Health Education 9
Teacher: Mrs. Tricia Lucyshyn
tlucyshyn@srsd119.ca
Goals of Health Education- The aim of health education is to develop confident and competent students who understand, appreciate, and apply health knowledge, skills, and strategies throughout life. Health education supports students in applying decisions for individual, family, community, and environmental health and wellness. Students work toward common goals to improve the health of self, others, and the environment.
There are three goals in Health education: 1. Develop the understanding, skills, and confidences necessary to take action to improve health. 2. Make informed decisions based on health-related knowledge. 3. Apply decisions that will improve personal health and/or the health of others.
All three of these goals foster improved health. This class will provide opportunities for students to attain, maintain, and promote a healthy mind, body, hear, and spirit. Students will acquire the understandings, skills, and confidences needed to evaluate healthy food policies; to negotiate and make healthy decisions about sexual and reproductive health; to question the norms and trends that influence decision making; to communicate effectively in relationships; and to take action to promote the health of self, family, community, and environment.
The curriculum has stated outcomes which each student must achieve in order to earn the credit for this class. It is the responsibility of the students to take advantage of the practice feedback opportunities provided and clearly demonstrate his/her learning and understanding of each outcome. This means that all assignments must be completed in order to earn a credit for Health Education 9.
Assessment- A variety of assessment techniques will be completed for the following purpose:
Assessment for learning involves the use of information about student progress to support and improve student learning, inform instructional practices. (Formative)
Assessment as learning actively involves student reflection on learning, monitoring of their progress. (Formative)
Assessment of learning involves teacher’s use of evidence of student learning to make judgments about student achievement. (Summative)
In order to determine student success, students will need to demonstrate evidence of what they have learned. This summative evidence will reflect where students have strong understanding of course goals and outcomes as well as areas that need improvement. Assessment and evaluation will by reflective of the three goals and the outcomes of Health Education 9.
Student work will be assessed using the four point scale which is based on the following outcomes and understandings:
Health Education 9: Promoting Health
RUBRIC
| CRITERIA/LEVEL | INTERVENTION 1
You can do it. Spend some time with the criteria and ask for help |
INSTRUCTIONAL 2
Good start. You are beginning to make sense of this on your own |
INDEPENDENCE 3
You did it and you did it on your own |
MASTER 4
Great work! This is going extra well for you |
| USC9.1 Develop informed conclusions about the importance of leadership skills and health promotion in healthy decision making.
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Develops little to no informed conclusions regarding the importance of leadership skills and healthy decision making. | Develops basic conclusions regarding the importance of leadership skills and healthy decision making. | Develops appropriate conclusions regarding the importance of leadership skills and healthy decision making. | Develops insightful and perceptive conclusions regarding the importance of leadership skills and healthy decision making |
| USC9.2 Analyze how the well-being of self, family, community, and the environment is enhanced by a comprehensive, community approach to safety. | Vaguely/incorrectly analyzes how the well-being of self and others is enhanced by a comprehensive, community approach to safety. | Partially correct analysis of how self and others is enhanced by a comprehensive, community approach to safety. | Relevant analysis of how self and others is enhanced by a comprehensive, community approach to safety. | Insightful and competent analysis of how self and others is enhanced by a comprehensive, community approach to safety.
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| USC9.3 Interpret, critique, and question the stigma associated with individuals, families, and communities living with/affected by non-curable infections/diseases, including HIV/AIDS and Hepatitis C and for those who advocate for them. | Vague/incorrect interpretation, critique, and questioning associated with people/communities living with non-curable infections/diseases and the advocates for them. | Partially correct interpretation, critique, and questioning associated with people/communities living with non-curable infections/diseases and the advocates for them. | Relevant interpretation, critique, and questioning associated with people/communities living with non-curable infections/diseases and the advocates for them. | Insightful
interpretation, critique, and questioning associated with people/communities living with non-curable infections/diseases and the advocates for them.
