Health and Family Life Education - HFLE - Grade 9 Curriculum Guide

Grade 9
Curriculum
Guide
ADAPTED September 2013; ADJUSTED June 2016

Table of Content s Pages
ADDENDUM
ACKNOWLEDGEMENT
FORWARD
OVERVIEW 1
INTRODUCTORY LESSON 11
THEME: SELF AND INTERPERSONAL RELATIONSHIPS
UNIT 1 BUILDING RELATIONSHIPS

*Lesson 1 – Communicating with the family (SP;VP;SAP;DUA) 12
*Lesson 2 – Expressing emotions (CSE;SP) 14
Lesson 3 – Getting help (CSE;SAP;VP;DUA;SP) 16
UNIT 2 CONFLICT MANAGEMENT

*Lesson 1 – What is violence (SAP;VP;SP) 17
*Lesson 2 – Anger management (VP;DUA;SP) 18
Lesson 3 – Reducing conflicts (VP;SP) 19
THEME: SEXUALITY AND SEXUAL HEALTH
UNIT 1 HUMAN SEXUALITY

Lesson 1 – Myths about contraceptives 21
Lesson 2 – How to access information and services about contraception 23
*Lesson 3 – Sexual abuse and the law (SAP;SP) 25
UNIT 2 HUMAN RIGHTS AND HIV

*Lesson 1 – Myths and misconceptions about HIV 26
*Lesson 2 – Preventing HIV 27
*Lesson 3 – Supporting persons living with HIV (PLWH) 28
UNIT 3 COPING AND DECISION MAKING SKILLS
*Lesson 1 – Sexual decision making skills (CSE;SAP) 30
Lesson 2 – Coping skills (CSE;DUA;SP) 32
THEME: APPROPRIATE EATING AND FITNESS
UNIT 1 I AM WHAT I EAT

*Lesson 1 – Balancing nutrients from all food groups (SP) 33
*Lesson 2 – Food and health 35
*Lesson 3 – Read the label 36
UNIT 2 FACTORS AFFECTING A HEALTHY LIFESTYLE

*Lesson 1 – Factors affecting food choices 38
*Lesson 2 – My choices for eating out 40
*Lesson 3 – Achieving fitness 42
Lesson 4 – Addressing any health issues 44
THEME: MANAGING THE ENVIRONMENT
UNIT 1 DEALING WITH WASTE

Lesson 1 – Hazardous waste 45
*Lesson 2 – Industrial waste 47
Lesson 3 – Solid waste disposal 48
UNIT 2 PREVENTING POLLUTION

Lesson 1 – The R’s of conservation 50
*Lesson 2 – Materials and practices that cause less pollution 52
GENERAL RESOURCES 53
ADDENDUM
Between 2011 and 2013, with the approval of the Ministry of Education, Jamaica, the Ministry of Education Guyana adjusted its HFLE
curriculum guides for Grades 1 – 9 to suit the Guyana landscape. However a further cursory review of these adjusted guides suggested
that 5 issues of concern to Guyana, (Comprehensive Sexuality Education, Sexual Abuse Prevention, Violence Prevention, Drug Use
Avoidance, and Suicide Prevention) might not have been adequately addressed even in the adjusted guides. This led to a more detailed
review by a range of stakeholders from the education sector, led by a consultant, Ms. Lorna McPherson with the subsequent identification
of existing content and content that should be included. The stakeholders represented current HFLE teachers and DEOs from all 10
Regions and Georgetown as well as all grades from Grade 1 – 9. The ACEOs (for Nursery, Primary and Secondary), the Chief Welfare
Officer, Head Teachers, the HFLE Lecturer from CPCE, as well as the heads of the 3 HFLE sub-units also participated in the working
sessions. However since new HFLE themes could not be created, all new content had to be subsumed into the existing 4 themes.
There was one other issue of concern. The HFLE Unit, formally a loose interaction of 3 sections ( HFLE, HIV/AIDS and School Health)
was formally being merged into one cohesive unit which will interface with the Welfare Department of the Ministry of Education. It was
envisioned that the HFLE curriculum guides would be the basis for education programmes to both students and parents and would dictate
the content of all education programmes being conducted in the school system by all non-Ministry of Education personnel such as NGOs.
Inclusion therefore, had to be comprehensive. To ensure that the areas of activity of the new Unit were adequately covered, an audit of
the following content areas was also done – communicable diseases, non-communicable diseases and guidance and counseling.
Coverage of diseases was deemed to be acceptable. At the primary levels there were no specific reference to careers; sensitization to
various careers can occur if resource persons who are invited to participate in lessons provide a brief overview of the scope of their jobs
and the training required to pursue it.
The philosophy underlying these adjustments was to not necessarily create new lessons but to maximise the utility of the existing ones.
As a consequence complete rewrite of curricula was not deemed necessary.
All lessons with content that relate directly or indirectly to the 5 areas of concern are tagged with the area of concern e.g. a lesson in Self
and Interpersonal Relations may be tagged with Sexual Abuse Prevention. These tags are provided to assist teachers who consider any
of these to be of special importance. The following abbreviations are used in the Table of Contents
 Comprehensive Sexuality Education – CSE
 Sexual Abuse Prevention – SAP
 Violence Prevention – VP
 Drug Use Avoidance - DUA
 Suicide Prevention – SP
A comprehensive review of materials to be used for the lessons was made vis-a-vis the content of the Macmillan HFLE student books.
It was found that most of the content of the curriculum guides was reflected in the content of Macmillan Readers. However, very often
there was not synchrony between the grade of the readers and the curriculum guides e.g. a lesson that is addressed in the grade 7 text
might be found in the grade 9 curriculum guide. This is reflected in the materials column. For this reason, it was suggested that despite
the grade being taught, the teacher should have the Macmillan Readers for grade 7 – 9. These are initially listed by the full title then later
listed only as Books 1, 2 or 3.
Foreword
One of the primary objectives of the education system is to equip our youths with the requisite knowledge, skills and attitudes to become
well-adjusted adults, capable of effectively functioning in, and contributing to the society. The introduction of Health and Family Life
Education (HFLE) into the national primary and secondary schools’ curricula was done to ensure that this objective is attained. The
Ministry of Education recognises the fact that contemporary youths are confronted with a multiplicity of options and increasing social
pressures which require sound social, cognitive, and emotional/coping skills. The education system is ideally situated to support other
social sectors in equipping students with the skills required to make healthy and productive lifestyle choices.
HFLE encapsulates the required body of knowledge in a comprehensive life-skill educational programme that can be integrated across
the curriculum. This is the media through which our teachers can impact and reinforce the positive behaviours that our young people are
expected to adopt and display. Beyond that, through increased awareness, students are given a safe and open environment in which
they can address a wide range of issues affecting young people. Perennial issues such as poverty, neglect, various forms of abuse, sex,
violence, health and well-being, suicide, teenage pregnancy, HIV/AIDS/STDs and a range of potentially “high risk” behaviours and ‘taboo’
subjects, are examined in a well-structured holistic programme.

HFLE is highly regarded internationally as the programme ideally suited for children of all ages and has been adopted for use in schools
throughout the Caribbean. We trust that all schools in Guyana will recognise the tremendous potential this programme has and embrace
this initiative. The success of HFLE is critical if we are to have highly competent, healthy citizens, effectively contributing to our national
development.
Olato Sam
Chief Education Officer

