Health education
An effective health education programme should:
- address the needs of young people
- consider children's and young people's knowledge and experience
- be supported by the whole school
- be supported by health promotion activities in the community
- be delivered by well-informed staff
- be delivered using pupil-centred methodologies.
Health education is concerned with quality of life and encompasses the promotion of the physical, emotional and social well-being of every member of society. Lifestyle, environment and hereditary factors are major influences on the health of a school community.
It therefore follows that the health education curriculum should be both holistic and pupil-centred. To be effective, health education must also be based on a partnership between all school staff, pupils, parents, school board, partner agencies and the wider community.
Within health education there are three inter-related strands:
- physical health – exploring physical factors in relation to health and looking after ourselves
- emotional health – exploring emotions, feelings and relationships and how they affect our mental well-being
- social health – exploring the interaction of the individual, the community and the environment in relation to health and safety.
Guide for Teachers and Managers: Health Education 5-14 (Learning and Teaching Scotland, 2000)
Within these strands, as in other areas of the curriculum, the main focus is on the development of knowledge, skills and attitudes. At all stages of school life 'the first step needed is to discover where children are in their understanding of being healthy and staying healthy, in a health promoting school.' (Confidence to Learn, Noreen Wetton.)
Within the formal curriculum, health education is often delivered through a core programme integrated with personal and social education (PSE). As with all areas of the curriculum, the central principles of breadth, balance, coherence, continuity and progression inform all programme planning.
