ work (in class and homework) over a period of time
and their reflections about doing the work and the learning that took place

Micro-Teaching
 Micro-teaching is a scaled down teaching encounter in which a teacher teaches a small
unit to a group of five pupils for a small period of 5-20 minutes. Such a situation offers a
helpful setting for an experienced or inexperienced teacher to acquire new teaching skills
and to refine old ones.
 Micro teaching is a training concept that can be applied at the pre-service and in-service
stages in the professional development of teachers. It also fosters the five components of
Presentation Skills for effective presentation of new materials to children.
They are:
Voice- speaks in clear, firm voice in order for all listeners to hear easily.
Tone- tone is difficult from voice it is soothing confident and warm, not dry or ego-centric works
well in projecting a comfortable feeling to your children.
Vocabulary – use familiar terms which will enable children to interact with you positively. If
acronyms are used, ensure you tell your children what the acronyms stand for.

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Humor – Teacher must have a sense of humor to drive away pain and stress some children enter
the classroom. Your children must know you that take time to brighten their day.
Body Language – Teachers need to say down with 2 4 teaching which entails two cover of the
book and four walls of the classroom. We have to move around our class moderately and active
to connect children with use. Ask questions that will stimulate thinking with confidence and
positive response.
Beginning Of Micro-Teaching
Stanford University developed Microteaching in 1963 as a part of an experimental program. It
was viewed as feasible in making student- teachers aware of the realities of teaching. It also
served as a measurable tool in identifying teaching skills prior to actual teaching

Purpose Of Micro-Teaching
There are two purposes of Microteaching: (a) for student- teachers to develop teaching skills
under controlled conditions without risking the learning of the pupils, and (b) for experienced
teachers to examine and refine their techniques.

Phases Of Micro-Teaching
According to J.C. Clift and others, micro-teaching procedure has three phases:
1. Knowledge acquisition phase: In this phase, the student teacher attempt to acquire knowledge
about the skill- it’s rational, its role in class room and its component behaviors. For this he reads
relevant literature. He also observes demonstration lesson-mode of presentation of the skill. The
student teacher gets theoretical as well as practical knowledge of the skill.
2. Skill acquisition phase: On the basis of the model presented to the student-teacher, he prepares
a micro-lesson and practices the skill and carries out the micro-teaching cycle. There are two
components of this phase:
(a)  Feedback
(b)  micro-teaching settings.
Micro-teaching settings include conditions like the size of the micro-class, duration of the micro-
lesson, supervisor, types of students etc.
3. Transfer phase: Here the student-teacher integrates the different skills. In place of artificial
situation, he teaches in the real classroom and tries to integrate all the skills.

Important Features of Micro-Teaching Are As Follows

1. Micro-Element: It is based on the supposition that before one attempts to understand, learn
and perform effectively complicated task of teaching, one should first master the components of
that task.

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2. Technical Skills of Teaching and Teaching Strategies: A repertoire of teaching skills like
lecturing, questioning or leading a discussion and mastery of teaching strategies is another
important feature of micro-teaching
3. The Feed-Back Element: It is another important element of micro-teaching. At present, "feed-
back" in the students and teachers is ordinarily based >n supervisor's recall and selective note-
taking the evaluation of student teacher's performance is based on overall impressions. In it
subjective factors affect the evaluation and in the absence of objective criteria the student teacher
may overtly or covertly oppose supervisor's evaluations and suggestions.

Following are some of the important sources of feed-back in the micro

Teaching laboratory:
(a) Oral feed-back of the laboratory supervisor.
(b) Questionnaires filled in by the pupils learning in the micro- lesson.
(c) Audio-tape recordings.
(d) Video-tape recordings.
4. Safe Practice Grounds.
5. The Teaching Models: There are many styles of good teach¬ing and trainees will develop
their own individual styles using these models as guide.