ACKNOWLEDGEMENT
We would like to acknowledge UNICEF which has been the driving force in the growth and development of Health and Family Life Education in the
Caribbean including Jamaica.
Sincere gratitude is extended to Ministry of Education Jamaica, for the integral role played in the adaptation process of their most recent Grades 7-9
HFLE curriculum guides which were initially completed by the members of staff at the Ministry of Education as well as Dr. Gwen James and Mrs June
Cezair-Wallace.
The Jamaica curriculum was further refined by the Caribbean Consulting Group before being adapted and revised for the second time by the group of
persons for the Ministry of Education, Guyana, the latter including the following persons Ms. Lorna Mc Pherson - Consultant,
Ms. Donna Chapman - Deputy Chief Education Officer (Administration ), Mr. Marcel Hutson - Chief Education Officer, Ms. Leslyn Charles - Assistant
Chief Education officer (Secondary), Mrs. Colleen King-Cameron - HFLE Co-ordinator, Ms. Sandra Persaud - Head of Curriculum Unit, Ms. Esther
Utoh - HFLE Lecturer, Cyril Potter College of Education, Ms. Dionne Browne - Health Promotion Officer, Ms. Ansel Robert - Temporary Qualified
Mistress, Ms. Melissa Taylor - Peace Core Volunteer, Ms. Nicole Bob - Temporary Graduate Mistress, Ms. Shanelly Kendall - Assistant Mistress, Ms.
Renata Wolford - Graduate Assistant Mistress, Ms. Coreen Kum-Rose - Retired Head Mistress, Ms. Zero Fraser - Senior Assistant Mistress, Ms.
Vedwattie Isurdeen - Assistant Mistress, Dr. Amanda Russell - Curriculum Unit, Ms. Candida Bradford - Graduate Assistant Mistress, Ms. Sandra
Persaud - Head of Curriculum Unit (NCERD) and Mr. Kevin Singh - Temporary Qualified Master.
OVERVIEW
Health and Family Life Education programme is a comprehensive life-skill programme. Its primary focus is to teach students critical life
skills that are necessary for applying values as well as becoming independent thinkers, actively participating responsible citizens and to
increase the awareness of children and youth, in formal and non-formal sectors of the fact that the choices they make daily will
profoundly influence their health and personal development.
As such, HFLE should be a pivotal part of the school’s curriculum. The methodology utilised in the delivery of HFLE in the curriculum
should be one that fosters the development of life skills and maximises student learning and behaviour change.
The delivery of HFLE utilises approach that creates the environment for non-threatening interaction between teachers/facilitators and
students. In light of the participatory, student-centered approach which characterizes the delivery of the HFLE programme, it is crucial
that capacity building opportunities be pursued for teachers and stakeholders. It is against this back ground that the Ministry of Education
over the last decade has made several attempts to implement Health and Family Life Education (HFLE) in both primary and secondary
schools. Curriculum Guides for Grades 1 – 9 were produced and distributed to primary / secondary schools using the infusion method
with exception of grades 1 & 2 where they are timetabled subject.
Additionally, teachers in several Education Districts were trained to deliver HFLE. Despite the provision of Curriculum Guides (and other
resources such as Merundoi Modules, Teaching of HIV & AIDS in the Caribbean) and training of teachers, many schools are yet to
implement HFLE to the entire school population. Many reasons have been given, such as, a lack of content materials, teaching-learning 1
activities, attrition rate of “trained” teachers and most of all, a lack of confidence to teach the subject. In September 2010, there was
another move to implement this programme because of the recognition that Guyana is lagging way behind the rest of the Caribbean.
Additionally, the increase in violence in some secondary schools has forced the Ministry of Education to make another attempt. This
attempt was a success because teachers/educators were trained and the programme was implemented in thirty (30) secondary schools
as a timetabled subject.
Against the prevailing conditions, violence, teenage pregnancy, drugs abuse etc, the Ministry of Education has decided to change from
infusion method to timetabled.
2
What
2 are Life Skills?
The World Health Organization (WHO) defines life skills as the abilities that enable one to adopt positive behaviours that allow one to
deal effectively with the demands and challenges of everyday life. The concept of life skills is based on the assumption that there are
sets of life roles that each person needs to fulfill. Life skills can be classified in various ways. The approach adopted in the development
of this revised Scope and Sequence classifies life skills as: (i) Social and interpersonal skills (ii) Cognitive skills and (iii) Emotional
coping skills. A few examples of each category of skills are shown below:
 Social and interpersonal skills including communication, refusal, assertiveness and empathy skills.
 Cognitive skills including decision-making, critical thinking and self-evaluation.
 Emotional coping skills including stress management skills, self-awareness, and skills for increasing internal locus of control.
Another way of categorising life skills, according to WHO, is as follows:
 Decision making, problem solving.
 Creative thinking, critical thinking
 Effective communication
 Interpersonal skills
 Self-awareness
 Empathy
 Coping with emotions and stress 3

Why Teach Life Skills in School?
We know from research that behaviours and skills are learnt more easily when an individual is young (Glanz et al, 1997). You could say
there is some truth to the adage: “You can’t teach an old dog new trick”. We also have evidence that an individual needs information in
order to develop or change behaviour, but that information alone is not sufficient to ensure development of or change in behaviour. In
addition to information, the individual needs skills as well as opportunities and an environment that allows him to learn the values and
attitudes and adopt the behaviours that will enable him/her to deal effectively with the demands of daily life. School is, therefore, one the
best places to begin to teach these skills and to ensure, through interaction with and involvement of parents, that these lessons are
reinforced at home.
The theoretical foundations of the life skills approach rests on evidence which reveals that competencies in the use of life skills can:
- delay the onset of drug use
- prevent high risk sexual behaviour
- facilitate anger management and conflict resolution
- improve academic performance and
- promote positive social adjustment
Life Skills Methodology in the Classroom
The life skills methodology sees the teacher as a facilitator. The teacher provides opportunities to help children understand the topics
4
in their own way. The teacher does not stand and present a topic. The teacher asks the children to consider a problem and gets from
them a response. On the basis of this response, the teacher organises the children to complete class activities that will offer them a
chance to understand the problem in their own situation. These activities can include the use of:
- role play - story telling - games/simulation

- case studies/scenarios - resource persons/experts - panel
- surveys/interviews - field visits/observations - journals/logs/portfolios
discussions/debates
- media - community/school - group work/discussions
- dance - drama - art/music
projects
The objectives of this methodology is to help the children develop the life skills through practice in the classroom and so learn how to
use the skills to help them make better decisions in their personal and public lives.
5
Notes for the teacher – Tips on teaching the Scope and Sequence
 This curriculum guide is very ACTIVITY focused. The activities are used to make learning fun, but are also intended to help
children learn the skill, attitude and information in ways that enhance learning.
 The Scope and Sequence is organised into units and lessons. Please note that often you will need more than one class session
to complete a lesson.
 You may not be able to cover all the lessons for the respective grade in the school year. Select those that will be more beneficial
to the group. Bear in mind the HFLE programme’s Vision and Mission as you make the selection of lessons.
 Unless otherwise stated, the activities that are outlined are to be done by student (s )
The suggested content and activities for the Sexuality and Sexual Health theme are designed to help students in Grades 7-9 acquire
knowledge about sexuality but more so to develop positive attitudes and helpful skills that enable healthy sexual growth and
development. The focus will be to develop coping skills – especially self-awareness and self-management, social skills (communication,
interpersonal, assertiveness and refusal) and to a lesser extent, cognitive skills. As you prepare to teach the units under that theme,
remember, students are coming from different backgrounds with different value systems relating to sexuality and sexual behaviour.
These value systems may be different from your own. Special sensitivity is required especially in your choice of resource materials and
persons. Resource materials should be age-appropriate and relevant. Resource persons should be competent and comfortable with
their own sexuality.
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 It is essential that teachers are aware of their own sexuality and be willing to discuss sexual issues honestly with grade-appropriate
openness.
 Disclosures that are made in the class room should be treated with respect and confidentially. Each class should be adequately
prepared to deal with such confidentiality.
The section of the Scope and Sequence on Managing the Environment lends itself to highlighting community/school factors
and issues that are related to managing the environment.
 highlights issues that are of importance to the community. If there is a rodent problem, focus the lesson on rats and rodent
management. You can include, for example, protecting food in situations where rodent infestation is a problem. A similar
approach can be taken, if dumping of household garbage/refuse in trenches, canals and rivers is the problem, highlight that.
 open burning of garbage is a problem for air pollution and affects the health of individuals with breathing/ respiratory problems
so spend time on that issue. If the community/school is an agricultural community/school, be sure to include discussion of the
safe use of pesticides and fertilisers. Be sure to make the appropriate links to the Science curriculum.
 infuses elements of this Environment section with Science lessons and also within the Environmental clubs.
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ORGANISATION OF THE REVISED SCOPE AND SEQUENCE
The vision for Health and Family age scope and sequence is to provide a positive environment in which students can develop the
skills required to make healthy lifestyle choices, maintain the behaviours that make for good health and support a better society
through the training of teachers and the development of Health and Family Life Education curriculum. This revised curriculum is
organized to reflect guidance provided by the HFLE Regional Curriculum Framework for ages 9-14 years (UNICEF/ CARICOM/
EDC). Consequently the programme is developed around four themes. They are:
1. Self and Interpersonal Relationships
2. Sexuality and Sexual Health
3. Appropriate Eating and Fitness
4. Managing the Environment
Theme: Self and Interpersonal Relationships
Knowing who we are (self-concept) and our place in the society are important for our well-being. The need to belong and be loved is
important for everyone as these factors help to shape who we are and in the end contribute to our acceptance of ourselves. Healthy
relationships with family members, schoolmates and others are determined by a healthy self-concept. Students need to develop a
healthy sense of self in order to develop and maintain healthy relationships with family members and friends at school. They also need
these skills to ensure that they respect and accept persons who are different. They also need the opportunity to practice skills that
reduce their involvement in risky behaviours and help them to survive in a world that demands pooling of our individual and collective
resources. 8
Theme: Sexuality and Sexual Health
Sexuality is an integral part of personality and cannot be separated from other aspects of the self. There are physical, emotional,
and psychological as well as gender – what it means to be a man or woman – components to the term sexuality.
All human beings experience a range of sexual attitudes, feelings and capabilities. In turn, these feelings and attitudes dictate the
way we relate to others and give meaning to our sexual behaviour. Sexual roles and values are determined by family, religious beliefs,
social and cultural norms and personal experiences. The negative expression of sexuality may manifest in poor reproductive health
outcomes such as an unplanned and early sexual debut, which can lead to high rates of sexually transmitted infections (STIs),
including HIV, as well as teen pregnancy.
The sexual behaviour of youths in Guyana gives cause for concern for individual as well as long-term national development. Students
do become pregnant and/or contract STIs before completing their secondary education. Schools are strategically placed to help
reduce these rates by the way in which they can influence the sexual attitudes and behaviours of young people.
Theme: Appropriate Eating and Fitness
The levels of obesity and other lifestyle diseases typically associated with adults are increasingly observed among children. Like most
other behaviours, eating and fitness (exercise) behaviours are learned early in life. They are influenced by the child’s home and school
environments but also are affected by the media, culture, religious, social and economic factors. The life skills approach to Appropriate
Eating and Fitness requires that students understand that healthy eating and the right balance of safe, nutritious and wholesome foods 9
(especially locally grown and produced foods) are important to health throughout the life-cycle (knowledge). They will also be able to
critically examine what motivates them to adopt particular eating and fitness habits and develop a healthy attitude to eating and exercise
(attitude). They will acquire skills to make healthy food choices. The goal is to reduce the incidence of diet- related and lifestyle-
diseases like diabetes, stroke, heart disease and hypertension, and to reduce the burden to the health sector of caring for persons
with these illnesses.
Theme: Managing the Environment
We acknowledge an interdependence of man and the natural environment. If we do not protect the air, water, land, flora and fauna, in
time, the environment will lose its ability to sustain good health and quality life. The environment, from the perspective of the Grade 7-
9 student, should be defined in terms of the personal and collective responsibility to ensure a healthy environment and consequently,
healthy humans. The emphasis is on raising awareness and on personal and collective (community) actions to improve health through
ensuring better air quality (plant trees, limit the burning of garbage/refuse), to reduce the possibility of contracting vector-borne diseases
(limit breeding sites for flies, rats and mosquitoes) through proper waste disposal, and being prepared for natural disasters.
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INTRODUCTORY LESSON
WHY TEACH HEALTH & FAMILY LIFE EDUCATION?

