Teacher's Notes
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Primary
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Print Glasgow's Health
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Forward
Introduction
Co-ordination
Acknowledgements
Forward
‘Glasgow’s Health’ is a comprehensive health education teaching package designed for young people from
0 to 18 years of age, taking account of their health-related needs and providing a resource to address
them through a coherent, continuously progressive programme. Produced by writing teams of practising
teachers from Glasgow working with health promotion staff from Greater Glasgow Health Board, it
builds on the good practice and expertise of the previous initiatives in this field. It incorporates advice and
recommendations from recent national and local policy initiatives to create a health education resource
for 2000 and beyond. It should prove an invaluable resource to pre-5, primary and secondary
establishments enabling them to audit, develop and deliver health education in the curriculum.
Education Support Service
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Introduction
‘Glasgow’s Health’ has the following aims for young people. It aims to promote physical, emotional and
social health by:
• raising self-esteem and self-reliance to contribute to
raised achievement and attainment
• encouraging an increase in physical exercise
• encouraging healthier eating by promoting healthy
eating options
• promoting healthy relationships and good sexual
health
• raising awareness of the dangers of misusing
harmful substances including illegal drugs as well as
tobacco, alcohol and medicinal drugs and give
strategies to enable young people to choose not to
misuse them
• encouraging safe practices to promote personal
safety, security and well-being as well as in the
environment of young people
‘Glasgow’s Health’ constitutes a phased health education programme arranged around the three broad themes of
‘All About Me’, ‘Keeping Me Safe’ and ‘My Relationships’ which allow knowledge, skills and attitudes to be developed as
young people progress through their school career. These themes are consistent with the description of the strands
in 5-14 Health Education.
‘All About Me’ relates to ‘Physical Health’, which is concerned with the knowledge,
skills and attitudes that are needed to understand physical factors in relation to our
health.
‘Keeping Me Safe’ relates to ‘Social Health’, which develops an understanding of the
interplay of knowledge, skills and attitudes that are needed to understand the
interaction of the individual, the community and the environment in relation to health.
‘My Relationships’ relates to ‘Emotional Health’, which deals with the knowledge,
skills and attitudes that are required to understand emotions and feelings and how
they affect us. (Parts of the topic ‘My Community’ also relate to social health).
A range of teaching approaches should be used that will include active learning, whole-class teaching, individual and small
group activities, discussions, role-play and simulation activities. The programme will allow broad and balanced coverage of
issues relating to physical, emotional and social health, affording access to information appropriate to young people’s ages
and stages thereby functioning effectively as a ‘spiral’ curriculum. The range of teaching approaches in the ‘Glasgow’s
Health’ materials should enable pupil involvement in lessons to be maximised. This pupil-centred approach is vital since the
subject matter within the health education curriculum relates to the young people themselves and it is essential that they
take ownership of the advice and messages coming from the programme, which should be perceived as stimulating to both
staff and young people.
Education Support Service
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Introduction
Teaching and learning
‘Glasgow’s Health’ materials have been laid out in a
convenient easy to use format to assist teachers in their
task of delivering the curriculum. A summary grid of
units of work in health education has been provided for
each sector together with advice for each unit.
Although much of the material is self-explanatory and
constitutes complete lesson outlines, good preparation
is vital for effective and successful learning, to ensure
the range of approaches implicit in the programme is
utilised, and to give time for resources required to be
obtained. As with all other areas of the curriculum the
enthusiasm and commitment of the teacher involved is
the most important ingredient of a successful health
education programme, not only ensuring the quality of
the curriculum offered but also enhancing the
experience and impact of the programme on young
people.
Teachers play a vital role in helping children develop
a positive self-image and self worth through a health
education programme. The creation of a positive
atmosphere where everyone feels that their
contributions are valued and their opinions respected is
crucial. The attitudes and behaviour of staff in relation
to personal relationships and health issues send very
powerful messages to children. The example set by
teachers is very important.
Other Agencies
‘Glasgow’s Health’ recognises the contribution other
agencies can make in the field of health education.
Specialists and experts from such agencies can provide
information, expertise, and insights that class teachers
would not normally be able to provide. Although
responsibility for the health education curriculum lies
with the school and the teacher involved, the use of
other agencies to complement and enhance the work of
the class in a planned way is to be encouraged, serving
to increase the relevance and impact of the area of the
health education curriculum under discussion.
It is important that the school enters into discussion
with the agency prior to the input to ensure that it will
indeed complement the ongoing curriculum. It is vital
that the work of the class leads naturally to the input
itself, that the teacher is present throughout, and that
meaningful follow-up work is undertaken to gain
maximum benefit from the agency’s contribution. By
this means young people will gain maximum benefit
from such contributions. There is little sustainable
benefit from an agency giving an isolated presentation
with no context within the curriculum. Head Teachers
should ensure that agencies come from reputable
sources, satisfy guidelines for their use and are
approved for use in schools by the education authority.
Parental Liaison
The supporting role of parents in contributing to the
success of the health education programme cannot be
over- estimated. Parents are children’s prime educators
in their earliest years and continue to play a major role
as the child gets older. Staff should value the role of
parents in learning and be committed to creating
genuine partnerships with them. When parents are
involved in their children’s learning, it can have a
positive influence on children’s self-esteem and how they
value others.
Establishments should consult and involve parents
appropriately in their approaches to learning and
teaching, particularly in relation to sensitive issues such
as sexual health and drug education. Keeping parents
informed of developments in health education can
assist in setting up useful dialogue between staff and
parents, but most importantly between child and
parent. This is especially important in sensitive issues
where there may be difficulties preventing discussion of
such issues at home and liaison may help to overcome
them. Such dialogue may also assist in reinforcing
healthy messages learned in school.
Education Support Service
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Introduction
The Management of Health Education
The establishment policy on health education should be developed by the Head Teacher and staff responsible for
health education provision in consultation with staff and if possible with parents and school board in order that a full
discussion may take place and the terms of the policy agreed. It is important to recognise that the policy should be
shaped by, and, reflect national and local policy guidelines and advice. It is important that all staff should have a
clear understanding of the establishment policy on health education. Good practice suggests that an effective policy
will contain:
• clear aims for health education within the health
promotion strategy of the establishment;
• an indication of relevant resource materials,
including those accessed from Health Board
resource centres;
• a statement of how health education is co-ordinated
within the establishment and who is responsible for it;
• a statement on the establishment position with
regard to assessment and reporting progress in
health education;
• an indication of the roles of children, staff and
support staff working in the establishment in
relation to health education and health promotion;
• a clear statement on the establishment position with
regard to using other agencies;
• an outline of where health education takes place in
and across the curriculum;
• a clear statement on procedures to engage parental
support for the health education programme;
• an outline of the desired outcomes of courses and
programmes of study;
• an outline of the strategies employed to foster
effective liaison between adjacent sectors to ensure
continuity of provision between them;
• the principles underlying programmes of study
within health education to ensure continuity and
progression;
• a statement of the Council and establishment
position on confidentiality with regard to health
issues;
• learning and teaching approaches to be employed
especially in sensitive areas such as sexual health
and drug education;
• a statement of the establishment’s commitment to
staff development in the areas of health education
and health promotion.
• a description of appropriate teaching materials;
• an outline of how the health education programme
will be monitored and evaluated.
The development of a policy is an important step in ensuring a coherent and consistent health education provision at
all stages in the establishment.
Education Support Service
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Introduction
The Health Education Co-ordinator
It would be difficult to envisage how health education could be introduced and successfully maintained in an
establishment without the responsibility for co-ordination being given to a member of staff who has the authority,
experience and time to carry out the necessary duties. Each establishment should have a Health Education Coordinator.
Co-ordinators should have training in health education, curriculum planning and development and in organising
school-based staff development programmes.
A Health Education Co-ordinator should:
• be the focus for health education in the
establishment and a key agent in helping the move
towards becoming a health promoting
establishment;
• convening meetings of staff including meetings
between sectors for in-service purposes as well as to
assist in the monitoring of the provision;
• have a good grasp of the establishment health
education policy, of the ‘Glasgow’s Health’
framework and relevant national and local
initiatives and be able to give appropriate advice
and support to staff;
• develop and oversee the strategy for recording and
reporting progress in health education;
• have a clear grasp of the place of health education
in the curriculum, both in set programmes of study
and in studies undertaken in other areas of the
curriculum;
• develop appropriate strategies to monitor and
evaluate the health education provision;
• provide advice and support for staff involved in
planning and teaching health education including
identifying and supporting training needs;
• co-ordinate improvements in the establishment
health education provision;
• provide materials, resources and teaching notes;
• keep staff abreast of new developments in the
subject;
• develop partnerships with other staff, pupils,
parents, health board staff and other appropriate
agencies;
• where appropriate attend centrally held meetings of
health education co-ordinators.
In order to carry out the functions effectively, health education co-ordinators must be given an appropriate allocation
of non-teaching time to allow this to happen. The resulting benefits of a well-organised health education provision
would be most apparent to everyone concerned.
Education Support Service
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Introduction
Health Promotion
The impact of health education programmes will be
weakened if a ‘pro-health’ culture has not been
developed. The concept of health promotion is
fundamental to the ethos and practice within schools
and other educational establishments and acts as a
powerful force in supporting and reinforcing the subject
matter and messages coming from the health education
curriculum.
A definition of a health promoting school has been given
by the World Health Organisation (1995) as;
‘…one in which all members of the school community
work together to provide children and young people with
integrated and positive experiences and structures,
which promote and protect their health. This includes
both the formal and the informal curriculum in health,
the creation of a safe and healthy school environment,
the provision of appropriate health services and the
involvement of the family and wider community in
efforts to promote health.’
By linking the formal curriculum with the informal
curriculum and other health promoting initiatives the
effectiveness of the health education programme will be
maximised and children and young people will see the
relevance of the good advice and messages from the
formal programme put into practice in their own
surroundings. This applies to healthy eating initiatives,
quality of fabric and facilities, hygiene and cleanliness
provision and procedures, general ethos, school policies
on smoking, alcohol and managing drug incidents,
school health care provision and measures to promote
social inclusion and emotional well-being.
Health education should be viewed as part of an
overall provision in health promotion. The importance of
health promotion to schools and other educational
establishments cannot be underestimated. The HMI
report ‘Health Promotion — Issues for Councils and
Schools’ (1999) recommends that;
‘Councils should give health promotion a high priority
in their strategic planning’, and ‘schools should set
themselves the goal of becoming health promoting.’
This report also sets out the following key features
for health promotion in schools. These are:
• a well-planned approach to pupils’ personal and
social development which takes account of the wide
range of influences on pupils’ health, values and
attitudes;
• a secure, well-planned place for health education in
the curriculum with a core programme which is well
matched to pupils’ needs and a well-planned
approach to ensuring that health-related messages
are reinforced and extended in studies across the
curriculum;
• an approach to health education which
acknowledges the interaction of pupils’ physical,
mental, emotional, social and environmental needs;
• an effective approach to learning and teaching
which engages pupils in a range of appropriate
activities and makes use of suitable resources;
• an approach to health-related issues which impacts
on all aspects of the life of the school and its
relationships with the community; and
• a management and organisation style which
demonstrates concern for the well-being of
individual pupils and staff members and which
encourages staff members to provide pupils with
positive role models.
