Meeting pupils' needs

Photographs of a teacher in class with pupils and senior girl in class

The following points should be noted when determining a curriculum for health education within schools:

there should be a choice of tasks, activities and resources
provision should be made for pupils with differing abilities and aptitudes
there should be clear identification of learning needs.

Many resources suggested for pupils with Additional Support Needs can also be used for those pupils within mainstream schools who are less able than their peers.

Tasks and activities must take into account pupils' previous learning and experiences. This will also demand sensitivity in areas where a pupil's domestic situation may reveal varying health problems.

While making the activities match the abilities of the pupils, resources should always be age-appropriate.

Within sexual health education, schools should follow Scottish Executive guidelines, in terms of giving parents and carers the opportunity to review resources prior to their being used.

Many different teaching approaches should be used within health education, bearing in mind the needs and sensitivities of some pupils. Those more vulnerable pupils, for example looked after and accommodated children, refugees, pupils with English as a second language, need particular attention and assistance. In the case of refugees, attention should be paid to their cultural and religious backgrounds.

Photographs of a secondary-aged girl in a home economics class and pupils performing a puppet show

Links across the curriculum

Since health education can be taught across the curriculum, links should be made with other learning opportunities, for example:

theatre visits (drama)
visits to other health organisations (healthy living initiative as part of enterprise activities)
involvement in Welcome Host scheme (home economics/enterprise).

Use should be made of local authority resource centres and of NHS board lending libraries. School budgets are always limited and often resources are only needed for a relatively short time.

A good working relationship with other agencies (such as the school nursing service, public health nurses, community dental educators and healthy living initiatives) adds to effective use of resources.

Awareness of barriers to learning

Any barriers to learning should be clearly identified and support staff utilised to help overcome these. This will ensure that all pupils are challenged at an appropriate level.

For those pupils who have individual educational plans, there should be a note of health-related issues and an assessment of what level they are working at. This will also ensure that the pupil is being taught at an appropriate level and that their learning needs are being met.