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| USC9.4 Analyze the norms and expectations (e.g., community, cultural) associated with romantic relationships as a means to effectively plan for related health promotion. | Vaguely/incorrectly analyzes how the norms and expectations of romantic relationships relate to health promotion | Partially correct analysis of how the norms and expectations of romantic relationships relate to health promotion | Relevant analysis of how the norms and expectations of romantic relationships relate to health promotion | Insightful and competent analysis of how the norms and expectations of romantic relationships relate to health promotion |
| USC9.5 Evaluate a variety of healthy food policies and plan to participate in the development, revision, and/or implementation of a healthy food policy (e.g., fundraising, feasts, canteen sales, extra-curricular events) in the community (e.g., home, school, arena, youth center). | Vaguely/incorrectly evaluates healthy food policies. Little to no participation | Partially evaluates healthy food policies. Minimal participation | Appropriately evaluates food policies. Moderated participation | Insightful and competent evaluation of food policies. Excellent participation. |
| USC9.6 Analyze the health, economic, and social supports and challenges of addictions (e.g., tobacco, shopping, alcohol, gambling, Internet, drugs) on self, family, community, and the environment. | Vaguely/incorrectly analyzes the health, economic, and social supports and challenges of addictions on self, family, community, and the environment | Partially correct analysis of the health, economic, and social supports and challenges of addictions on self, family, community, and the environment | Relevant analysis of the health, economic, and social supports and challenges of addictions on self, family, community, and the environment | Insightful and competent analysis of the health, economic, and social supports and challenges of addictions on self, family, community, and the environment |
| USC9.7 Analyze tragic death and suicide as distressing community issues and appraise what supports and health promotions exist in the community to address these issues. | Vaguely/incorrectly analyzes the effects of tragic death and suicide on community as well as the supports and promotions available in community | Partially correct analysis of the effects of tragic death and suicide on community as well as the supports and promotions available in community | Relevant analysis of the effects of tragic death and suicide on community as well as the supports and promotions available in community | Insightful and competent analysis of the effects of tragic death and suicide on community as well as the supports and promotions available in community |
| USC9.8 Assess the ways self, family, and community facilitate healthy living for people with chronic illness. | Vaguely/incorrectly assesses ways self, family, and community handle chronic illness | Partially correct assessment of ways self, family, and community handle chronic illness | Appropriately assesses ways self, family, and community handle chronic illness | Effectively and competently assesses ways self, family, and community handle chronic illness |
| USC9.9 Develop and demonstrate the personal insight, motivation, and skills necessary to enhance and promote sexual health and avoid health-compromising sexual attitudes and behaviors. | Demonstrates little to no personal insight, motivation, and skills necessary to promote sexual health, attitudes and behaviors | Partially demonstrates personal insight, motivation, and skills necessary to promote sexual health, attitudes and behaviors | Appropriately demonstrates personal insight, motivation, and skills necessary to promote sexual health, attitudes and behaviors | Insightfully and competently demonstrates personal insight, motivation, and skills necessary to promote sexual health, attitudes and behaviors |
| DM9.10 Assess the role of health promotion in making healthy decisions related to comprehensive approaches to safety, non-curable infection/diseases, romantic relationships, healthy food policies, addictions, tragic death and suicide, chronic illness, and sexual health. | Vaguely/incorrectly assesses the role of health promotion in making healthy decisions | Partially correct assessment of assesses the role of health promotion in making healthy decisions | Appropriately assesses the role of health promotion in making healthy decisions | Effectively and competently assesses the role of health promotion in making healthy decisions |
| DM9.11 Analyze the health opportunities and challenges and establish personal health promotion goal statements related to comprehensive approaches to safety, non-curable infections/diseases, romantic relationships, addictions, tragic death and suicide, chronic illness, and sexual health. | Vaguely/incorrectly analyzes the health opportunities and challenges of personal health promotion and goals. | Partially correct analysis of the health opportunities and challenges of personal health promotion and goals. | Relevant analysis of the health opportunities and challenges of personal health promotion and goals. | Insightful and competent analysis of the health opportunities and challenges of personal health promotion and goals. |
| AP9.12 Design, implement, and evaluate three eight-day action plans that demonstrate responsible health promotion related to comprehensive approaches to safety, non-curable infections/diseases, romantic relationships, healthy food policies, addictions, tragic death and suicide, chronic illness, and sexual health. | Action plans are not organized or complete | Action plans are minimally organized and complete | Action plans are organized and complete | Action plans are well organized, insightful, and complete |
Health Education 9 Units
- Health Promotion – Students will understand that health promotion is local, provincial, and national. Students will study health promotions that target youth. Students will understand that health promotion increased healthy behaviors. Students will learn about and implement health promotion strategies.
- Nutrition – Students will explore, develop, and evaluate food policies that effect their lives and communities.
- Relationships: Students will learn how to build meaningful and trusting relationships. Students will also learn how to express themselves to others in appropriate ways.
- Sex Education: Students will learn about sexuality and sexuality issues and health. Students will learn how these issues affect themselves, their families, and their communities.
- Death and Suicide: Students will explore and reflect on how tragic deaths and suicide affect ourselves and community.
- Chronic Illness: Students will understand and assess ways to facilitate healthy living for people with chronic illness.
- Drugs and Alcohol: Students will study the effects of substance abuse and addiction.
Philosophy Students in Health Education 9 will be active in the philosophical stance of Inquiry. Inquiry learning provides students with opportunities to build knowledge, abilities, and inquiring habits of mind that lead to deeper understanding of their world and human experience. The inquiry process focuses on the development of compelling questions, formulated by teacher and students, to motivate and guide inquiries into topics, issues and challenges related to curriculum content and outcomes.Inquiry builds on students’ inherent sense of curiosity and wonder, drawing on their diverse backgrounds, interests, and experiences. The process provides opportunities for students to become active participants while in a collaborative search for meaning and understanding.
Attendance It is very important that students attend class regularly. Regular attendance in class is the most important variable influencing enjoyment and success in all classes. Students must attend every day and it is the expectation of all school staff that students will strive to achieve their best while at Wesmor Community School. Students are expected to be in every class, on time, every day, unless they are approved to be away. Parents should advise the school of absences by calling the absentee line at 764-5233.
Behavior Appropriate behavior is required from all students. Students are expected to respect all staff, students, their property and the property of Saskatchewan Rivers Public School Division.