Education Support Service
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Introduction
Health Promotion (Continued)
This and other advice contained in this report makes it a key document for Councils and schools. Further support in
helping schools and other educational establishments become health promoting may be found in the companion
document ‘A Route to Health Promotion’, SEED, (1999) which gives advice of becoming health promoting using selfevaluation as a starting point.
This process should highlight the good work already being done in this area as well as indicate areas for
development. It should be emphasised that the aim of becoming health promoting should not involve a process so
demanding it becomes overwhelming. By making health promotion a key aim, progress can be made and managed
by the process of development planning with realistic targets being set over a planning cycle to allow the momentum
of change to be established and maintained. This staged achievement of targets will inevitably lead to the formation
of a fully-fledged health promoting establishment. Although the Health Education Co-ordinator would be directly
involved in this process, the initiative should be viewed as one affecting the entire establishment and would
necessitate commitment and direction from the Head of Establishment and Senior Management Team. Their drive
and enthusiasm would be most significant in ensuring the achievement of the goal to become health promoting.
General Note: As well as this general introduction, there is an introduction for each set of pre-5, primary and
secondary ‘Glasgow’s Health’ curricular materials.
Education Support Service
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Co-ordination
Overall Co-ordinators
Alistair Ramsay
Adviser in Health Education
Glasgow City Council, Education Support Service (till December 1998)
Tony Waclawski
Development Officer in Health Education
Glasgow City Council, Education Support Service (from March 1999)
Glasgow City Council, Education Support Service Advisers
Kathleen Millar
Primary Adviser
Judy Rankine
Pre-5 Adviser
Alistair Ramsay
Adviser in Health Education/Secondary Adviser
(till December 1998)
Tony Waclawski
Development Officer in Health Education/Secondary Adviser
(from March 1999)
Greater Glasgow Health Board Advisers
Gillian Grant
Health Promotion Officer, Youth Team
Wendy Halliday
Health Promotion Officer, Youth Team
Anne Lee
Health Promotion Officer, Youth Team
Elaine McCormack
Health Promotion Officer, Youth Team
Lesley Whitfield
Health Promotion Officer, Youth Team
Lorna Renwick
Health Promotion Officer, Drugs
Education Support Service
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Health Development Teams
Pre-5 Materials
Maureen McGrath
Depute Officer in Charge
Thirlstane Day Nursery, Glasgow
Marion McIntosh
Officer in Charge
Onslow Drive Day Nursery, Glasgow
Ailsa McLaren
Head Teacher
Easthall Nursery School, Glasgow
Primary Materials
Justine Horn
Assistant Head Teacher
Thorntree Primary School, Glasgow
Laura Michael
Teacher
Mosspark Primary School, Glasgow
Elaine Muir
Senior Teacher
Saint Gilbert’s Primary School, Glasgow
Lesley Reid
Teacher
London Road Primary School, Glasgow
Secondary Materials
Ann Floyd
Assistant Head Teacher
Saint Margaret Mary’s Secondary School, Glasgow
Education Support Service 10
Other Acknowledgements
Paul McBride
Professional Officer
Glasgow City Council, Education Services
Bill Smith
Road Safety Officer
Glasgow City Council, Land Services
Helen Dale
Officer in Charge
Sandyford Day Nursery, Glasgow
Rae Findlay
Officer in Charge
Thirlstane Day Nursery, Glasgow
Susan Fotheringham
Head Teacher
Queen Mary Street Nursery School, Glasgow
Jean Kenna
Depute Officer in Charge
Castlemilk Children’s Centre, Glasgow
Ann Alexander
Head Teacher
Thorntree Primary School, Glasgow
Christine Anderson
Head Teacher
London Road Primary School, Glasgow
Kevin Carr
Head Teacher
Holy Cross Primary School, Glasgow
Irene Cook
Senior Teacher
Yoker Primary School, Glasgow
Education Support Service 11
Other Acknowledgements
Maureen Fairgrieve
Head Teacher
Saint Cuthbert’s Primary School, Glasgow
Isobel Hogan
Head Teacher
Mosspark Primary School, Glasgow
Marie McRoberts
Teacher
Saint Elizabeth’s Primary School, Hamilton
Patricia Madden
Officer in Charge
Castlemilk Children’s Centre, Glasgow
Angela O’Donnell
Senior Teacher
Saint Gilbert’s Primary School, Glasgow
Margaret Ramsey
Teacher
Saint Clare’s Primary School, Glasgow
Patricia Reaka
Head Teacher
Saint Gilbert’s Primary School, Glasgow
Ann Abraitis
Senior Teacher
Holyrood Secondary School, Glasgow
Ian Alexander and Staff Head Teacher
Hyndland Secondary School, Glasgow
Hilda Dalziell
Health Education Co-ordinator
Whitehill Secondary School, Glasgow
Education Support Service 12
Other Acknowledgements
Elsa Foley
AHT
Holyrood Secondary School, Glasgow
Anne Harvie
Senior Teacher
Holy Cross Secondary School, Hamilton
Phyllis Smith
Health Education Co-ordinator
Lourdes Secondary School, Glasgow
Published and produced by
Printed by the
Glasgow City Council, Education Services, 20 India Street, Glasgow. G2 4PF
Printing Works, 197 Pollokshaws Road, Glasgow. G41 1TL
Education Support Service 13
Pre-5
Health Curriculum Materials
Pre-5 Health Curriculum Materials
Contents
Section 1
Pre-5 Introduction
Section 2
Themes and Points for Development
Section 3
Themes and Features of Learning
Section 4
Pre-5 Planning, Observation and Evaluation Format
Section 5
Useful References
Section 6
Important National and Local Initiatives
Section 7
Pre-5 Development Team
Education Support service 15
Section 1
Pre-5 Introduction
Pre-5 Introduction
It is widely recognised that Health Education is a vital
component of the curriculum for young people of all
ages. As children learn constantly they must be offered
sufficient learning opportunities to enable them to
reach their full potential.
‘Young children come to early years settings as active,
experienced learners with a natural curiosity. They are
unique individuals eager to make sense of their world, to
develop relationships and to extend their skills.
Children develop understanding in many different
ways but they learn best in an environment where they
feel safe, secure and confident, and have opportunities
for enjoyment. Children deepen awareness of
themselves as learners by planning, questioning and
reflecting. They consolidate this learning when they have
the time and space to engage in activities in depth. They
develop theories through investigation, first-hand
experience, talk and play.’
It is vitally important that each child is given TIME.
Time to explore.
Time to discover.
Time to remember.
Time to relate experiences and discoveries to
existing knowledge.
Time to adapt ideas.
Time to acquire language.
Time to solve problems.
Time, in fact to learn.
Perceptive Play, Pre 5 Practice Development, Glasgow
Division, Strathclyde Region, Irene McIntyre and Merle
MacLean.
‘Learning, to be effective, needs to build on what the
learner already knows and an understanding of ways in
which children learn.’
A Curriculum Framework for Children 3 to 5, Scottish C.C.C.
A Curriculum Framework for Children 3 to 5, Scottish C.C.C.
Using ‘All About Me’, ‘Keeping Me Safe’ and ‘My
Relationships’ as the basis of the programme,
‘Glasgow’s Health’ sets out a framework for health
education, which aims to build on prior learning to
promote, respectively, the physical, social and emotional
health of Glasgow’s children by encouraging good
health practices as well as providing information on
health.
‘The starting point for all learning is the child and this
requires a recognition of the particular experiences that
children bring to the early years setting and the ways in
which these are fostered and developed.’
When planning a particular emphasis on health issues
in the Pre-5 sector, staff should take note of the
following:
A Curriculum Framework for Children 3 to 5, Scottish C.C.C
Bearing in mind that the starting point for learning is
the child, these materials are provided as a prompt for
highlighting health issues across the 0-5 curriculum and
thus form the basis for the 0-5 health education
curriculum.
Education Support service 17
Eating
Sleep
Rest and
Safety
Outside
Skills
Home
Safety At
Nursery
Safety In The
Self Help
Washing
Oral Hygiene
Independant
Being
Choices
Making
Bullying
Enjoying Life
Exercise
Fresh Air And
Shelter
Warmth And
Keeping well
I Am Special
Me
Young
Old And
Family
Who Is My
My family
Sharing
Friendship
My friends
Theme - My relationships
Emotional Health
Health Education Issues — Suggested Points For Development
The points in the table are not exhaustive and staff are free to add others in the spaces provided.
Healthy
Body
Awareness
Confidence
Feelings
Growing
Esteem
Eating and
Exercise
The Senses
My decisions
Self
Safe all over
Keeping clean
My Body
Myself
Keeping fit
Theme - Keeping me safe
Theme - all about me
My food
Social Health
Physical Health
Town
People Round
Town
My Street/
My Home
My community
Pre-5
Education Support service 19
Feelings
Confidence
Esteem
The Senses
Making
Being
Independant
Outside
Choices
Safety
Safety At
Home
Body
Awareness
My decisions
Self
Safe all over
Keeping clean
My Body
Myself
Keeping fit
Theme - Keeping me safe
Theme - all about me
My food
Social Health
Physical Health
Enjoying Life
Keeping well
I Am Special
Me
My family
Friendship
My friends
Theme - My relationships
Emotional Health
Town
People Round
My community
Pre-5
Drug Education Audit
Education Support service 20
Independant
Being
Young
Feelings
Old And
Choices
Who Is My
My family
Making
I Am Special
Me
Confidence
Keeping well
Family
My decisions
Sharing
Friendship
My friends
Theme - My relationships
Emotional Health
Esteem
Self
Safe all over
Keeping clean
Keeping fit
Myself
My food
Theme - Keeping me safe
Theme - all about me
My Body
Social Health
Physical Health
My community
Pre-5
Sexual Health Education Audit
Education Support service 21
Choices
Being
Independant
Safety
Outside
Young
Old And
Making
Safety At
Who Is My
My family
Home
Me
Family
Bullying
Safety In The
Keeping well
Sharing
Friendship
My friends
Theme - My relationships
Emotional Health
Nursery
My decisions
Safe all over
Keeping clean
Keeping fit
Myself
My food
Theme - Keeping me safe
Theme - all about me
My Body
Social Health
Physical Health
Town
People Round
Town
My Street/
My Home
My community
Pre-5
Citizenship Audit
Education Support service 22
Theme:
All About Me
Expansion Of Points
For Development
Topic:
Myself
Point For Development
Health Considerations
Self Esteem
Awareness of self, features, experiences, abilities,
aptitudes and ambitions.