What is Health & Family Life Education?
OBJECTIVES CONTENT METHODOLOGY RESOURCE/MATERIAL EVALUATION
By the end of this Why teach Health & Family Life Discussion Case studies of Review Journal
lesson students Education? different social issues
should be able to:  Many social issues plague Chart/Wheel showing Creating a poster
society. social issues Case Studies
▪ discuss why they need  Prepare them for their Scenarios Short newspaper
to be taught Health & various life roles Short survey interview articles on
family Life Education.  Enable young people to of persons in “What is HFLE”.
attain the high level of school/community to
▪ develop an find out personal social
educational achievement
understanding of issues
and productivity
what is Health &
Family Life Education. Findings presented to
What is Health & Family Life
Education? class
A comprehensive life skills-based
programme which focuses on the Discussion
development of the whole person.
It is organized around four Role play activity
themes:
1. Self and Interpersonal
Relationships
2. Sexuality and Sexual Health
3. Appropriate Eating and
Fitness
4. Managing the Environment
11
THEME: SELF AND INTERPERSONAL RELATIONSHIP
Unit 1: Building Relationships

General Objectives: By the end of this unit, students must be able to:
1. understand that good communication is basic to maintaining good family relationships.
2. use cognitive and social skills when interacting with family members.
3. demonstrate willingness to improve relationships within their family.
*LESSON 1: Communication within family (Suicide prevention; Violence prevention; Sexual abuse prevention;
Drug use avoidance)
Life Skills: Communication skills, Critical thinking, Values identification (self-awareness), Coping with stress
By the end of the lesson What is communication? Articles/ collection on Online articles and Students
students should be able Ways of communicating: family disputes. useful sites: identify positive
to:  Passive www.kaieteurnews.c ways of
 Aggressive Group research on ways of om communicating.
▪ say in their own words  Assertive improving communication.
what is communication. Seven ways to Access the use
Some family members often Resource personnel on the improve family of sign
▪ describe in their own do not communicate in ways use of Braille or Teacher communication: language.
words various ways that show respect and researches and show www.lifescript.com
family members tolerance for each other. students how sign language Case studies
communicate. is done. The alphabet in sign
Improving communication language:
▪ identify the negatives means improving listening & youtube.com
and positives of those thinking skills, as well as
ways of communication. improving your attitude. Macmillan HFLE
Book 1, pages 14-15
▪ formulate plans for Communication is sometimes Book 2, pages 12-13
improving hindered by sarcasm, Book 3, pages 12-13
communication between moralising, judging and
family members. interrupting.
▪ show willingness to Family members often need 12

communicate effectively help to learn strategies for
with respect and improving communication.
tolerance.
Persons may feel hurt when
negative forms of
communication are used
which leads to low self-
esteem etc. Conversely
positive communication
improves self-worth etc.
13
Unit 1: Building relationships

*LESSON 2: Expressing emotions (Comprehensive sexuality education; Suicide prevention)
Life Skills: Empathy, Critical thinking, Coping with stress
By the end of this There are many positive and Discussion/Questioning Pictures for Picture discussion
lesson, students negative emotional triggers. emotions among their discussion in groups on
should be able to: These include, love, anger, friends. various emotional
fear, happiness, and Case study handouts states.
▪ identify their indifference. For example: - relating to others. - Identify
emotions and (i)friend who has just lost - Say if
differentiate among Often, different situations and a brother to gang warfare Pictures for expressions were
the different ones issues trigger different discussion appropriate
emotional responses. (ii) Friend who has been -Say what they
▪ appropriately given full scholarship, Case study handouts would have done
express feelings and Body language as well as the with pocket money - Family differently
thoughts in both spoken word, gestures, use of Responsibilities.
verbal and non- verbal colours, moods are ways of (iii) Friend whose mother is Role play a
ways. expressing emotions. migrating. Communication Skills preferred
Handout situation.
▪ critically discuss how How will the friend be
they relate their How we express emotions is feeling? Macmillan Student’s Compiling a
emotions to their important because they affect Book 1, page 18 journal on
parents, peers and our relationships. How will others in the personal
others in selected group feel? Macmillan Student’s experiences when
contexts. It is especially important Book 2, page 14 dealing with their
during adolescence to be How can the group make emotions.
open and honest, as well as an individual feel better, Macmillan Student’s
respectful to our families and express their emotions Book 3, pages 10-11 Case study of real
friends. more clearly and life scenarios.
positively?
The mere act of expressing
emotions is a coping strategy. 14
Resource person
A psychologist or the
guidance counselor gives
an interactive
presentation on
appropriate and
inappropriate expression
of emotions in various
situations.
Role play
Students prepare and
present skits to illustrate
appropriate expression of
emotions in selected
situations relating to
parents.
15
Unit 1: Building relationships

LESSON 3: Getting help (Comprehensive sexuality education; Sexual abuse prevention; Violence prevention; Drug use
avoidance; Suicide prevention)
Life Skills: Communication, Critical thinking, Creative thinking
By the end of this Resources that can help with Research/Listing/ Modules in Social Studies Evaluate
lesson, students health, social and emotional Discussion with CXC SBA Guide (New presentation
should be able to: problems are generally Acquire information Edition)
available at the local clinic, on a specific health
▪ list sources through at your doctor’s or pastor’s concern via different APA referencing styles Assess class
which they acquire office, through the guidance sources. handout. discussion
information. counselor. Resources can Books, websites, pdfs,
also be found by contacting documentaries and Materials used for
▪ give the advantages the Ministry of Health. interviews research. Case studies
and disadvantages of
using this source. Resources that can help you Present to the class Case study on tips for
deal with problems of rape information on the researching effectively.
▪ state via scenario and incest can be found area of health as well
which combination of through the Guyana as their sources. Social Studies Essentials
sources should be Constabulary Force- Rape (New Edition with DVD)
used. unit. Class discussion on
useful tips when Trained
▪ reference any pieces Specially trained officers are researching Resource Personnel
of information used. available to assist. The area of health
could be one of the Decisions for health (Holt)
There are also many NGO’s AoCs.
that offer support to Getting help from parents
children in trouble, – they must be involved in
specifically the life skills education via the
Guyana Foundation for PTA.
Children.
16
THEME: SELF AND INTERPERSONAL RELATIONSHIP
Unit 2: Conflict Management