6. The Research Laboratory: According to Allen and Ryan, the following areas of research
appear to make the most effective use of micro-teaching setting:
(a) In-house studies designed to optimize the procedures and sequences in micro-teaching
situations.
(b) Research in modelling and supervising techniques.
(c) Task-analysis of the teaching act and the investigation of the relationships between teaching
behaviour and student performances.
(d) Aptitude treatment interaction studies to try to provide optimal training procedures for
teachers with different abilities, interests and background

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 Assignments
Musical Presentation
Cyril Potter College of Education
Health and Family Life Education 
November 29, 2020
Group Members: 
Dian Correia
Svetlana Dowding 

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In your groups, select a musical composition and analyze the message it conveys in relation to
gender roles. The song can be either positive or negative. After the oral presentation, compile the
presentation in a short video (5-7 minutes) for submission to the classroom.
Musical Composition 
Brown skin girl by Beyoncé ft. Saint Jhn, Blue Ivy & Wizkid
Message it conveys
This song focuses on dark and brown skin women. For a very long time women of colour has
been viewed as ugly or uneducated especially our black women. They were looked down upon,
laughed at and sometimes even shunned because of the colour of their skin and texture of their
hair. Beyoncé’s song reminded women of colour that they are beautiful, that their power lies
within the colour of their skin and the texture of their hair. Basically the chorus is saying that
brown skin girls should embrace themselves despite of their skin colour or hair
texture also, they ought to feel comfortable and proud of who they are stand tall, lift their heads,
and walk like royalty because they are fearfully and wonderfully made by God.
The gender role being portrayed is that of the woman. Naomis, Lupita and Kelly were given a
shout out by Beyoncé. They are said to be the most melaninated faces in Hollywood and an
inspiration to women around the world.
Beyoncé’s song sends a positive message about women of colour around the world, teaching and
inspiring them to rise above the hate and to love themselves regardless of what others may
think.   

Life Skill
Identify a Life Skill and outline the steps you would follow to teach same.
Cooperation (working with others)
1. First, I would place my children in groups of 6.
2. Then, I would give each group an activity to do example how to fry an egg.
3. Next, I would ask them how they would have completed the given task as a group.
4. After the discussion they would realize that each person made a valuable contribution and
that each person’s contribution was important to the final outcome.
5. They would understand then, that they had to cooperate (work together) to achieve the
desired outcome.
6. Finally, I would have introduced the lesson cooperation without telling them anything.

Social Issue (Teenage Pregnancy)

What is Teenage Pregnancy?

Teen Pregnancy is defined as girls between the ages of 13-19, who become pregnant.

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 Causes of Teenage Pregnancy
Lack of religious and moral education;
Broken homes where the impact of socialization of children by both parents is weakened;
Lack of education on the disadvantages of sexual activity prior to marriage;
The influence of television where many shows project sexual licence and liberty;
Individuals with poor self-esteem sometimes tend to prove their manhood/womanhood
through sexual activity;
Poor role models in society;
Peer pressure
 
Signs / symptoms of Teenage pregnancy
Nausea and vomiting- called "morning sickness," though it can happen throughout the
day.
Sudden, intense aversion to certain foods, especially meats or fatty, fried foods.
Breast changes (tenderness, enlargement, sore nipples)
Missed or very light period;
Unusual mood swings;
Frequent urinating;
Unusual fatigue;
Baby movement;
Weight gain;

Possible solutions of Teenage Pregnancy

Lay out consequences- by doing this teens see the struggle and the pain of raising a child
at their age especially without the partner.
Encourage abstinence- this means staying away from sex until you are fully ready.
Teach her to respect herself- this inspires them to care about themselves emotionally and
physically.

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 Explain safe sex- explaining birth control options is an important part of educating your
teen about safe sex and also talking about condoms.
Have the sex talk with your child.

Conclusion
It can be concluded that HFLE is a very pertinent subject that will help each and everyone to be a
better person.

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 References
https://plan-international.org/sexual-health/teenage-pregnancy
https://www.mayoclinic.org/healthy-lifestyle/getting-pregnant/in-depth/symptoms-of-
pregnancy/art-20043853

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https://www.lonestar.edu/18156.htm#:~:text=In%20order%20to%20prevent
%20teenage,absolutely%20effective%20is%20sexual%20abstinence.
https://14solvbr.wordpress.com/2012/03/25/how-and-why-do-people-make-
decisions/#:~:text=There%20is%20no%20particular%20reason,that%20is%20also%20a
%20decision.
https://www.womenshealth.gov/hiv-and-aids/hiv-prevention
https://en.wikipedia.org/wiki/Bullying
https://integratedlistening.com/what-is-trauma/#:~:text=Trauma%20is%20the%20response%20to,range
%20of%20emotions%20and%20experiences.

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