Confidence
Identify personal abilities and needs. Pride in own
achievements. Independence. Moving on to next stage
confidently.
Feelings
Awareness of feelings. Ability to express feelings.
Consider feelings of others. Dealing with anger and
fear. Feeling good about self.
Topic:
My Body
Point For Development
Health Considerations
The Senses
What are the senses? Sensory play. Using the senses.
Sensory equipment.
Body Awareness
Body parts. Movement. Functions of different parts.
Similarities and differences. Positive aspects of
differences. Internal parts and their functions. Heart.
Lungs. Brain. Bones and muscles.
Education Support Service 23
Theme:
All About Me
Continued
Topic:
Expansion Of Points
For Development
My Food
Point For Development
Health Considerations
Eating and Growing
Eating patterns. Experience of different foods.
Balanced diet. Food types for growth, energy and
protection. Importance of water. Food and hygiene.
Foods and different cultures.
Healthy Eating
Attractive presentation of food. Picnics. Making
different foods. Developing new tastes. Water as main
liquid drink.
Topic:
Keeping Fit
Point For Development
Health Considerations
Exercise
Recognition of importance of exercise. Indoor and
outdoor play. Mobility. Safety in physical play. New
skills. Emotional and social development. Ability to
listen to and carry out instructions. Rules. Sharing with
others. Safe use of equipment.
Rest and Sleep
Benefits of rest and relaxation. Relaxing activities.
Quiet areas. Importance of sleep.
Education Support Service 24
Theme:
Keeping Me Safe
Expansion Of Points
For Development
Topic:
Keeping Clean
Point For Development
Health Considerations
Oral Hygiene
Brushing teeth — technique, importance, benefits,
setting up routine.
Washing
Good hygiene practice in washing, including proper
disposal of used tissues.
Self Help Skills
Sustainable good hygiene habits through practice and
reinforcement. Independence.
Topic:
Safe All Over
Point For Development
Health Considerations
Safety in Nursery
Thinking about safety. Tidying up. Walking rather than
running.
Safety at Home
Dealing with hazards at home. Being careful. Looking
after others. Safety with household chemicals. Safety
with medicines.
Safety Outside
Different means of travel. Safe travel. Crossing roads
safely. Awareness of dangers on roads.
Saying no to strangers. Needle safety. Safety with
unknown / harmful substances / materials.
Education Support Service 25
Theme:
Keeping Me Safe
Continued
Topic:
Expansion Of Points
For Development
My Decisions
Point For Development
Health Considerations
Bullying
Awareness of bullying and its consequences. Positive
attitudes towards self and others. Respecting needs
and feelings of others. Co-operative atmosphere.
Resolving conflicts by negotiation.
Making Choices
Choosing safer options, e.g. litter, use of nursery
equipment, concern for others. Taking responsibility for
own decisions.
Being Independent
Independence in decision-making, e.g. wearing
appropriate clothes for bad weather. Being careful —
prevents accidents. Making choices in nursery.
Choosing safe options at home.
Topic:
Keeping Fit
Point For Development
Health Considerations
Warmth and Shelter
Need for heat to stay healthy. Temperature control —
appropriate clothing. Warmth and growth (compare
growth of plants in different temperatures). My
temperature in hot and cool surroundings to show
control from within.
Fresh Air and Exercise
Benefits of fresh air and exercise. Daily physical
exercise. Importance of good ventilation. Dressing
appropriately for exercise in different conditions.
Enjoying Life
Benefits of a healthy and active lifestyle. Social
activities, cultural activities, hobbies, expressive arts.
Seeking and enjoying good health.
Education Support Service 26
Theme:
My Relationships
Expansion Of Points
For Development
Topic:
Me
Point For Development
Health Considerations
I am Special
We are all different — makes us special. What makes
me happy — feeling good about myself — valuing
myself. Use of praise. Personal place for child’s own
things in nursery.
Topic:
My Family
Point For Development
Health Considerations
Who is my Family?
Child’s family unit. Position in family. Different family
relationships. Families working together. Family
members care for each other. Respect for family
members. Resolving family conflicts.
Old and Young
Growth and changes in families. Role models in
families. Respect for older members. Respect for
disabled members.
Education Support Service 27
Theme:
My Relationships
Continued
Topic:
Expansion Of Points
For Development
My Friends
Point For Development
Health Considerations
Friendship
What is a friend? What do friends do together?
Valuing friendship. Resolving conflicts between friends.
Saying sorry and meaning it. Importance of caring for
each other.
Sharing
Benefits of sharing. Making friends and joining groups.
Making new people welcome. Achieving more by
working together. Taking turns. Constructing exciting
objects as a team.
Topic:
My Community
Point For Development
Health Considerations
My Home
Knowledge and understanding of home, people living
there and neighbours. Other important places, e.g. the
nursery — people there, what they do, how they look
after us.
My Street/Town
Local community and what is in it. People with
different jobs who help us in the community.
Amenities with people involved.
People Round About
People we see every day who help us. People who help
us in emergencies. Different jobs done by people in the
community.
Education Support Service 28
Theme:
All About Me
Themes and Pre-5
Features of Learning
Topics:
Myself/My Body/My Food/Keeping Fit
Key Aspect of Development and Learning
Emotional, Personal and Social Development
Features of Learning related to ‘All About Me.’
Children should learn to:
• develop confidence, self-esteem and a sense of security.
• develop independence, for example in dressing and
personal hygiene.
Key Aspect of Development and Learning
• persevere in tasks that at first present some
difficulties.
• make and express choices, plans and decisions.
Communication and Language
Features of Learning related to ‘All About Me.’
Children should learn to:
• express needs, thoughts and feelings with increased
confidence in speech
• and non-verbal language.
• know their name and the names of familiar people.
• recognise some familiar words and letters, for
example the initial letter in their name.
• listen express needs, thoughts and feelings with
increasing confidence in speech with enjoyment and
respond to stories, songs, music, rhymes and other
poetry.
Key Aspect of Development and Learning
Knowledge and Understanding of the World
Features of Learning related to ‘All About Me.’
Children should learn to:
• develop their powers of observation using their
senses
• be aware of daily time sequences and words to
describe/measure time, for example snack time,
morning, first, next, clock
• be aware of change and its effects on them, for
example their own growth, changes in weather, trees
and flowers
• be aware of feeling good and of the importance of
hygiene, diet, exercise and personal safety
Education Support Service 30
Theme:
All About Me
Continued
Topics:
Themes and Pre-5
Features of Learning
Myself/My Body/My Food/Keeping Fit
Key Aspect of Development and Learning
Expressive and Aesthetic Development
Features of Learning related to ‘All About Me.’
Children should learn to:
• investigate and use a variety of media and
techniques such as painting, drawing, printing and
modelling with fabrics, clay and other materials.
• use instruments by themselves and in groups to
invent music that expresses their thoughts and
feelings.
• move rhythmically and expressively to music.
Key Aspect of Development and Learning
Physical Development and Movement
• listen and respond to sounds, rhythms, songs and a
variety of music.
Features of Learning related to ‘All About Me.’
Children should learn to:
• enjoy energetic activity both indoors and out and the
feeling of well being that it brings.
• explore different ways in which they can use their
bodies in physical activity.
• increase mobility with skill and confidence.
• use their bodies to express ideas and feelings in
response to music and imaginative ideas.
• develop increasing control of the fine movements in
their fingers and hands.
Education Support Service 31
Theme:
Keeping Me Safe
Themes and Pre-5
Features of Learning
Topics:
Keeping Me Clean/Safe All Over/My Decisions/Keeping Me Well
Key Aspect of Development and Learning
Emotional, Personal and Social Development
Features of Learning related to ‘Keeping Me Safe.’
Children should learn to:
• care for themselves and their personal safety.
• develop independence, for example in dressing and
personal hygiene.
Key Aspect of Development and Learning
• become aware of and respect the needs and feelings
of others in their behaviour, and learn to follow rules.
• make and express choices, plans and decisions.
Communication and Language
Features of Learning related to ‘Keeping Me Safe.’
Children should learn to:
• listen to other children and adults during social
activities and play
• use language for a variety of purposes, for example
to describe, explain, predict, ask questions and
develop ideas
• pay attention to information and instructions from
an adult
Key Aspect of Development and Learning
Knowledge and Understanding of the World
Features of Learning related to ‘Keeping Me Safe.’
Children should learn to:
• recognise patterns, shapes and colours in the world
around them.
• ask questions, experiment, design and make, and
solve problems.
• become familiar with the early years setting and
places in the local area.
• become aware of everyday technology and use
these appropriately (scissors, waterproof clothing,
fridge, bicycle).
• be aware of feeling good and of the importance of
hygiene, diet, exercise and personal safety
Education Support Service 32
Theme:
Keeping Me Safe
Continued
Topics:
Themes and Pre-5
Features of Learning
Keeping Me Clean/Safe All Over/My Decisions/Keeping Me Well
Key Aspect of Development and Learning
Expressive and Aesthetic Development
Features of Learning related to ‘Keeping Me Safe.’
Children should learn to:
• express thoughts and feelings in pictures, paintings
and models.
• use role play or puppets to recreate and invent
situations.
• use instruments by themselves and in groups to
invent music that expresses their thoughts and
feelings.
Key Aspect of Development and Learning
Physical Development and Movement
Features of Learning related to ‘Keeping Me Safe.’
Children should learn to:
• develop an awareness of space.
• be safe in movement ant in using tools and
equipment.
Education Support Service 33
Theme:
My Relationships
Themes and Pre-5
Features of Learning
Topics:
Me/My Family/My Friends/My Community
Key Aspect of Development and Learning
Emotional, Personal and Social Development
Features of Learning related to ‘My Relationships.’
Children should learn to:
• express appropriately feelings, needs and
preferences.
• form positive relationships with other children and
adults, and begin to develop particular friendships
with other children.
• become aware of and respect the needs and feelings
of others in their behaviour, and learn to follow rules.
• play co-operatively, take turns and share resources.
Key Aspect of Development and Learning
Communication and Language
• develop positive attitudes towards others whose
gender, language, religion or culture, for example, is
different from their own.
• care for the environment and for other people in the
community.
Features of Learning related to ‘My Relationships.’
Children should learn to:
• listen to other children and adults during social
activities and play.
• talk to other children or with an adult about
themselves and their experiences.
• express needs, thoughts and feelings with increasing
confidence in speech and non-verbal language.
Key Aspect of Development and Learning
Knowledge and Understanding of the World
Features of Learning related to ‘My Relationships.’
Children should learn to:
• care for living things, for example plants, pets at
home.
• use role-play or puppets to recreate and invent
situations.
• participate in simple dances and singing games.
Education Support Service 34
Theme:
My Relationships
Continued
Topics:
Themes and Pre-5
Features of Learning
Me/My Family/My Friends/My Community
Key Aspect of Development and Learning
Expressive and Aesthetic Development
Features of Learning related to ‘My Relationships’.