1. Understand the causes and effects of violence in our society and the ways of reducing same.
2. Demonstrate willingness to accept diverse opinions calmly.
3. Use critical thinking, problem solving and decision making skills to avoid/reduce conflict.
*LESSON 1: What is violence? (Violence prevention; Sexual abuse prevention; Suicide prevention)
Life Skills: Empathy, Negotiation skills, Coping with stress
By the end of the Violence is the use of Role Play/ Group work/ What’s up with violence Assess role
lesson, students physical force against a Collaborative responses prevention (A United booklet) plays for useful
should be able to: person or other living These may include strategies to
thing causing injury or interpersonal problems, Conflict Resolution Handout reduce violence
▪ say what violence against an object a problem between
is and how to avoid causing damage. citizens and the police, Dealing with bullying Case study
violent situations. or problems between Kidshealth.com
The definition of friends or strangers.
▪ identify and violence often is They will practice “talk it Nine ways to eliminate
explain examples widened to include out-don’t fight it out” bullying
of violent threats of physical force strategy to resolve www.greatkids .com
behaviours. and substantially selected problems.
abusive language and Macmillan Student’s Book 2,
▪ describe causes harassing actions. Role Play page 18
of violence. Students will role play
Societies regulate the selected situations and Macmillan Student’s Book 3,
▪ explain ways of use of violence through how these were solved page 16
reducing or often a complex legal without resorting to
eliminating violence. system, governing violence. Decisions for Health,
individuals, political Health and Fitness pages 168-
authorities, the police 170
and military forces. Resource person from CPA
17

*LESSON 2: Anger management (Violence prevention; Suicide prevention; Drug use avoidance)
Life Skills: Negotiation, Critical thinking, Coping with emotions
By the end of the Anger is a natural emotion Group Discussion Anger work sheets Strategies
lesson, students and creates a number of What makes you angry? Do you for adolescents. demonstrated in
should be able to: attendant negative emotions know why it makes you angry? www.therapistaid. skits
like fear, guilt and grief. Can you analyse the situation com
▪ examine their and rethink your response to
characteristics and Anger often expresses itself that stimulus? What are some Flash cards with Project: Class
behaviours to note in physical (fighting), verbal advises you can give to persons anger newsletter
how they have (cursing), internal (hatred) who are angry? In groups, management project
responded to ways. students discuss how anger has techniques.
selected situations. affected them and their
There are many causes of relationship with others. Macmillan Case studies
▪ describe how anger, which include feeling Students then discuss in small Student’s Book 1,
anger affects them annoyed or irritated, fury groups how they have responded page 22
and their that your rights have been to situations in the past.
relationship with violated, that you have been Decisions for
family, friends and the victim of justice, or that Role Play Health pages 120-
Students in groups, prepare skits
others. you are feeling frustration 127
and role play two responses to a
feeling incompetent.
situation, which evokes anger in
▪ give reasons for
them. Students decide which
expressing anger. There are different ways of
strategies can work for each
managing anger. The first
person in each situation.
▪ suggest strategies step is to disengage. This
for effectively does not mean to ignore the
Students in groups, research
managing anger. situation, but to
anger newsletter project
acknowledge that you know
exactly what is going on.
Produce items for a newsletter. It
could include essays, poems,
letters and crossword puzzles. 18

LESSON 3: Reducing conflict (Violence prevention; Suicide prevention)
Life Skills: Negotiation, Problem solving, Self-awareness
By the end of the Conflict exists in all situations Refresher on stages of Managing and Evaluation of
lesson, students should and relationships. conflict resolution resolving conflicts discussion
be able to: effectively
There are five levels of (1) Resource person,
▪ outline strategies that conflict resolution: Counselor has interactive - Definition Essay assignment
can be used to prevent  Negotiate discussion with students.
potential conflict  Mediate (2) Students may bring - Skills
situations from  Arbitrate prepared questions to the Group work
deteriorating.  Litigate class. - Reasons for
 Legislate (3) Students, at the end,
▪ show knowledge that discuss what they learned - Management Case study
tone, language, facial Conflict arises when we hold about conflict strategies
expressions and an opinion different from our management and how it
posture contribute to neighbour’s. Though will affect their behaviour. www.creducation.org Role play
messages conveyed. individual opinions are good
there comes a time when they Essay writing on why we Decisions for
▪ accept that there are can cause difficulty. It is wiser should reduce conflict and Health Pages 108-
differences among to accommodate the opinions what strategies we can use 115
persons. of others and to avoid costly to do so.
personal conflicts.
▪ appreciate that a Group work
peaceful, harmonious Effective, open Explain how these can be
society can result from communication using positive used in our communities
reduction of conflicts. statements, good expression, every day.
empathy, and respectful
interactions reduce conflict.
Win-Win strategies that allow

each person to walk away 19
with something are good
ways to reduce conflict.
20
Unit 1: Human Sexuality

1. demonstrate knowledge of contraceptives and their effects.
2. explain how and where to get age appropriate information about birth control.
3. use critical thinking and social skills to assert their legal rights to protect their sexual health.
LESSON 1: Myths about contraceptives
Life Skills: Communication, Critical thinking, Decision making
By the end of this A myth is something that is Discussion Contraceptive Contraceptives

lesson, students should widely believed, that is false. What is a myth? Can you handout
be able to: remember any Guyanese
Myths about birth control myths? - Definition Worksheet
▪ identify myths about and sexual intercourse, Where do they come from? - Types
the effectiveness of include: Are they dangerous? Why - Effectiveness
various contraceptive  A girl cannot get are they dangerous? - HIV & AIDs readers Evaluation of
methods. pregnant the first time Students volunteer to write class discussions
that she has sex, or by two popular Guyanese Teaching HIV & AIDs
▪ explain the biological having sex while myths on the chalkboard. in the Caribbean.
basis that causes the standing or by having a (e.g. You should enter your Case studies
myths identified to be shower immediately house backwards when Modules in Social
fiction rather than fact. afterwards. coming home late. Studies (New Edition)
 If the boy pulls out
before he ejaculates, Babies with ‘pink eye’ Youtube videos
the girl cannot get should have their eyes
pregnant. washed with ‘wee-wee’
 A girl cannot get (urine) to be cured.
pregnant while having
her period. Students in small groups
 If you wear more than come up with two myths
one condom you about contraception. They
cannot get pregnant. subject these myths to the
above analysis.
 If a girl drinks ice cold 21
water right after sex
she cannot get
pregnant.
Vaginal douching or taking

baths or showers after sexual
intercourse will do nothing to
help prevent pregnancy.
22

LESSON 2: How to access information and services about contraception
Life Skills: Interpersonal skills, Communication, Critical thinking
By the end of the Teen problems may include Research/ Discussion/Site Teaching HIV&AIDS Evaluate
lesson, students should reproductive health issues map in the Caribbean. completeness of
be able to: related to contraception, teen Family and close friends. HIV&AIDS readers students’ lists.
pregnancy, support for
▪ describe sources of pregnant teens, abuse, coping Include also help lines, Directory of Field trip to
health information and with violence, avoiding (AIDS/STDs helpline, hospitals or other access
the services available. cigarettes, as well as drug and friends and helpline) and health facilities in information from
alcohol abuse, and finally, websites. They bring this the region Hospitals, Health
▪ demonstrate incest and rape. information to the class Centres, etc.
willingness to seek help and work in small groups Directory of relevant
in solving health Services are available through to share the information. NGOs and hotline
problems. public and private providers,
as well as from the family Each group lists the names Youtube videos
doctor and NGO’s. Some and location of the health
services are free of cost; some and social service facilities Health workers
are not, while others attract a nearest your home or
small contribution. school, including places for
dental checks &
It is necessary to know where immunisation.
to find these services. Local
offices of the Ministry of The students work together
Health, as well as local to compile the data they
hospitals and clinics have have collected in the chart
much information about that is organized by type of
these services. service and displayed on
the classroom wall.
List of places to access
information:
 GRPA 23
 Health Centres
 Hospitals
 UNESCO Building
 Religious groups
 Youth group
*Lesson can be merged with Lesson 3, Unit 1 of Self and Interpersonal Relationships
24

*LESSON 3: Sexual abuse and the law (Sexual abuse prevention; Suicide prevention)
Life Skills: Critical thinking, Decision making skills, Self-awareness
By the end of this The age of consent in Guest speaker Rape pamphlet Evaluate reports
lesson, students Guyana is 16 years old. A resource person from the UN’s list of Child
should be able to: Child Protection Agency is Rights
The Policy on Access to invited to speak about the (unchildrights.blogsto Case studies
▪ demonstrate contraceptives for minors rights of children, the laws p.com)
interest in learning allows for access to which apply to or protect
about laws that affect condoms and other children in cases of pregnancy, Sexual Offences Act Evaluate the
their sexual health. pregnancy prevention carnal abuse, physical abuse 2010 discussion
items without parental and emotional abuse, and the
▪ use critical thinking consent. institutional framework which Macmillan Student’s
skills to assert their is being put in place to protect Book 1, page 42
legal rights to protect Despite this, many teens these rights.
their sexual health. have limited access to Donnette’s case story
reproductive health Students ask questions and
resources. It is important prepare a report. Resource person from
that students know that CPA, Red Cross,
they have reproductive Questioning/case study/ GRPA, etc.
rights and in this context Discussion
appropriate sexual Pregnant 15 year old girl in the Modules in Social
decision- making skills are case study ‘Donnette’s worries’. Studies (New edition)
even more important. As Donnette is under the age of
consent, what are the legal Sexual
It is illegal to have sex with problems facing this young
anyone, male or female, woman? Child protection Act
who is under 16, even if it What are the problems facing 2009
was by mutual consent and the young man who has
no force was used. impregnated her?
25
Unit 2: Human Rights and HIV

