The holistic development of students is instrumental in ensuring learning objectives are achieved. Therefore, the diversified application of health education standards into the curriculum needs to be implemented to ensure the inclusion of all students regardless of their backgrounds. The essential learning standards that I would incorporate into level five curriculum would be the standard one, five and six.
Specifically, under essential concepts, 1.1 G, 1.2G and 1.3G would be an instrumental element of the curriculum. To understand the dynamic elements of sexuality, our students would be required first to have a basic understanding of human development from birth, puberty, reproduction and the aging stage. Demonstration of such stages through theoretical and use of live examples would be indispensable. In the classroom, the teacher would be an example of a grown-up individual, while students would be a demonstration of individuals in the development stage just before puberty. In addition, sexuality entails behavioral traits that influence one’s emotional or physical sexual predisposition. For the students to understand such intricate aspects, under 1.2G and 1.3G, they would be taught how their bodies will change with time and how such changes would influence their sexuality, which is a mental aspect to a large extent.
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1.3P has been given a significant focus in our classroom. While our students are still young and developing, it has been possible to teach them about the internal and external environment and how they have an intertwined influence on personal health. Part of raising awareness about the internal environment is asking students whether they have ever seen how individuals who are under alcohol influence or substance abuse behave. This can be in the media or the physical environment they live in. With such experiences, students are taught how drug use or alcohol consumption distorts one’s internal environment, an aspect that negatively manifests in the external environment. In addition, students are taught the basic effects of drug use. They are also encouraged to be productive members of society by choosing healthy habits that do not predispose them to drug addiction.
Free interaction sessions where students freely express themselves on how they feel about the media, video games, or aspects they interact with daily in their environment are norms in our classroom. Based on 2.1G, we have integrated sessions in which our students better understand their cultures. Where cultural consciousness is the aim, each student is encouraged to ask their parents an individual element that defines their cultural identity. Through interactive sessions, students can voice out such aspects, demonstrate where possible, and learn about other cultures. For example, in such sessions, some children express their cultural identity through dance, language, or, in some cases, stories about their culture. Through such sessions, it has been possible to explain to students how their culture influences their roles in their family settings. It has also been possible to draw a connection between media and how it affects student’s perceptions of themselves and others.
Our classroom has also been an environment where healthy decision-making is encouraged. This is through giving students autonomy to express themselves, interact and learn from others ( Reeve et al., 2017). In all these situations, students are encouraged to learn and make decisions on how to acquire knowledge from their environment. We have, for example, ensured integration of standard 5.1N and 5.2N, whereby during physical education sessions, students are allowed to choose the physical activity they would like to engage in. Such sessions are accompanied by lessons on how such activities enhance mental and physical health (Leahy et al., 2015) . On 5.1N, we have charts containing different types of food groups where we require students to freely identify the healthy food combinations that make a balanced diet. Students who go wrong are systematically corrected by their classmates. “Healthy living” is a phrase all of them pronounce before starting the identification process. It helps them remain conscious of the need always to live a healthy life. The success of the integration of the standards and the curriculum can be gauged through student’s assessment ( Koski et al., 2004).Areas of weakness can then be corrected.
References
Koski, W. S., & Weis, H. A. (2004). What educational resources do students need to meet California's educational content standards? A textual analysis of California's educational content standards and their implications for basic educational conditions and resources. Teachers College Record , 106 (10), 1907-1935.
Leahy, D., Burrows, L., McCuaig, L., Wright, J., & Penney, D. (2015). School health education in changing times: Curriculum, pedagogies and partnerships . Routledge.
Reeve, J., & Jang, H. (2006). What teachers say and do to support students' autonomy during a learning activity. Journal of educational psychology , 98 (1), 209.