Children should learn to:
• co-operate with others in physical play
Key Aspect of Development and Learning
Education Support Service 35
Specimen Example
Glasgow’s Health Theme:
Glasgow’s Health Topic:
Relevant P.I:
My Relationships
My Friends
2.1.3.
Point for Development
Sharing
Pre-5
Previous Learning
A group of children were having difficulty taking turns on the climbing frame.
Key Aspects and Features of Learning
Aspect 1 Emotional, Personal and Social Development.
Feature ‘Play co-operatively, take turns and share resources.’
Aspect 2 Physical Development and Movement
Feature ‘Co-operate with others in physical play.’
Support for Learning (including adult interaction)
Evaluation
Plan made to take a group of children shopping, where
they could look at queues, e.g. supermarket, post
office, etc.
Children responded well. Staff developed physical play
area to give children different tasks and roles to
maintain interest and increase ability to co-operate
with friends, i.e. climbing frame incorporated into
obstacle course.
Back at nursery, staff and children talk about various
situations where they have to wait, e.g. snack time,
taking turn at games, etc.
Children taking their turn and sharing will be praised.
Staff noted that good planning should avoid lengthy
queueing, but it was an important aspect of children’s
emotional, personal and social development that
they should be given opportunities to increase their
ability to cope in such situations.
Education Support Service 37
Glasgow’s Health Theme:
Glasgow’s Health Topic:
Relevant P.I:
Pre-5
Point for Development
Previous Learning
Key Aspects and Features of Learning
Support for Learning (including adult interaction)
Evaluation
Education Support Service 38
Useful References
1
Promoting Learning: Assessing Children’s Progress 3 to 5
SCCC 1998
2
Curricular Framework for Children 3 to 5
Scottish Office/SCCC 1999
3
Performance Indicators and Self-evaluation for Pre-School Centres
HMI 1995, reprinted 1998
4
Perceptive play, Pre-5 Practice Development
Irene Macintyre and Merle MacLean GCC/ESS 1989
5
The Child at the Centre: Self Education in the Early Years
Scottish Executive
Education Support service 40
Important National and Local Initiatives
1
‘Towards a Healthier Scotland’ — A White Paper on Health
Scottish Office Department of Health 1999
2
‘Glasgow Children’s Services Plan 1998-2001’
Glasgow City Council 1998
Education Support service 42
Development Team
Development Team
Maureen McGrath
Depute Officer in Charge
Thirlstane Day Nursery, Glasgow
Marion McIntosh
Officer in Charge
Onslow Drive Day Nursery, Glasgow
Ailsa McLaren
Head Teacher
Easthall Nursery School, Glasgow
Pre-5 Consultant
Judy Rankine
Adviser in Pre-5 Education
Glasgow City Council, Education Support Service
Education Support service 44
Primary
Health Curriculum Materials
Introduction to Primary Materials
Health Education should be found at the heart of the primary school curriculum. The benefits our
children can achieve from having the knowledge to achieve a positive, healthy lifestyle should never be
underestimated. The child's ability to learn can be greatly increased if they are in good health and have
high self esteem.
‘Glasgow's Health’ attempts to present a format in which Health Education can be taught successfully
and hopefully realistically within the curriculum. It may be appropriate to teach or combine aspects of
health education with other areas of the curriculum. As well as easing pressures of time and avoiding
unnecessary duplication of content over different curricular areas this promotes the holistic model of
health. It is important, however, to ensure that due emphasis is always given to health matters, which
should not be masked by being linked to other curricular areas.
Education Support Service 46
Introduction to Primary Materials
Before using this pack some points for, consideration:
1 You, as the teacher, are the greatest resource in teaching Health Education. You know your pupils, their learning
styles and how to stimulate their learning in order to deal with health related issues sensitively.
2 The suggested activities may appear to be at times simplistic: this is indeed the intention. They are there to
convey one way of teaching the content but you are at liberty to use alternative ways to teach the same content
and achieve the outcomes indicated on each lesson sheet.
3 The Planning Grid highlights the development of Health Education throughout the Primary School. The
programme is based on three broad themes, ‘All About Me’, ‘Keeping Me Safe’ and ‘My Relationships’. These
relate to physical, social and emotional health respectively and therefore conform to the Guidelines for 5-14
Health Education. Within each theme are four topics with lessons laid out according to the ‘Spiral Curriculum’
model, where knowledge and skills from all three themes are introduced progressively at each primary stage,
increasing content and depth and building on pupils' own experiences. This approach allows the Health
Education curriculum to have balance, coherence, continuity and progression, in line with 5-14 Guidelines.
In order to facilitate management of ‘Glasgow's Health’ in primary schools single stage and composite class
materials have been produced. Both articulate with each other and schools can move between them to reflect
the make-up of classes in the school.
The order of lessons shown in the grid for each primary stage can be altered to suit the circumstances of each
individual school and articulate health education lessons with related subject matter from other curricular
areas. Where lessons are taught out of sequence there may be a need to revise parts of the content if previous
knowledge occurs in displaced lessons.
4 Most of the lessons can be taught without further resources than would normally be available in the classroom
although the success of each lesson will depend on appropriate planning being undertaken.
5 The Links show other areas of the 5-14 curriculum relating to Health Education and also relevant national and
local policies and documents which show the need for units relating to them to be included within the pack.
A list of resources is supplied which gives suggestions for materials suitable for the ‘Glasgow's Health’
programme. This list should not be regarded as exhaustive and schools are at liberty to purchase and use other
resources considered to be more suitable than those on the list. Well-planned for use of resources should
enhance the learning experience for our children from ‘Glasgow's Health’.
Education Support Service 47
Primary Development Team & Consultant
Primary Development Team
Justine Horn
Assistant Head Teacher
Thorntree Primary School, Glasgow
Laura Michael
Teacher
Mosspark Primary School, Glasgow
Elaine Muir
Senior Teacher
Saint Gilbert’s Primary School, Glasgow
Lesley Reid
Teacher
London Road Primary School, Glasgow
Primary Consultant
Kathleen Millar
Adviser in Primary Education
Glasgow City Council, Education Support Service
Education Support Service 48
Primary Resources
Action on Bullying - Scottish Council For Research In Education
15 John Street, Edinburgh.
Colgate - Palmolive
Guildford Business Park, Middleton Road, Guildford, Surrey.
Confidence To Learn (A Guide to Extending Health Education in the Primary School)
Lothian Health Promotion - ISBN 1 902030 05 2
Crest Schools Programme
P.O. Box 104, Knightsbridge, London. SW7 1RL
Drugwise First, and Drugwise Too - S.C.C.C.
Dundee.
Escape-Aids
University of Strathclyde, Jordanhill Campus.
Exploring Alcohol
GGHB Health Promotion/Greater Easterhouse Alcohol Awareness Project (GEAAP).
Foundations Of Writing
Strathclyde University - Faculty of Education
Gibbs Oral Health Service
Hesketh House, Portman Square, London. W1A 1DG
Good Grief - Exploring Feelings, Loss and Death With Under 11's
Ward and Associates - Kingsley Publication.
Education Support Service 49
Primary Resources
Health For Life
Health For Life Council - Nelson Publishers
Healthy Teeth in Healthy Mouths
HEBS
Helter Skelter
Fablevision/GCC education Services/Scottish Arts Council/Scotland Against Drugs
Highway Code for Young Road Users
HMSO
I Don't Want To Be Like That
Fablevision/GGHB Health Promotion
Living and Growing (Video)
Channel 4
Ourselves Resources Pack
Noreen Wetton/Margaret Collins - BBC - ISBN 0563 46218 3
Personal Relationships and Developing Sexuality
University of Strathclyde, Faculty of Education - ISBN 1 85098 537 5
Posters, leaflets and videos
Local Health Board Resources Library
Primary School Workbook
Gill Lenderyou (FPA), ISBN 090328975X
Education Support Service 50
Primary Resources
Promoting Positive Behaviour
University of Strathclyde, Jordanhill Campus
Rainbow Fish
Marcus Pfister, North South Books
Rosie's World (A Primary School Resource exploring Mental and Social Health Issues)
HEBS
RoSPA
Cannon House, The Priory Queensway, BIRMINGHAM. B4 6BS
Safety Training And Education For Primary Schools (STEPS)
Strathclyde Police
Scoot and Friends, Red Alert, First Aid Handbook replaced by ‘Junior Citizen Handbook’
National Children's Safety Books (0345 413591) www.ncsb.co.uk
Skills For The Primary School Child;
Part 1 - Foundation Programme - TACADE - ISBN 0905954432
Part 3 - The World Of Drugs
- TACADE - ISBN 0905 954 82 3
Part 4 - Substance And Solution - TACADE - ISBN 0905 954 97 1
Time to Talk - Books 1-3
Jim Green, Collins Educational - ISBN 000318790X, -7918, -7926
Ways to Safety
West of Scotland Road Safety Forum
Education Support Service 51
Physical
P7
P6
Diet in
School
Reproductive
System
Drugs-Effects
Healthier
Diet
Healthier
chain
The food
system
Decision
choices
Leisure
making
Puberty
Hygiene at
infections
Minimising
Health
Healthier
immune
Infection/
Keeping well
Oral hygiene
hygiene
Personal
Hygiene
Activity and
Physical
Activity
Physical
Benefits of
sleep
Food groups
Rest and
Relaxing
food choices
Self
Puberty
risk taking
Drugs and
Physical
activity
Healthier
Food choices
foods
Favourite
Evaluation
on me
Influences
Abilities
defences
and Emotions
P5
Body
My feelings
P4
Senses
- internal
achievements
Feelings
Body parts
Body parts
Abilities and
Attributes
P3
P2
P1
accidents
road
Preventing
Highway Code
Using the
roads
Hazards on
Potential
the home
Risks around
road
Crossing
Road safety 2
Road safety 1
Safe all over
procedures
First Aid
healthy
Being
Keeping well
and choices
Influences
Media
Influence of
choice
friends on
Influence of
choice
Family on
Influence of
choices
Likes/dislikes
Weakness
Strengths and
treasures
Personal
people
Favourite
Me
Immunisation
responsible
Being
Fears
Global Health Hopes and
responsibilities
conflict
with
Coping
the Family
My role in
Support
Family
Family roles
changes
Family
experiences
Family
My family
My family
New friends
individual
Being an
friends
Relating to
Friendship
environment
in my
Changes
Environment
My
others
Considering
Community
in the
Workers
health
friendship
Roles in
care for my
People who
every day
People I meet
care for me
help and
People who
My community
about
Feelings
My friends
family
My class
My friends
Theme - My relationships
Emotional Health
Environmental Keeping safe
carefully
food
Handling
Illness
Influences on Preventing
are good
Choices that
Choices
My decisions
Keeping clean
Keeping fit
Myself
My food
Theme - Keeping me safe
Theme - all about me
My Body
Social Health
Physical Health
Primary Stages
Education Support Service 52
P7
P6
Drugs-Effects
Reproductive
System
Self
Decision
choices
Leisure
making
on me
Evaluation
Minimising
infections
and choices
Influences
Media
Influence of
choice
Healthier
Health
Influence of
choice
Family on
Influence of
choices
friends on
the home
Risks around
procedures
First Aid
Keeping well
Illness
Influences on Preventing
Activity and
Physical
Influences
risk taking
Drugs and
defences
P5
Physical
Body
P4
Activity
Benefits of
Senses
are good
- internal
P3
Choices that
Body parts
P2
Choices
Body parts
My decisions
P1
Safe all over
Keeping clean
Keeping fit
Myself
My food
Theme - Keeping me safe
Theme - all about me
My Body
Social Health
Physical Health
responsible
Being
Keeping safe
Me
My family
friends
Relating to
My friends
Theme - My relationships
Emotional Health
My community
Primary Stages
Drug Education Audit
Education Support Service 53
P7
P6
Drugs-Effects
Reproductive
System
Self
Evaluation
on me
Puberty
and Emotions
Influences
defences
My feelings
P4
P5
Body
Feelings
Puberty
Hygiene at
choice
system
and choices
Influences
Media
Influence of
friends on
Influence of
choice
Family on
Influence of
Immunisation
responsible
Being
Fears
conflict
with
Coping
the Family
My role in
Support
Family
Family roles
Family
experiences
Family
My family
My family
changes
Hopes and
Me
Influences on
immune
Infection/
Keeping well
New friends
individual
Being an
friends
Relating to
Friendship
Roles in
friendship
about
Feelings
My friends
family
My class
My friends
Theme - My relationships
Emotional Health
choices
are good
- internal
P3
Choices that
Body parts
P2
Choices
Body parts
My decisions
P1
Safe all over
Keeping clean
Keeping fit
Myself
My food
Theme - Keeping me safe
Theme - all about me
My Body
Social Health
Physical Health
others
Considering
My community
Primary Stages
Sexual Health Education Audit
Education Support Service 54
P7
P6
P5
P4
Influences on
choices
Crossing
road
P3
accidents
Influences
and choices
Preventing
road
Media
Highway Code
choice
Influence of
roads
Using the
friends on
Influence of
Hazards on
Potential
Family on
the home
choice
Influence of
Risks around
are good
Choices that
Road safety 2
P2
Choices
Road safety 1
My decisions
P1
Safe all over
Keeping clean
Keeping fit
Myself
My food
Theme - Keeping me safe
Theme - all about me
My Body
Social Health
Physical Health
Global Health
responsibilities
Environmental
Keeping well
responsible
Being
Me
My family
care for me
New friends
individual
Being an
friends
Relating to
Friendship
environment
in my
Changes
Environment
My
others
Considering
Community
in the
Workers
health
friendship
Roles in
care for my
People who
every day
People I meet
about
Feelings
My friends
People who
help and
family
My community
My class
My friends
Theme - My relationships
Emotional Health
Primary Stages
Citizenship Audit
Education Support Service 55
Theme:
Topic:
Unit:
All about me
Myself
Physical Attributes
Primary 1
Desirable Outcomes
The children should be able to discuss the characteristics which make them special.