1. identify the common myths about HIV.
2. understand about how to protect themselves from HIV.
3. appreciate and support the human rights of people living with HIV.
4. be able to cope with sexual pressure.
*LESSON 1: Myths and misconceptions about HIV
Life Skills: Critical thinking, Self-awareness, Decision making
By the end of this Myths about HIV include Discussion/ Role play Video from Live up: Evaluate group
lesson, students some of the following: Love, Protect, respect discussion paying
should be able to: Students will say why there are youtube.com attention to how
 You can tell if a myths and offer the facts. ignorance affects
▪ explain what is HIV person has HIV or Later, students will discuss in Book 1, page 44 decision making
and AIDS. STI’s just by small groups, why it is
looking. important to dispel these Book 1, page 50 Case study
▪ identify myths about  Men with STIs myths.
HIV transmission and including AIDS can Teaching about Flash cards on
treatment. be cured by having Students break into groups to HIV/AIDS in myths and facts
sex with a virgin role play a situation where Caribbean Secondary on HIV/AIDS
▪ explain why it is girl. he/she must dispel a myth Schools.
difficult to identify  You can’t get HIV about HIV.
persons infected by by kissing.
HIV by simply looking  You can’t get HIV Small group discussion on the
at them. through oral or anal topic “Sexual myths are another
sex. form of peer pressure” after
▪ demonstrate a  Only gay men can which students share what the
commitment to contract HIV groups discussed.
lifelong learning  HIV can pass
about sexual health through a latex
issues. condom
26

*LESSON 2: Preventing HIV
Life Skills: Assertiveness, Problem solving, Decision making skills, Refusal
By the end of this HIV can be transmitted in three Guest speaker/ Discussion Teaching HIV & AIDS Assess
lesson, students main ways: Television. Students are in the Caribbean. discussion of
should be able to:  Sexual transmission. asked to critique the ads the impact of
 Transmission through after discussing the target HIV &AIDS Readers HIV prevention
▪ identify strategies blood. audience, and effectiveness. campaign.
to prevent/ reduce  Mother- to- child They also offer ways of HFLE Macmillan
the spread of HIV. transmission. improving the ads. Book 1, page 50
Book 1, page 52 Case studies.
▪ demonstrate Preventing the spread of HIV Students also explore Book 2, page 36
commitment to requires both a personal and whether the ads reflect their Book 2, page 51
implement national effort. Prevention reality. They discuss sexual Book 3, page 34 Presentation
suggested HIV programmes have a critical risks taken by members of Book 3, page 40 using pictures.
prevention role to play. They include: their peer group and the Book 3, page 49
strategies.  Promoting HIV awareness consequences. Include in the Book 3, page 52
 Provide and promote HIV discussion transactional sex,
counseling and testing. sex between older men and Decisions for Health
 HIV testing of pregnant younger women, and the
women to reduce chances heightened risk to young
of spread to baby. girls.
 Promoting safe sex
practices. Students discuss how they
 Promoting abstinence plan to cope with this reality,
 Promoting faithfulness including proper use of
between sex partners. condoms, partner reduction,
reclaiming virginity etc.
*Can be linked with Unit 3, Lesson 1, Sexuality and sexuality abuse

27

*LESSON 3: Supporting persons living with HIV (PLWH)
Life Skills: Empathy, Advocacy, Creative thinking
By the end of this There is no cure for HIV. Video/Discussion Teaching HIV & AIDSS Assess
lesson, students This combined with the Students listen to the voice of in the Caribbean discussion of the
should be able to: fact that many persons are a person who has been impact of
aware of how it is stigmatised or discriminated HIV&AIDS Reader students’
▪ identify ways in transmitted causes against because of their HIV responses to
which HIV is not PLWHA’s to be feared and status. HFLE Macmillan scenario.
spread. shunned. Book 1, page 54
Students in groups, discuss Book 2, page 54 Case studies.
▪ recognize that HIV HIV is not spread by: the message of the video and Book 3, page 54
can affect anyone. hugging and holding hands, what it means to them. Later Book 3, page 56 Group
eating a meal together, they discuss the following presentation.
▪ outline some of the sleeping in the same room, scenario: Supporting people
possible challenges playing football, using the living with HIV to Journal keeping.
that persons living same water fountain, They have discovered that protect themselves.
with HIV may face. sharing toilet, sharing a one of their classmates was
pool, mosquito bites. diagnosed with HIV or that Taking care of people
▪ suggest ways in their classmate is living with a living with HIV/AIDS
which PLWHA’s can We can safely interact with person infected with HIV. www.fao.org
be assisted PLWHA’s and offer our Video on HIV
support and comfort. And How should the school treat discrimination
▪ demonstrate most important, we do not the situation? E.g. The short series
empathy for PLWHA. refer to PLWHA’s as victims Hush (Barbadian
or sufferers. How would they treat that series)
student? What if you were
the student? Resource persons
from the hospitals
Resource/Personal action
Talks about his/her experience.
28
Students ask questions, and
discuss ways in which they
could show kindness to a
PLWHA.
29
Unit 3: Coping and Decision Making Skills

1. understand more about abstinence.
2. know how to establish healthy relationships.
*LESSON 1: Sexual decision making skills (Comprehensive sexuality education; Sexual abuse prevention)
Life Skills: Assertiveness, Problem solving, Self-awareness
By the end of this Sexual decision making is Questioning/ Discussion Teaching HIV&AIDS in Assess
lesson, students your responsibility What is the relationship the Caribbean understanding of
should be able to: between character and character
Young persons who choose self-discipline? What Hand out on the
▪ explain the abstinence are learning how values do you want to advantages and Selected
importance of to develop and implement develop? disadvantages of activities from
character in the their long-term life goals. abstinence the resources to
decision to practice Students discuss these test development
abstinence. Sexual desires are natural questions and relate them Flow chart of decision of any of these
and controllable and so to the choices they make and consequences. skills
▪ describe the individuals are capable of every day. They explore
linkages between making choices to abstain the connection between HFLE Macmillan Case studies
abstinence, good from sexual activity. having the courage to do Book 1, page 38
decision making and the right thing and the Book 2, page 36 Flip chart
goal setting. Being sexually active does ability to achieve life goals. Book 2, page 48
not prove one is mature, Book 3, page 36
▪ see the value of successful or popular. Book 3, page 15
building healthy
relationships free Every decision has to be Flip chart displaying
from sexual carefully thought through how to abstain by
pressure. especially those that have hanging out in groups,
lifelong effects. saying ‘NO’ to drugs and
alcohol as well as
It is important to set and avoiding petting
communicate boundaries. 30
They help you avoid
situations with increased
sexual pressure.
*Lesson can be linked with Unit 2, Lesson, 2, Sexuality and sexual health
31
Unit 3: Coping and Decision-Making Skills

*LESSON 2: Coping skills (Comprehensive sexuality education; Suicide prevention; Drug use avoidance)
Life Skills: Assertiveness, Decision making skills, Refusal
By the end of this Stressful situations can Picture Discussion Pictures for discussion Present students
lesson, students create health problems Lessons learned from the picture with pictures of
should be able to: and affect relationships. and what it means to them about HFLE Macmillan situations that may
It is necessary to coping. Book 3, page 15 or may not be risky.
▪ identify risky understand these Book 3, page 40 Students state how
situations. reactions and try to What happens to alert the person they would address
solve them. to a risky situation? Did she/he the ones they
▪ devise measures see it coming? identify as risky.
to protect Coping skills can be What must he/she do to protect
themselves against developed and used to herself/himself? Case studies
sexual approaches deal with adverse and Students discuss these and other
and actions by high risk situations. questions related to coping with
adults/older teens. risky situations.
Preparation is the key to What would you do if someone
▪ advocate safety. One should tried to pressure you for sex?
measures students always have a plan in
can use to protect case a risky situation Role Play
themselves from develops. Self-defense Students role play their responses
sexual violence. classes, emergency using the
contacts and other such REAL or STACK method. The
actions and activities are REAL Method: REFUSE
key to ensuring safety. EXPLAIN AVOID
LEAVE
The STACK method STOP, THINK IT
THROUGH, ASK YOURSELF AND
OTHERS WHAT TO DO, CHOOSE
CAREFULLY, IT’S UP TO YOU, KEEP
YOUR PRIDE AND PROMISES TOO. 32
Unit 1: I Am What I Eat