Links
5-14 — Health Education
5-14 Science
Personal and Social Development — Self Esteem, Self Awareness
English Language 5-14 — Talking and Listening
Equal Opportunities: Policies, Principles and Practice — page 2
Content
Suggested Activities/Resources
Physical Characteristics which make me special:
Class/group discussion concerning the physical
characteristics which make each child special.
The teacher would involve every child within the
discussion.
Name
Gender
Eye Colour
Hair Colour
Facial Features
My Teeth
Children could be given the opportunity to look
closely at themselves by using mirrors and talking
about what they notice. This could be used as a good
way of introducing the notion of ‘It is alright to be
different’ (skin colour, disabilities etc.) at a very young
age. Pictures portraying children with physical
characteristics not found among the children present
could be shown and discussed.
Sound of Voice
Children could be taped saying something and later
everyone could identify the voices.
Fingerprints
Fingerprints could be examined using a magnifying
glass. If appropriate an art lesson on fingerprinting
could be carried out.
Resources: Skills for the Primary School Child
Section 1.1 Me a Special Person —
opening activity for younger children.
Education Support Service 57
Theme:
Topic:
Unit:
All about me
My Body
Body Parts
Primary 1
Desirable Outcomes
The children should be able to identify the main parts of the external body.
Links
5-14 — Health Education
Expressive Arts 5-14 — Physical Education
Working Together For A Healthier Scotland — Life Stages — Page 35
Content
Suggested Activities/Resources
Body Parts:
Discuss with the children the names for different
parts of the body.
Head
Arms
Hands
Legs
Feet
Skin
Hair
Facial Features:
Use action songs as appropriate.
Play simple action games with children.
For example:
Put your hand on your foot/leg/mouth…
Use, if appropriate, Foundations Of Writing Drawing
Programme to extend knowledge of body parts.
Eyes
Nose
Mouth
Ears
Drugs Education can be taught in Primary One through
raising awareness of the body parts and talking about
how special our bodies are and the need to look after
them. When in P.E. the children should be made aware
of the benefits of exercise to keeping their bodies
healthy. The need to protect the body could also be
discussed. For example if the child was to fall the wound
would be cleaned and a plaster put on to protect it.
Use physical education to reinforce body awareness,
using different parts of the body for travelling,
bending, stretching etc.
Education Support Service 58
Theme:
Topic:
Unit:
All about me
My Food
Favourite Foods
Primary 1
Desirable Outcomes
To encourage the children to talk about their favourite foods and drinks and reasons for their choice.
Links
5-14 - Health Education
English Language 5-14 — Talking and Listening
Working Together for a Healthier Scotland — Eating For Health — Page 25
Eating For Health — A Diet Action Plan For Scotland — Pages 16-18
The Oral Health Strategy For Scotland — Page 23
Content
Suggested Activities/Resources
Favourite Foods:
Identify favourite foods and drinks.
Teacher could introduce the lesson by bringing in
different types of foods and drinks which young
children like to eat.
Reasons for choice.
Everyone could be involved in tasting foods and
drinks and commenting on likes/dislikes and reasons
for this.
If food tasting is to be part of a lesson the teacher
should consult with parents in case of food allergies.
Discussion could involve:
taste
smell
colour of food and drinks.
Education Support Service 59
Theme:
Topic:
Unit:
All About Me
Keeping Fit
Physical Activity
Primary 1
Desirable Outcomes
The children should realise that not only is exercise good for our bodies; it is also fun.
Links
5-14 — Health Education
Expressive Arts 5-14 — Physical Education
Working Together For A Healthier Scotland — Physical Activity — Page 26, Obesity — Page 12
and Well Being and Fitness — Page 13
Glasgow Children's Services Plan — A Healthy and Active Lifestyle — Page 40-41
Content
Suggested Activities/Resources
Exercise/Physical Activity
The children will be given many opportunities to
participate in physical activities which should begin
to make them aware of the importance of exercise in
their lives.
Exercise is an activity which would be ongoing
throughout the year and Physical Education is the
obvious context in which to teach about the
importance of exercise and how it effects our well
being.
The body has ways of showing that it is exercising:
Throughout the year, within Physical Education, the
teacher could highlight how our bodies know we are
exercising.
Feel hot
Heart beats faster
Breathing becomes quicker
Pulse is quicker
Safety Considerations:
Need for supervision
Safety rules for activities
Safe places to exercise
The children should be made aware of the basic
health and safety rules in the gym hall.
Encourage independence when changing for gym.
Discuss the need for a change of clothing during gym.
Talk about safe places to exercise both in and out of
school.
Education Support Service 60
Theme:
Topic:
Unit:
Keeping Me Safe
Keeping Clean
Hygiene
Primary 1
Desirable Outcomes
To realise the importance of hygiene for health.
Links
5-14 — Health Education
Personal and Social Development 5-14 — Self Awareness
Working Together For A Healthier Scotland — Life Circumstances — Page 23 and Dental and Oral Health —
Pages 11-12
Content
Suggested Activities/Resources
Hygiene:
Talk about keeping clean and why it is important.
To convey the importance of hygiene in order to keep
healthy.
Discuss what the children do at home to keep clean.
The house corner would be a good way of introducing
and reinforcing hygiene skills.
In home:
Washing body and brushing teeth
Changing clothes etc.
Encourage children to think about dental health as
healthy teeth in healthy mouths not straight white
teeth, Look at ‘Healthy Teeth in Healthy Mouths’
(HEBS), Lesson 1.
In school:
Need for change of clothes in P.E.
Need to flush toilet and wash hands
The teacher may reinforce basic hygiene skills at
appropriate times in the school day.
Use appropriate children's fiction to reinforce points.
Sing songs and rhymes about keeping clean.
Need to wash hands before eating etc.
The children should become responsible for own
hygiene when in school.
Relate good hygiene practices to limiting the spread
of germs or infections. For example:
Encourage the use of tissues and afterwards their
disposal in the bin.
Cover mouth when coughing and sneezing.
Education Support Service 61
Theme:
Topic:
Unit:
Keeping Me Safe
Safe All Over
Road Safety 1
Primary 1
Desirable Outcomes
To foster safe road user behaviour and increase awareness of the road environment.
Links
5-14 — Health Education
Glasgow Children's Services Plan — Road Safety — Page 34, Access to Outdoor Play and a Quality Environment —
Page 35
Working Together For Glasgow's Health (1995) — Transport — Page 25, Roads Department — Page 55
Content
Suggested Activities/Resources
Road Safety:
Use posters of a street and ask the children to
identify the pavement, kerb and road. Discuss these
features and their purposes.
Recognise the pavement and the kerb and show
awareness of their uses —
Pavements are for people. Pedestrians use them to
travel safely from one place to another.
Kerbs are the edges or boundaries of pavements.
Resources: Ways To Safety Workbook 1 — West of
Scotland Road Safety Forum, is
recommended.
Recognise the road and its purpose:
Traffic Sounds Cassette — ROSPA
Roads are for traffic. Vehicles use them to travel from
one place to another.
Street Scene Infant Picture — ROSPA
Hazards:
Awareness of common features of vehicles (all
vehicles have wheels) and possible hazards involving
them (accidents).
Finding the safest part of the pavement to cross with
as few hazards as possible. For example: parked
vehicles, lampposts, postbox etc. blocking view.
Importance of observation.
N.B. Children at this stage are not ready to cope
with crossing roads independently.
Discuss the different types of vehicles on the road.
Discussion highlighting that roads are for traffic and
people have to be careful when crossing them.
The teacher could take small groups of children into
the street to discuss pavement, kerb and road and
observe some of the vehicles on the road.
The group could discuss the safest place to cross and
then holding hands with the teacher the children
could cross the road safely.
Education Support Service 62
Theme:
Topic:
Unit:
Keeping Me safe
My Decisions
Choices
Primary 1
Desirable Outcomes
The children should be aware that they can make their own choices about certain things and their choices have
consequences for themselves and others.
Links
5-14 — Health Education
Personal and Social Development 5-14 — Independence and Interdependence.
Content
Suggested Activities/Resources
Choices:
Choices would probably be a unit which the teacher
would tackle throughout the year highlighting it when
appropriate e.g. in a bullying incident. The teacher
would try to make the bully aware that they have
chosen a particular action and the effects this choice
has had on others.
The children will be given a number of choices in a
variety of situations such as:
Choose a partner
Choose a meal
Choose an activity in structured play…
Throughout the year the teacher will enhance the
children's awareness of the choices available to them
and the effects it can have on others; both positive
and negative e.g. choosing to share coloured pencils
with someone… choosing to exclude someone from
playing with them.
Education Support Service 63
Theme:
Topic:
Unit:
Keeping Me Safe
Keeping Well
Being Healthy
Primary 1
Desirable Outcomes
To realise that there are times when we feel unwell and ways in which other people can make us better.
Links
5-14 — Health Education
Expressive Arts 5-14 — Drama
English Language 5-14 — Talking and Listening
Working Together For A Healthier Scotland — Influences on Scotland's Health — Chapter 3
Glasgow Children's Services Plan — Keeping Glasgow A Safe Place Page 49-56,
Mental Health Needs — Page 67-79
Content
Suggested Activities/Resources
Ill And Getting Better:
A group or class discussion may be a good starting
point for this unit. The children could:
The children will think about times when they have
felt ill and the feelings/language associated with this.
Process of becoming better again and the feelings/
language associated with this.
Recount previous illnesses
Discuss how they felt when they were ill
Discuss how they became better (parent/s, doctor,
nurse, hospital).
The teacher should encourage language development
associated with illness and introduce new vocabulary
as appropriate.
A hospital/doctor's surgery could be set up in house
corner.
A visit from a nurse/doctor could be useful.
Through the use of mime the children could show
expressions which they associate with feeling unwell
and language could be developed from this.
Confidence to Learn — 'A Picture of Health' —
strategy, page 13-23, and, ideas from worksheets 1-4.
Education Support Service 64
Theme:
Topic:
Unit:
My Relationship
Me
Favourite People
Primary 1
Desirable Outcomes
The children should realise that everyone has people they really like for different reasons.
Links
5-14 — Health Education
Personal and Social Development 5-14 — Inter-Personal Relationships
Language 5-14 — Talking and Listening
Working Together For Glasgow's Health (1995) — Need for a 'Healthy Community' — Page 27-28
Content
Suggested Activities/Resources
Favourite People:
Class/group discussion about favourite people in
which the teacher would explain to the children what
favourite means. The teacher would ask the children
to think of their favourite people and think of a
reason why they like the person so much.
Everyone has favourite people
Reasons for choice
Afterwards the children could draw their favourite
people and the teacher could scribe the a sentence
underneath to convey why each child chose a particular
person.
Education Support Service 65
Theme:
Topic:
Unit:
My Relationships
My Family
My Family
Primary 1
Desirable Outcomes
Everyone has a set of people/person they call family. There is no one notion of a family — many families are
different.
Links
5-14 — Health Education
5-14 — Social Subjects
Expressive Arts 5-14 — Art
Working Together For Glasgow's Health (1995) — Need for a 'Healthy Community' — Page 27-28
Content
Suggested Activities/Resources
My Family:
Discussion about family members including
grandparents, aunts, family, friends, close neighbours
etc.
Identification of close and extended family.
The children should realise that most families are
made up differently and every family combination is
acceptable.
In art the children could make collage pictures of
their family for a wall display or as part of a book.
The role of the child within the family.
Discussion of position within family. What is expected
of the child e.g. tidy away toys, help mum with the
baby .
Education Support Service 66
Theme:
Topic:
Unit:
My Relationships
My Friends
My Class Family
Primary 1
Desirable Outcomes
The children will realise that within school they are part of a family.
Links
5-14 — Health Education
5-14 — Social Subjects
Personal and Social Development 5-14 — Inter-Personal Relationships,
Independence and Interdependence
Religious and Moral Education 5-14 — Relationships and Moral Values
Working Together For Glasgow's Health (1995) — Need for a 'Healthy Community' — Page 27-28
Content
Suggested Activities/Resources
My Class Family:
At the beginning of the year the teacher would begin
to create an ethos in the classroom where the
children are encourage to care for and value each
other's opinions.
The teacher would introduce the class to each other
and go over simple rules to help make the classroom
a caring place.
Introductions to Class Family
Making the classroom a caring place
Rules of the classroom.
The idea of the class family would be continually
reinforced at school assemblies, during class activities
and on outings.
Within the context of Religious Education the notion
of the class family would be nurtured.
Confidence to Learn — 'Feeling Good to Learn', ideas
from worksheet 5.
Education Support Service 67
Theme:
Topic:
Unit:
My Relationships
My Community
People Who Help And Care For Me
Primary 1
Desirable Outcomes
The children should realise that, both in and out of school, there are people who help and care for them.
Links
5-14 — Health Education
5-14 — Social Subjects
Personal and Social Development 5-14 — Independence and Interdependence
Expressive Arts 5-14 — Drama
Language 5-14 — Talking and Listening
Working Together For Glasgow's Health (1995) — Need for a 'Healthy Community' — Page 27-28
Content
Suggested Activities/Resources
People Who Help/Care for Us:
Discussion of the people who help the children and
how they help.
In school:
Head teacher
Secretary
Janitor
Dinner ladies
Within the drama the children could explore the roles
of the people who help them.
Dressing up could be done within structured play.
Outside Of School:
A visit from some of the people who help the children
would be very useful.
Doctor
Fire Brigade
Police
The children could draw pictures of the people who
help them for a wall display and these could be
labelled underneath.
Vary Situations/Ways Of Getting Help:
Discuss with the children what they should do if they
were:
Stress the importance of contacting an adult as soon
as possible.
Lost
In need of Help
Again drama could be used to practice different
situations the children may find themselves in and
what they should say/do.
Education Support Service 68
Theme:
Topic:
Unit:
All About Me
Myself
Abilities and Achievements
Primary 2
Desirable Outcomes
The children should be able to talk about things they are good at and enjoy doing.
Links
5-14 - Health Education
Personal and Social Development 5-14 — Self Esteem Self Awareness
English Language 5-14 — Talking and Listening
Equal Opportunities: Policies, Principles and Practice
Content
Suggested Activities/Resources
Abilities:
The children could be asked to think about what they
are good at/can do and then share this with the
other class members.
After this discussion the children could be asked to
comment, with teacher help, on what they see as a
strength in another child.
The Drawing Programme from Foundations of
Writing could be used to record each child's
strengths with the children writing a sentence
underneath with teacher help if necessary. The
pictures could be displayed on a wall or incorporated
into a book.
I am good at…
I can…
The emphasis in this unit is obviously based on
encouraging the children to be positive about
themselves and in their abilities.
It has been suggested that this unit would run
throughout the year.
Achievements:
Self esteem is at the heart of achievement and it is
essential that every child enjoys success.
If setting an individual child, a group or a whole class
targets it is important to remember the following:
The targets should be:
Specific, Measurable, Attainable, Realistic and
Trackable (SMART).
The teacher may prefer to start small when
introducing targets and build up as and when
appropriate.
An area of the classroom could be set aside for an
achievements wall. Each child could have a gold
medal/star which would be placed on the wall with
his/her name on it when they had achieved a target
set by the teacher. The teacher could set targets
individually, for groups or for the whole class in
conjunction with the pupil/s. The targets could be
changed when appropriate (e.g.. Whole class target
for one week: Improve behaviour in the playground).
Introduce a 'Pupil of the Week' certificate at
assemblies highlighting different pupils for different
reasons.
Education Support Service 70
Theme:
Topic:
Unit:
All About Me
My Body
Body Parts — Internal
Primary 2
Desirable Outcomes
To make the children aware that there is more to their bodies than what they see on the outside.
Links
5-14 — Health Education
5-14 — Science
Expressive Arts 5-14 — Drama, Physical Education
Working Together For A Healthier Scotland — Life Stages — Page 35
Content
Suggested Activities/Resources
Skeleton
An area of the classroom could be turned into a
hospital or clinic. A large picture of the body could be
put onto the wall and labelled appropriately.
Bones
Joints
Muscles
Major Organs:
Heart
Lungs
Drugs Education can be built upon by discussing how
we not only look after our bodies on the outside; we
also have to take care of the inside. The children are
being encouraged to respect and care for their
bodies. Physical Education could play a significant
part in this unit and this would link the need to look
after the body through exercise.
Discuss bones with the children by looking at a
picture/model of a skeleton. Get the children to feel
their bones under their skin. Discuss where the
children's bones join: ankle, knee, hip etc. Use songs/
rhymes as appropriate.
P.E. could be used to raise awareness of joints,
muscles and the heart and their purposes in the
body.
In water play use a pump connected to clear tubing
to show how the blood is circulated. Food colouring
can be added for authenticity.
Discuss how air gets into the lungs. Talk about how
you feel when you want to cough or sneeze and why
some people need help with breathing (e.g. taking
inhalers to alleviate the symptoms of asthma).
Education Support Service 71
Theme:
Topic:
Unit:
All About Me
My Food
Food Choices
Primary 2
Desirable Outcomes
To increase the awareness of the choices of food available to the children.
Links
5-14 — Health Education
Religious and Moral Education 5-14 — Celebrations, Festivals, Ceremonies and Customs
Working Together For A Healthier Scotland — Eating for Health — Page 25
Eating for Health — A Diet Action Plan For Scotland — Pages 16-18
The Oral Health Strategy For Scotland — Page 23
Content
Suggested Activities/Resources
Food for Special Occasions:
Religious Education may be used to convey the link
between food choices and religious occasions.
If studying a religious festival the children could find
out about and sample one of the foods associated
with it.
Talk about foods eaten at main meals everyday,
foods they eat somedays and on special occasions —
relating to their own life .
Consider everyday foods, and develop main food
groups such as:
• Fruit and Vegetables • Milk, Cheese etc.
• Bread and cereals • Meat, fish etc.
Birthday
Christmas
Passover
Eid…
Water:
The importance of water as a choice of liquid:
Water helps quench thirst.
It rehydrates our bodies and makes us more alert.
It can help aid concentration.
Choice Of Snacks At Interval.
Oral Health:
It is important to encourage the children to opt for
healthy choices when they have the opportunity but
be aware that opportunities may be limited.
Consult parents if food tasting in case of allergies.
Encourage the children to drink water instead of
sugary drinks during school time.
Look at the tuck the children bring into school.
Discuss the types and amounts of tuck the children
eat. Discuss foods eaten in addition to meals.