1. Demonstrate knowledge of the relationship between types and uses of nutrients for healthy eating.
2. Display a willingness to cultivate a healthy lifestyle by eating a balanced meal whenever possible.
3. Use coping, social and cognitive skills to maintain a healthy lifestyle.
*LESSON 1: Balancing nutrients from all the food groups (Suicide prevention)
Life Skills: Critical thinking, Creative thinking, Self-management
By the end of this A balanced diet is a healthy mix Research: What’s Cooking in Assess reports on
lesson, students of all food groups at regular Textbook/internet Guyana including new
should be able to: portions to maintain good Chinese, Japanese and food choices
health. African ethnic groups, as Food dairy
▪ say what is a Nutrients include minerals, well as those of the - Food pyramid Case studies
balanced diet. water, proteins, carbohydrates, Caribbean peoples, in - Pictures of different
vitamins and fats. order to see how they can healthy and unhealthy
▪ list food nutrients help us reduce red meat dishes
in a balanced diet. Natural or whole foods are consumption.
good sources of nutrients, HFLE Macmillan
▪ describe available especially when compared to Students also explore Book 3, page 62
food options supplements and food products options for dessert/sweets Book 3, page 66
outside of usual that have undergone that contain less fat and
ones. processing and contain added sugar than popular CXC Food and
additives. ones. Later, the groups Nutrition Text, Anita
▪ suggest sources compile and share their Tull
of protein for Many more nutrients may be reports with the class.
vegetarians. gained from choosing Decisions for Health,
alternative foods or by using Research: page 94
different preparation methods. Textbook/internet
Search
For example, there are several Healthy method. The chef
sources of proteins that come also discusses other
from plants, like legumes recipes. 33
(including lentils, split peas,
chick peas), nuts, tofu.
Deficiency of some nutrients

e.g. B vitamins can lead to
depression.
34

*LESSON 2: Food and health
Life Skills: Critical thinking, Self-awareness, Decision making
By the end of this Good eating habits include: A resource person like a What’s cooking in Assess the
lesson, students health professional, upper Guyana understanding of
should be able to: Eating at regular school Biology teacher health risks
intervals leads an interactive Handout on effects of associated with
▪ demonstrate the Eating balanced meals discussion with the excess over consumption over eating.
skill of using the Correct portion size food we consume and the
multimix process possible health Why can’t I stick to my Evaluate reports
Health risks associated with consequences. diet for critical
▪ describe health poor portion control include: www.discovergoodnut understanding of
risks associated  Weight gain Students ask questions and rition.com diets.
with excessive  Diabetes later write a summary of
consumption of  Heart disease what they learned. HFLE Macmillan Class project on
certain food items.  Hypertension Book 2, page 60 multimixing
Research/Report Book 3, page 66 (presentation).
▪ demonstrate There are simple modifications Work in groups to research
willingness to in eating habits that will allow a and evaluate the value of Decisions for Health,
change poor eating person to feel satisfied without certain weight-loss pages 94-105
habits. consuming too many calories or programmes. They research
too much food. These include the requirements of various
▪ exercise patience reducing salt and sugar intake, weight-loss diets, e.g. Fit for
and persistence in reducing portion size and life, south beach, high-
helping others including exercise in your daily protein Low-carb, and crash
make dietary and regimen. diets.
lifestyle changes.
As with all lifestyle changes, it Students prepare group
takes time and patience to reports to present them to
develop new habits. class.
35

*LESSON 3: Read the label!
Life Skills: Interpersonal relationships, Creative thinking, Self-management
By the end of the It is necessary to Survey Health and wellness, Assess

lesson, students understand the meaning of Each group of students collects pages 856-857 presentations for
should be able to: nutrition facts, ingredients 20 food labels with nutrition fact understanding of
lists and serving sizes on and ingredients listed. In small Health and fitness food labels.
▪ interpret food labels. groups, they determine: (Harcourt)
information given on  the food groups to which Pages 102-103 Assess games that
nutrition labels. Ingredients are listed in each belongs, based on students design
order of proportion with the nutrient present in HFLE Macmillan
▪ assess the value of the ingredient in highest greatest proportion; Book 3, pages 64-65
foods in their daily proportion listed first.  what percentage of foods
diet based on contain artificial flavour
nutrients and Labels indicate suggested enhancers – sweeteners,
additives they serving sizes and caloric MSG, artificial flavours;
contain. value of foods.  what percentage of the
foods contain high levels
▪ use decision making Labels also indicate where of sodium (10% or more
skills in choosing products are made and the per serving); and
packaged and labeled expiry date. Students  what percentage has
foods to be included should be encouraged to other additives –
in the diet. buy Guyanese foods as colouring, chemicals,
much as possible. preservatives;
▪ seek information A report will be made to the
on food content Information on content of class accompanied by the
where labeling is unlabelled food e.g. collection of labels. The
absent or market produce and presentation should include a
inadequate. restaurant foods may be list of foods that should be
obtained from the avoided or greatly reduced in
internet or from texts. the diet of persons with special
needs.
36
Game
Students work together in
groups to design a game that
will penalize poor food choices
and reward more appropriate
food choices.
37
Unit 2: Factors Affecting a Healthy Lifestyle

1. demonstrate knowledge of social emotional and physical influences on personal choices of foods and
exercise.
2. practice techniques to respond to pressures to support unhealthy eating and activities.
3. appreciate appropriate, scientifically sound, eating and fitness resources.
*LESSON 1: Factors affecting food choices
Life Skills: Negotiation, Decision making skills, Self-management
By the end of this Children are not the Group Work/ Discussion Modules in Social Assess
lesson, students providers in the family. They Suggest specific, practical Studies with CXC SBA understanding of
should be able to: choose what to eat from ways of overcoming them. Guide these food choices.
what is given to them at Students write summaries
▪ identify social, home. School aged children and present to class. Each HFLE Macmillan
emotional, may be exposed to other student selects at least two Book 3, page 68 Assess strategies to
economic and foods at school (cafeteria, of their own limitations Book 3, page 70 improve nutrition
physical limitations friends) but have little and writes strategies aimed
to having a healthy purchasing power. at reducing or overcoming Perceived effects of
diet. these within a specified stress on food choice. Case study.
The influences on a child’s time. G. Oliver
▪ suggest ways of diet include issues which www.sciencedirect.com
overcoming the affect him/her. Students working in small
impact of these groups write skits and role Grade A Social Studies
limitations. Social play a situation in which a Guide
Perception of status (can teen is trying to convince a
▪ demonstrate afford to eat meat, fast food, parent/guardian to Health and Fitness
communication skills etc. often). purchase more healthy (Harcourt)
in getting their Peer pressure. snack choices for his/her Pages 108-109
parents or guardian Events that encourage younger sibling. The adult
to provide more poor/late eating (movies, argues that this is not what
healthy food choices. after school activities, the child wants or likes.
getting home late). The skit suggests ways of
Emotional 38
Comfort foods, e.g. overcoming these issues.
chocolate, pastry, pizza.
Cravings due to hormonal Students suggest specific
changes. practical ways of
Feelings elicited in response overcoming social,
to advertising. emotional, economic and
Economic physical limitations to
Tasty alternatives that having a healthy diet.
provide variety e.g.
imported vegetables that
may be expensive.
More healthful substitutes,
e.g. olive oil more expensive.
Physical
Allergies can reduce
available options.
Some persons find some
foods hard to tolerate, e.g.
beans, cornmeal, processed
meats, oily foods.
Unstable emotions can

affect one’s confidence and
self-worth which in turn
contributes to emotional
eating or other eating
disorder.
39
*LESSON 2: My choices for eating out
Life Skills: Refusal skills, Critical thinking, Decision making
By the end of this Factors that influence Questioning/ group A book for Caribbean Assess
lesson, students choices about eating out discussion Adolescents on Presentations in
should be able to: may include: You usually eat the same Introductory to Biology respect of the
 Flavor thing, why do they choose Book 4 factors that
▪ list factors that  Cleanliness this place over all the influence choices
influence their  Smell others? Considering all HFLE Macmillan for eating out and
choices for eating  Popularity they have learnt about Book 2, page 62 changes the plan
out.  Convenience (time, healthy diet, rate the meals do make.
location, delivery) you have at these places. Is Pictures of preferred
▪ determine which nutritional value of the food and health foods.
factors are most Other factors that influence food a consideration now? Jingle/rap song/
important, health where we eat out include Will it become an issue? Hand out on proper poem
wise, in making such age, gender, occupation, food preparation.
choices. economic status and health In small groups, students
conditions. list all the fast food places, W.H.O, Healthy Diet
▪ demonstrate restaurants, cook shops, Fact sheets
critical thinking and There are generally healthier etc. they remember
decision making options in the same dining patronising. They discuss
skills in choosing establishments that may their reasons for choosing
where to eat out. include having water or fruit these establishments and
juice instead of soda, a salad rate the quality of the
instead of fried desserts with food. Students present
less sugar. their findings to the class,
and should be prepared to
The challenge is to become justify their lists.
aware of these options and In journals, students write
to make those choices. Also about the kinds of
know that success in substitutions they can
changing your preference is make/ will make in future 40
more likely if you make at their favourite
changes step by step. restaurants.
41