Relate favourite snacks to oral health. For example
which foods help keep our teeth healthy? Talk about
the importance of brushing teeth whenever possible
to prevent decay and frequency of snacks and how
these affect teeth.
Education Support Service 72
Theme:
Topic:
Unit:
All About Me
Keeping Fit
Relaxing
Primary 2
Desirable Outcomes
To convey the importance of relaxation, the need to relax at certain times in the day and the benefits gained
from it.
Links
5-14 — Health Education
Expressive Arts 5-14 — Physical Exercise
Working Together For A Healthier Scotland — Physical Activity — Page 26, Obesity — Page 12
and Well Being and Fitness — Page 13
Glasgow Children's Services Plan — A Healthy and Active Lifestyle — Page 40-41
Content
Suggested Activities/Resources
Need to relax:
At the end of a Physical Education lesson when the
children are cooling down and having a period of
relaxation the teacher could highlight the importance
of this and discuss with the children, very simply, the
needs and benefits of relaxing.
There are times in every day when it is important to
relax and unwind.
Benefits of Relaxing:
Feel better
Rested
Calm
The school day builds in periods of relaxation and this
could also be highlighted so that the children realise
that the school values the need to relax.
Education Support Service 73
Theme:
Topic:
Unit:
Keeping Me Safe
Keeping Clean
Personal Hygiene
Primary 2
Desirable Outcomes
To consolidate and build on hygiene practices from Primary One.
Links
5-14 — Health Education
Personal and Social Development 5-14 — Self Awareness
Working Together For A Healthier Scotland — Life Circumstances — Page 24,
Dental and Oral Health — Pages 11-12
Content
Suggested Activities/Resources
Reinforcement Of Hygiene Skills:
The teacher would continually reinforce hygiene
issues throughout the school year. Constant
reinforcement would help the children to remember
and hopefully foster in them hygiene skills which they
would eventually take them into adulthood.
Toilet Hygiene
Food Hygiene
Personal Hygiene
The teacher could display simple signs with picture
clues in appropriate areas of the classroom to remind
the children to wash hands etc.
The house corner would be a good area in which to
reinforce hygiene skills.
Education Support Service 74
Theme:
Topic:
Unit:
Keeping Me Safe
Safe All Over
Road Safety 2
Primary 2
Desirable Outcomes
To encourage safe behaviour within the road environment.
Links
5-14 — Health Education
Glasgow Children's Services Plan — Road Safety — Page 34,
Access to Outdoor Play and a Quality Environment - page 35
Working Together for Glasgow's Health (1995) — Transport — Page 25, Roads Department — Page 55
Content
Suggested Activities/Resources
Safe Behaviour:
Discuss with the children the need to be safe when
travelling on public transport and in cars. Highlight
the need to wear seat belts/child restraints if available.
This would be conveyed through the children going
on outings with the school using transport.
Passenger Safety:
Wearing seat belts or using child restraints if
available in front and rear seats.
Safety when walking on the pavement.
Discuss how to behave on public transport - not
jumping about, kneeling on seats etc. and the
reasons for safe behaviour.
Holding hands, keeping away from the kerb etc.
Talk about how to behave on the pavement.
Choosing safe places to play.
It is advised that young children should be accompanied
to and from school until they are 7 years old as until
then they do not have the necessary physical and
mental skills needed for safe travelling.
Within drama role play could be used most
effectively to convey safe behaviour. For example:
some children could role play walking along the
street pushing and shoving each other and pushing
an elderly person onto the road. The dangers of such
behaviour would then be highlighted and discussed.
Resources: Ways to Safety Workbook 2
(West of Scotland Road Safety Forum).
Education Support Service 75
Theme:
Topic:
Unit:
Keeping Me Safe
My Decisions
Choices That Are Good
Primary 2
Desirable Outcomes
To build on from Primary One and realise that the children can make choices which are good for themselves.
Links
5-14 — Health Education
Personal and Social Development 5-14 — Independence and Interdependence
Content
Suggested Activities/Resources
Choices That Are Good For Me:
The teacher could discuss one of the areas in the
contents and move onto others as appropriate.
Within the discussion the teacher could emphasise
that the children do have choices and they should
begin to become more responsible for making good
choices.
This could include choices in all/some of the
following:
In the classroom — working hard, good behaviour…
In the playground — playing nicely, putting litter in bin…
In the dinner hall — Trying different types of food,
good manners…
At home — care for toys, younger family members,
going to bed when told…
The class could choose to do something positive for a
day/week and then reflect on whether they managed
this e.g. This morning at playtime we will be friendly
to others.
Resources: Decision Making Skills —
Ideas from ‘Skills for the Primary School
Child’
Decision Making Skills — STEPS
Education Support Service 76
Theme:
Topic:
Unit:
Keeping Me Safe
Keeping Well
First Aid Procedures
Primary 2
Desirable Outcomes
The children should be aware of the procedures to follow if they or someone else have an accident.
Links
5-14 — Health Education
English Language 5-14 — Talking, Listening and Writing
Working Towards A Healthier Scotland — Influences on Scotland's Health — Chapter 3
Glasgow Children's Services Plan — Keeping Glasgow A Safe Place — Page 49-56,
Mental Health Needs — Page 67-79
Content
Suggested Activities/Resources
Cut To The Skin:
Ask the children to talk about their own experiences
when they have hurt themselves. Discuss what
happens when a person cuts him/herself. Language
can be developed, particularly feelings, in order that
the children can write a story/sentence about their
accident.
What happens when you cut yourself:
(The skin is broken and blood flows out to help clean
the wound. The blood clots and forms a scab which
allows the wound to heal).
Importance of keeping wounds clean and how to do
this.
(Needs to be kept clean to avoid infection and needs
to be left alone to allow the skin to cover the cut.
Dressings or bandages might be needed).
Ask the person responsible for First Aid to talk to the
children about their role.
Bring in the First Aid kit and examine the contents.
Accident Procedures:
What to do if :
Individual hurts him/herself in school
Other person hurts him/herself in school.
Need to get adult help and supervision.
Importance of keeping safe.
Revise what the child should do if they hurt
themselves in the playground.
Discuss the role of other children if someone has an
accident. Highlight the importance of getting an
adult.
Discuss times when it is necessary to go to doctors or
hospital e.g. if stitches are needed.
Education Support Service 77
Theme:
Topic:
Unit:
My Relationships
Me
Personal Treasures
Primary 2
Desirable Outcomes
The children should realise that everyone has something which is special to them for different reasons.
Links
5-14 — Health Education
Personal and Social Development 5-14 — Inter Personal Relationships
English Language 5-14 — Talking, Listening, Writing
Working Together For Glasgow's Health (1995) — Need for a 'Healthy Community' — Page 27-28
Content
Suggested Activities/Resources
Personal Treasures:
The teacher could take the opportunity to develop the
children's written as well as spoken language.
Everyone has something which is special to them e.g.
teddybear, train set, book…
Reasons for choice.
The teacher could emphasise the happy feelings the
child has when they think about/touch their personal
treasures.
A discussion about object/s child holds dear and the
reasons for their choice could take place. The teacher
would encourage everyone to take part. Afterwards
the children could write about their personal
treasure. The teacher would encourage the children
to use feelings when writing e.g. When I see my… I
feel… The children could share their stories with the
primary ones.
Education Support Service 78
Theme:
Topic:
Unit:
My Relationships
My Family
Family Experiences
Primary 2
Desirable Outcomes
Children reflect on good things that have happened in their family.
Links
5-14 — Health Education
English Language 5-14 — Talking, Listening and Writing
Working Together For Glasgow's Health (1995) — Need for a 'Healthy Community' — Page 27-28
Content
Suggested Activities/Resources
Family Experiences:
This unit could also be used to develop written as
well as spoken language. After discussion about
outings or events shared with family and how they
made the children feel a piece of written work could
be undertaken concerning a family outing or event.
Feelings could be highlighted by the teacher in the
discussion, introducing new vocabulary as appropriate,
for use by the children in written work.
Outings/events which family has shared:
Day out at seaside, park, town…
Celebrations: birthdays, Christmas…
Visiting friends or relations.
This is a very sensitive area and the teacher needs to
be careful in the way this unit is handled so that no
child feels his/her family is inadequate.
Education Support Service 79
Theme:
Topic:
Unit:
My Relationships
My Friends
My Friends
Primary 2
Desirable Outcomes
The children should realise the importance of friends and the qualities of good friendships.
Links
5-14 — Health Education
English Language 5-14 — Talking and Listening
Personal and Social Development — Inter-Personal Relationships
Working Together For Glasgow's Health (1995) — Need for a 'Healthy Community' — Page 27-28
Content
Suggested Activities/Resources
Who Is A Friend?
Ask the children to think about all the friends they
have. Encourage the children to name a friend they
have and say why they like that person.
Someone who is kind
Plays with others
Listens
Likes doing similar activities…
Why Do We Need Friends?
Give the children time to think about why they need
friends and then discuss.
For companionship
To play games
Read the children a suitable story about a lonely
person who has no friends and how they feel when
they do finally meet a friend.
To have fun with…
Resources: If appropriate use
‘Skills For The Primary School Child’
Section 2.2.
Confidence to Learn —
'Feeling Good to Learn',
worksheets 1 and 2.
Education Support Service 80
Theme:
Topic:
Unit:
My Relationships
My Community
People I meet Every Day
Primary 2
Desirable Outcomes
The children should explore the roles of some of the people they meet everyday.
Links
5-14 — Health Education
Language 5-14 — Talking and Listening
Expressive Arts 5-14 — Drama
Personal and Social Development 5-14 — Independence and Interdependence
Working Together For Glasgow's Health (1995) — Need for a 'Healthy Community' — Page 27-28
Content
Suggested Activities/Resources
People I Meet Every Day:
This unit would build on Primary One and highlight
some of the other people who have a role in the
child's everyday life.
On journey to/from school:
Crossing Patrol Person
Shopkeeper
Neighbours…
In School:
Teacher
Children
Secretary…
Discussion could take place about the different
people the children may meet on the way to/from
school and then the people they come into contact
with in school. This would build up a wider picture of
the people whom the children meet.
The children could take on the role of someone they
meet on the way to school and through mime or role
play the others in the class could try to guess who
the person is.
Confidence to Learn — 'Health Promoting School',
worksheet 8.
Education Support Service 81
Theme:
Topic:
Unit:
All About Me
Myself
Feelings
Primary 3
Desirable Outcomes
The children should be able to recognise strong feelings and emotions and ways in which these are expressed.
Links
5-14 — Health Education
Expressive Arts 5-14 — Drama
— Music
English Language 5-14 — Talking and Listening
Equal Opportunities: Policies, Principles and Practice
Content
Suggested Activities/Resources
Feelings and Emotions
Use music as a stimulus. Select several pieces of
music and ask the children to listen to each piece in
turn. After listening to each piece of music ask the
children the feelings they associated with the music.