*LESSON 3: Achieving fitness
Life Skills: Communication, Decision making, Self-management, Self-awareness
By the end of the There are several challenges Research/Group HFLE Macmillan Assess the
lesson, students to achieving fitness. They Discussions/Brainstorming Book 1, page 62 presentation from
should be able to: include: Book 2, page 64 each group.
 Social Each student interviews Book 2, page 66
▪ identify social, Current friends may not be five family members or Assess arguments
emotional, economic interested in joining the friends to discover which Health and Fitness
and physical activity with you. factors influence their (Harcourt) Review journals
limitations to Persons may be discouraged fitness/lack of fitness. In Pages 126-133
achieving physical because they think they are small groups, students Case studies
fitness healthy and do not need brainstorm and discuss the Decisions for Health,
exercise. results they have found. pages 68-71 Prepare a weekly
▪ suggest ways of  Emotional They also discuss fitness plan for at
overcoming or Beginning a programme can challenges they have Health and Wellness, least 15 minutes
reducing the impact be challenging, especially experienced in trying to apges C14-C19 per day.
of these limitations. when it seems you are not achieve physical fitness.
getting the desired result. The students work
▪ demonstrate Patience is needed. together to compile a list
critical thinking skills You may feel pressured for of how to overcome two or
making wise choices time and the thought of three selected challenges.
of exercise activities. putting something else into The students decide which
your schedule may induce persons will present each
stress. of the findings.
 Economic
Gym/professional guidance Debating
is expensive, and you cannot Students debate the topic
afford the fees. Cost of “It is not good for older
getting appropriate shoes, people to focus too much
safety gear, is high. on keeping fit”. Divide the
 Physical class into two and each 42
Existing medical conditions, side chooses a side of the
e.g. asthma, anaemia. debate and research the
Limitations resulting from information to make their
present state of ‘unfitness’ argument. Later the class
e.g. joint pains, breathing listens to the debate.
difficulties, being
overweight. Journaling
In their journals, students
select at least two of their
own limitations and write
down their goals to reduce
or overcome them.
43
LESSON 4: Addressing my health risks
Life Skills: Coping skills, Decision making, Self-management
By the end of the Be aware of your risk Survey/Journal Health Centres and Read journals
lesson, students factors for hypertension Students investigate their family Clinics
should be able to: and heart disease, medical history to see how many
diabetes, obesity. Many persons had/have any of the Health and Wellness Assess discussions
▪ identify their risks of these risk factors are illness. Question grandparents (Macmillan) A6-A7 and read journals
for developing genetic, but most can be and their siblings, parents and
chronic lifestyle changed by your their siblings, cousins, brothers Decisions for Health
diseases. individual action to and sisters. (Do not include in- (Holt) pages 8-11
protect yourself. laws). Each student should
▪ describe ways of prepare a report on the
reducing these risks It is important to know incidence of each illness/disease
early. your risk factors so that in his/her family. Record the
you can intervene early. information in you journal.
▪ explain where to
find information on It is important to have Research/Journal
health giving regular checkups at the Group discussion
services and same doctor so that any Students in groups,
products. warning signs can be
detected early.
(jig-saw) research and share
It is also useful to know information about lifestyle
as much as you can diseases, and the steps that a
about your health issues person can take to reduce
and for that you need to his/her risk of developing these
learn where to obtain diseases. Each student develops
information. a checklist for each of the
diseases and assesses his/her
own risk. Students record the
information in their journals how 44
they would respond.
Unit 1: Dealing With Wastes

1. demonstrate an understanding of issues surrounding waste management in home, school, and
community.
2. become more aware of the strategies used for managing waste in the environment.
3. display willingness in taking appropriate actions to deal with issues involved.
LESSON 1: Hazardous wastes
Life Skills: Critical thinking, Creative thinking, Self-management
By the end of this A large number of Research Modules in Social Assess the charts
lesson, students household and Students work in groups to Studies (New Edition)
should be able to: industrial chemicals are research the different types of Assess reports
hazardous to our health. hazardous wastes in our Social Studies
▪ describe the types Hazardous wastes are environment. The students Essentials (New Assess the
of waste and materials that may be produce charts which form part Edition) effectiveness of
pollutants that are carcinogenic, ignitable, of the reports that are presented the information
hazardous to the corrosive, or explosive to the class. about the hazard
environment. and eventually fatal. and the depth of
Survey response to the
▪ investigate and Hazardous chemicals Individual students perform an crisis
report on the could include: audit of the chemicals they find
existence of preservatives, sanitisers, at home, and in the school. They Field trip around
hazardous waste that medical drugs, solvents, then come together in groups to the environment
may harm the home, degreasers, toners, prepare reports for
school and printer inks and farm presentations to the class. The
community. chemicals. reports should be presented in
tabular format.
▪ explain ways of We are exposed to
disposing of these chemicals in Research
hazardous wastes in different ways. For Students divide themselves in
(i) Guyana and (ii) example, we may come two groups. Each researches
45
North America. in contact with these hazardous waste disposal
chemicals by inhaling or methods in Guyana and in a
▪ demonstrate ability ingesting them or North America country e.g.
to prevent/respond absorbing them through Canada. Each group presents its
to issues our skin. findings to the class.
surrounding
hazardous waste in Exposure may cause a Role Play/Scenario
the environment. variety of cancers, Students prepare an imaginary
deterioration or scenario of events resulting from
malfunction or organs, the find of large quantity of
even death. hazardous waste in the National
Park in Georgetown. Students
Most hazardous waste is decide the identity of the waste
recycled, that is, material, how it will affect
converted to non- humans, plants and animals and
hazardous forms, stored devise a programme to secure
in special containers in the waste and protect the
specific facilities. human and other living things in
the environment.
We should find out
about toxic and
hazardous waste in our
environment, in order
to know how to protect
ourselves from them.
46
Unit 1: Dealing With Waste

*LESSON 2: Industrial wastes
Life Skills: Communication, Critical thinking, Problem solving
By the end of this Many industries pollute the air, Field trip to a waste Essentials for social Assess students’
lesson, students water and land. management plant or to studies (New Edition) record of
should be able to: a farm. They interview challenges and
Industrial pollution is often workers and engineers, New Horizons in Social solutions
▪ identify industries in caused when furnaces pump specifically about their Studies Book 3, pages
Guyana that cause smoke into the air. This smoke efforts to control 95 – 102 Report/Essay on
pollution. results in smog. emissions and waste, Questionnaire on field trip
accidents, and protection environmental issues.
▪ describe the effects Some of these substances can of the workers. Journal depicting
of industrial activities cause acid smog, which damage Book 3, page 88 industrial waste
on human health, buildings and cause breathing In preparation for the
animals and plants in difficulties for people. The trip students work in Modules in Social Project (Clean up
the environment. combustion of fossil fuel also groups to research the Studies (New Edition) the school)
can contribute to the particular site and
▪ express an greenhouse effect. Industrial prepare questions.
appreciation of the waste puts oil, minerals,
challenge of balancing chemical products, phosphates Journaling
development and care and nitrates into the water. Later, students record
for the environment. their impressions of the
One of the big problems of challenges facing the
▪ explain the need to industrial waste and vehicular company and comment
lessen the exhaust is that they increase on the efforts being
environmental impact the amount of carbon dioxide, made to act responsibly.
of industrial activities water vapour and methane in
on the environment the air, which increases the
of islands especially. temperature of the Earth’s
atmosphere.
47
Unit 1: Dealing With Waste

LESSON 3: Solid waste disposal
Life Skills: Advocacy, Decision making, Creative thinking
By the end of this Solid waste management Nature Walk/ Investigation Environmental effects Assess
lesson, students includes all activities that Examples of solid waste Hand out. Check list for observations and
should be able to: seek to minimise the disposal practices are nature walk. suggestions for
health, environmental and harmful. Short video on the change
▪ identify efficient aesthetic impacts of solid importance of
ways to reduce and waste. Later working in groups they environmental Group
dispose of solid waste prepare reports with protection. presentations are
at home, in school Waste from houses, suggestions for change. assessed
and community. streets, shops, offices, Fact sheets on
industries and hospitals are Audit/ Presentation recycling, composting Agriculture
▪ describe threats to usually the responsibility of Students conduct an audit of and reusing items. project collecting
human health of municipal or other the school’s class waste solid waste for
improper solid waste governmental authorities. practices, and investigate CXC Geography for making compost
disposal. disposal in school canteen, the Caribbean
Uncollected waste often in classrooms, etc.
▪ list services within ends up in drains, causing
the community that blockages that result in Suggestions for solutions in
reduce solid waste, flooding and unsanitary the long term. Students
recycle solid waste/ conditions. work together as a class to
deal with solid waste. prepare and make a
Flies breed in some presentation at their school
▪ describe alternative constituents of solid waste, assembly.
practices in Guyana, and flies are very effective
e.g., waste to energy vectors at spreading Students research in groups,
conversion (using disease. to find out how businesses
bagasse as energy are managing solid waste
source in cane Mosquitoes breed in management issues.
factory). blocked drains and in
rainwater that is retained 48
in discarded cans, tyres and
other objects.
Ways to reduce solid waste

include reusing, recycling
and composting.
49
Unit 2: Preventing Pollution

1. demonstrate knowledge of conservation of resources.
2. explore the role of community and government resources in caring the environment.
3. appreciate their personal responsibility to care for the environment.
LESSON 1: The three R’s of conservation
Life Skills: Advocacy, Decision making, Self-monitoring
By the end of this Conservation refers to any Survey Modules in Social Assess
lesson, students action that furthers the Students work in groups to Studies with SBA Guide Presentation
should be able to: goal of making life more audit resource use such as with CXC questions
sustainable for the planet. use of water, energy, paper,
▪ describe what is food, and packaging The Caribbean for CXC Evaluate the
meant by - Advantages and materials. Later, they Geography example of
conservation. disadvantages of recycling present their reports with conservation
- Protect the environment suggestions of reducing/ Video on
▪ discuss the 3 R’s and - Reduces energy recycling/ re-using each. Environmental,
their value as useful consumption Conservative and Evaluate
tools for - Reduces pollution Research in small groups. Preservation. completion of
environmental health. - Conserves natural Students investigate specific (Youtube) group project
resources examples of activities here in C.A.P.E Environmental
▪ distinguish between - Creates green jobs Guyana to recycle, re-use, Science (PDF)
reducing, recycling - Reduces waste on land and reduce.
and reusing as fills
methods of Students present their
conservation. Not always cost effective. findings to the class.
▪ summarise the Products may not last long. Composting and recycling
benefits and problems group project.
of recycling and Unsafe recycling plants
reducing waste. may cause disease. Journaling
Students keep a journal of
50
their attempts to practice
the three Rs in their
personal lives.
51
Unit 2: Preventing Pollution

*LESSON 2: Materials that cause less pollution
Life Skills: Communication, Advocacy, Decision making
By the end of this Pollution cannot always be Research/ Display Grade 9 Social Assess displays
lesson, students prevented, but we are Research to find out Studies Guide and
should be able to: required to reduce pollution alternatives that will explanations.
at the source, recycle reduce pollution. New Horizon in Social
▪ review meaning of emissions that cannot be Afterwards, students Studies Book 3. Plan a clean-up
pollution and the prevented or treat waste in an organize a display of campaign (enlist
various types environmentally safe manner. substitutes that may Pictures of hazardous friends and
common in Guyana. cause less pollution. signs and their neighbours to
Pollution can be reduced by Students choose persons meanings. clean up the
▪ identify at least four many different strategies. to lead discussion of how school)
alternatives to using Individuals may consider these alternatives work to HFLE Macmillan
hazardous household driving less, using air friendly reduce pollution and how Book 1, pages 80-83 Project and plant
chemicals ( include products, saving energy, citizens could be Book 2, pages 86-87 a tree
cleansers, pest recycling, speaking up for a encouraged to change
control) clean environment and using their practices to CXC Geography for Set up a quiet
fewer toxic chemicals. They incorporate these new the Caribbean zone in your
▪ describe practices may also substitute non- materials. school
that will reduce hazardous materials for Health and Wellness
pollution, including hazardous ones and practice (Texan) pages E40-
use of alternative proper maintenance and E49
materials. housekeeping to eliminate
spills and leaks, modifying
equipment to enhance in-line
material recovery or recycling
options.
52
GENERAL RESOURCES
1. Health and Family Life Education Student’s Book 1-3. (2010): Gerald Drakes, Mavis Fuller, Christopher Graham, Barbara
Jenkins. Publisher: Macmillan.
2. Health and Family Life Education Teacher’s Guide. (2011): Gerald Drakes, Mavis Fuller, Christopher Graham, Barbara Jenkins,
Clare Eastland. Publisher: Macmillan.
3. Adolescence: Growing and Changing: Mary Bronson, Ph.D. Publisher: Glencoe Mc Graw-Hill.
4. Abstinence: Mary Bronson Ph.D. Publisher: Glencoe Mac Graw-Hill.
5. Healthy Relationships and Sexuality: Mary Bronson Ph.D. Publisher: Glencoe Mc Graw-Hill.
6. Home Economics for Secondary Schools.
7. Caribbean Home Economics in Action, Book 1.
8. Caribbean Food and Nutrition for CSEC: Anita Tull and Antonio Coward. Publisher: Oxford.
9. Modules in Social Studies with SBA Guide (New Edition): Rampersad Ramsawak and Ralph Umraw. Publishers: Caribbean
Education.
10. Health and Wellness: Linda Meeks and Philip Heit – Texas. Macmillan/Mc Graw-Hill.
11. Decisions for Health: Holt. Levels Red, Green and Yellow.
12. Health and Fitness – Harcourt.
13. You, Your Life, Your Dreams-A Book for Caribbean Adolescents: Petrina Lee Roy, Maria Faget Montero and Martha Murdock.
14. Teaching about HIV and AIDS in the Caribbean Secondary Schools: Sharlene Johnson, Gisela Winkler and Maren Bodenstein.
15. Alcohol Facts for Teens – Unicef.
16. The Sexual Offences Act 2010 – Unicef
17. Protecting the children in Guyana – Unicef
18. Understanding and helping to prevent Child Sexual Abuse – A parent’s/Caregivers Handbook.
53
19. Reporting Child Abuse – Unicef.
20. You need to know – Unicef
21. About making decisions – Unicef
22. Child Abuse – MOH/Global Fund
23. Sexual Assault
24. Choosing not to drink – Unicef
25. About HIV/AIDS – Unicef
54

Health and Family Life Education - HFLE - Grade 9 Curriculum Guide

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Grade 9

ADAPTED September 2013; ADJUSTED June 2016

THEME: SELF AND INTERPERSONAL RELATIONSHIPS

UNIT 1 BUILDING RELATIONSHIPS

UNIT 2 CONFLICT MANAGEMENT

THEME: SEXUALITY AND SEXUAL HEALTH

UNIT 1 HUMAN SEXUALITY

UNIT 2 HUMAN RIGHTS AND HIV

THEME: APPROPRIATE EATING AND FITNESS

UNIT 1 I AM WHAT I EAT

UNIT 2 FACTORS AFFECTING A HEALTHY LIFESTYLE

THEME: MANAGING THE ENVIRONMENT

UNIT 1 DEALING WITH WASTE

UNIT 2 PREVENTING POLLUTION

As a consequence complete rewrite of curricula was not deemed necessary.

 Comprehensive Sexuality Education – CSE

 Sexual Abuse Prevention – SAP

 Drug Use Avoidance - DUA

subjects, are examined in a well-structured holistic programme.

Chief Education Officer

Caribbean including Jamaica.

profoundly influence their health and personal development.

with exception of grades 1 & 2 where they are timetabled subject.

infusion method to timetabled.

 Cognitive skills including decision-making, critical thinking and self-evaluation.

Another way of categorising life skills, according to WHO, is as follows:

 Decision making, problem solving.

 Creative thinking, critical thinking

 Coping with emotions and stress 3

- delay the onset of drug use

- prevent high risk sexual behaviour

- facilitate anger management and conflict resolution

- improve academic performance and

- promote positive social adjustment

Life Skills Methodology in the Classroom

- role play - story telling - games/simulation

their own sexuality.

prepared to deal with such confidentiality.

and issues that are related to managing the environment.

1. Self and Interpersonal Relationships

2. Sexuality and Sexual Health

3. Appropriate Eating and Fitness

4. Managing the Environment

Theme: Self and Interpersonal Relationships

including HIV, as well as teen pregnancy.

Theme: Appropriate Eating and Fitness

with these illnesses.

Theme: Managing the Environment

WHY TEACH HEALTH & FAMILY LIFE EDUCATION?

OBJECTIVES CONTENT METHODOLOGY RESOURCE/MATERIAL EVALUATION

Unit 1: Building Relationships

OBJECTIVES CONTENT METHODOLOGY RESOURCE/MATERIAL EVALUATION

▪ show willingness to Family members often need 12

Unit 1: Building relationships

OBJECTIVES CONTENT METHODOLOGY RESOURCE/MATERIAL EVALUATION

Unit 1: Building relationships

OBJECTIVES CONTENT METHODOLOGY RESOURCE/MATERIAL EVALUATION

Unit 2: Conflict Management

Unit 2: Conflict Management

OBJECTIVES CONTENT METHODOLOGY RESOURCE/MATERIAL EVALUATION