Record the language on the board and introduce new
'feeling' words as appropriate to widen the children's
vocabulary. Through this exercise the children will
realise that many others had similar feelings to their
own.
Recognising strong feelings and emotions.
Variety of language used to express feelings and
emotions.
Awareness of similar emotions in others.
Ways of expressing feelings/emotions through:
Face
Body
Language
Voice
Use drama. Children could mime feelings through
body language (e.g.. scoring a goal, winning a race,
falling out with friends). They could also, in turn, act
out similar situations through use of their faces and
their voices.
Education Support Service 83
Theme:
Topic:
Unit:
All About Me
My Body
The Senses
Primary 3
Desirable Outcomes
To identify the five senses and be aware that some people have special needs due to impairment of one or more
of the senses.
Links
5-14 — Health Education
5-14 — Science
Working Together For A Healthier Scotland — Life Stages — Page 35
Content
Suggested Activities/Resources
The Five Senses:
The teacher may teach The Senses as a topic on its
own.
Touch
Use materials of different textures in collage work.
Sight
Hearing
Set up a 'Seeing' table with binoculars, sunglasses,
spectacles, magnifying glasses, telescope,
kaleidoscope etc.
Smell
Taste
Special Needs
Drugs Education can be built on through the children
realising how wonderful their bodies are and the
many things the senses do which they take for
granted. This would encourage the children to respect
and look after their bodies.
Use prerecorded tapes of familiar sounds to help
with aural recognition.
Investigate what happens to taste when you are
unable to smell the food or flavour (hold nose whilst
tasting!)
Discuss most and least favourite tastes. Have a
tasting session of, for example, exotic fruits, cheeses.
Link smell to taste.
Discuss ways to help people who have special needs
(e.g. Braille for reading, importance of other four
senses to people who are blind or deaf…).
Education Support Service 84
Theme:
Topic:
Unit:
All About Me
My Food
Healthier Food Choices
Primary 3
Desirable Outcomes
To increase the children's awareness of the variety of foods available.
Links
5-14 — Health Education
Mathematics 5-14 — Handling Information
Working Together for a Healthier Scotland — Eating for Health — page 25
Eating for Health — A Diet Action Plan for Scotland — pages 16-18
The Oral Health Strategy For Scotland — Page 23
Content
Suggested Activities/Resources
Healthier Foods:
Over a number of lessons the children could taste
and discuss one or two foods from the groups listed
below. By the end of the lessons the children would
begin to realise the variety of foods on offer and
have been introduced to the current messages for a
healthy diet.
At this stage it would be worthwhile to increase
awareness among the children as to the variety of
foods on offer. One way to do this is to allow the
children to taste different types of food rather than
simply looking at pictures of foods.
Fruit and Vegetables (eat plenty)
If appropriate an amount of money could be made
available through the schools budget to allow the
class teacher to buy a range of foods from the groups
suggested overleaf.
The messages in brackets are the current guidelines
for a healthy diet.
Breads, Cereals, Pasta, Rice and Potatoes (eat plenty)
Meat, fish, Poultry, Eggs, Beans, Nuts and Pulses (eat
some)
Milk, Cheese and Yoghurt (eat some)
Fatty and Sugary Foods (eat only a little).
If appropriate handling information lessons could be
carried out on likes/dislikes etc.
The children could visit a supermarket to look at the
variety of foods on offer if there is one nearby.
Education Support Service 85
Theme:
Topic:
Unit:
All About Me
Keeping Fit
Rest And Sleep
Primary 3
Desirable Outcomes
To realise the need for rest and sleep in the lives of the children.
Links
5-14 — Health Education
Expressive Arts 5-14 — Drama, Music
Mathematics 5-14 — Number , Money, Measurement
Working Together For A Healthier Scotland — Physical Activity — Page 26 Obesity — Page 12
Well Being and Fitness — Page 13
Glasgow's Children's Services Plan — A Healthy and Active Lifestyle — Page 40-41
Content
Suggested Activities/Resources
Rest and Sleep Are Good For You:
The teacher and children could discuss ways in which
the body shows it is tired. After discussion drama
could be used to act out situations where firstly the
children feel tired and secondly after they have rested.
For example:
Playing with friends
Tidying up toys
Helping with little brother or sister…
The body has ways of showing that rest is needed:
Feeling tired
Yawning
Bad tempered
Being silly, clumsy
Making mistakes
Music could be played to encourage a relaxing mood
at certain times within the school day. The children
would begin to associate the soothing music with rest
periods.
If appropriate invite a parent of a young baby into
school to talk about the baby's day; emphasising the
amount of sleep needed.
Bedtime routines help prepare children for
sleep.
Discuss the importance of going to bed at certain
times on school nights. Collect and read some
favourite bedtime stories.
Hygiene At Bedtime
Talk about preparing for bed: nightclothes, brushing
teeth, washing body.
Education Support Service 86
Theme:
Topic:
Unit:
Keeping Me Safe
Keeping Clean
Oral Health
Primary 3
Desirable Outcomes
To encourage the children to look after their teeth, not only through brushing but by considering what they eat.
Links
5-14 — Health Education
Personal And Social Development 5-14 — Self Awareness
Working Together For A Healthier Scotland — Life Circumstances — Page 23-24,
Dental and Oral Health — Page11-12
Content
Suggested Activities/Resources
Oral Health:
Use leaflets, posters from the health promotion
board.
Invite dentist/dental health educator into class to talk
to children, show them how to brush their teeth and
answer any questions.
Raise awareness of types of food which are good
choices for teeth (better to emphasise positive) such
as fruit, vegetables, water… Tasting of some of these
if appropriate.
Explore the prevention of dental decay:
Highlight the link between the frequency of sugary
snacks and drinks in the diet build up plaque on
teeth.
Explain importance of brushing teeth to remove
plaque to reduce dental decay and keeping gums
healthy.
Role of fluoride toothpaste as a protecting agent for
teeth.
Discuss importance of brushing teeth after breakfast
and before bed.
Explore links between oral health and feeling good
about yourself, appearance, fresh breath, nice smiles
and healthy teeth.
Confidence to Learn — 'A Picture of Health',
worksheets 1-4 (as appropriate).
‘Healthy Teeth in Healthy Mouths’ (HEBS).
Lessons 1-5.
Good oral health is about:
Cleaning teeth with fluoride toothpaste.
Removing plaque from teeth
Keeping gums healthy
Eating a variety of different foods and not to many
sugary drinks and snacks.
Highlight the link between good oral hygiene and the
prevention of tooth/gum disease:
Brush teeth at least twice a day.
Have own toothbrush.
Use fluoride toothpaste. (1000 ppm F)
Know how and when to brush teeth.
Know that eating certain foods can help to prevent
decay.
Education Support Service 87
Theme:
Topic:
Unit:
Keeping Me Safe
Safe All Over
Crossing The Road
Primary 3
Desirable Outcomes
To increase awareness of safety when crossing the road.
Links
5-14 — Health Education
Glasgow Children's Services Plan — Road Safety — Page 34
Access to Outdoor Play and a Quality Environment — Page 35
Working Together For Glasgow's Health (1995) — Transport - Page 25
Roads Department — Page 55
Content
Suggested Activities/Resources
People you can trust to help you to cross the
road:
Invite local crossing patrol person into school to talk
about their job and answer any questions the
children may have.
The community police could also be invited into the
school to give a short talk.
Road Crossing Patrol
Police
Adults you know.
Basic Crossing Skills:
Resources: Ways to Safety Workbook 3
(West of Scotland Road Safety Forum).
Identify person who can be trusted to help
Hold hands (shows trust in person helping)
Look for a safe place to cross
Know where to stand
Look and listen for traffic.
Learn the Green Cross Code and practice basic
crossing skills accompanied by an older child or
adult.
Green Cross Code
Green Cross Code:
Find a safe place to stop.
Stand on the pavement near the kerb.
Look all around for traffic and listen.
If traffic is coming let it pass.
Look all around again.
When there is no traffic near walk straight across the
road.
Keep looking and listening for traffic while you cross
the road.
Education Support Service 88
Theme:
Topic:
Unit:
Keeping Me Safe
My Decisions
Influences On Choices
Primary 3
Desirable Outcomes
The children should be aware that there other people who can influence their choices.
Links
5-14 — Health Education
Personal and Social Development 5-14 — Independence and Interdependence
Content
Suggested Activities/Resources
Influences On Choices:
Through discussion the teacher could raise awareness
within the children of the influence other people can
have on their choices. He/she could ask the children
to talk about some of the choices they have made
recently and then encourage them to reflect on
whether or not someone else influenced their choice
— e.g. in the dining hall the children have a choice of
foods but this choice is influenced by what the dining
staff prepare.
This unit introduces the notion that other people can
affect the choices individuals make.
Influence of others on choices made in:
Class
Playground
Home
Confidence to Learn - ‘Health Promoting School’,
worksheets 1 and 2.
Community.
Education Support Service 89
Theme:
Topic:
Unit:
Keeping Me Safe
Keeping Well
Preventing Illness
Primary 3
Desirable Outcomes
The children should realise that certain things can be done in order to help prevent illness.
Links
5-14 — Health Education
English Language 5-14 — Talking and Listening
Working Together For A Healthier Scotland — Influences on Scotland's Health — Chapter 3
Glasgow Children's Services Plan — Keeping Glasgow A Safe Place — page 49-56,
Mental Health Needs — Page 67-79
Content
Suggested Activities/Resources
Preventing Illness:
Discussion could continue throughout the school year
concerning the importance of hygiene in relation to
preventing illness.
There are simple things which the children can carry
out to help prevent illness. These have been stressed
from Primary One:
Wash hands and flush toilet.
Don't pick food up from floor and eat it.
Wash hands before eating.
Use hankies and dispose of them in the bin.
Wash fruit before eating it…
Talk about germs and how they are invisible thus
making it doubly important to follow hygiene
procedures; just because hands look clean it doesn't
mean they are.
Litter Prevention could feature in this unit. The need
to put litter in a bin.
The children could decide as a class not to drop any
litter in the playground but rather put it in a bin or in
their pocket until they find a bin. This could be a class
target and displayed on an Achievements Wall if
there is one and the target is achieved.
Do not encourage the children to pick up litter from
the ground with bare hands as this is a health and
safety risk.
Confidence to Learn - 'A Picture of Health', select
from worksheets 2-4.
Education Support Service 90
Theme:
Topic:
Unit:
My Relationships
Me
Strengths and Weaknesses
Primary 3
Desirable Outcomes
Everyone has strengths and should be encouraged to recognise these. There are things we would like to do better
and we can improve if we work on them.
Links
5-14 — Health Education
Personal and Social Development 5-14 — Inter-Personal Relationships
English Language 5-15 — Talking, Listening and Writing
Working Together For Glasgow's Health (1995) — Need for a ‘Healthy Community’ — Page 27-28
Content
Suggested Activities/Resources
Strengths and Weaknesses:
Discussion about what each child sees him/herself
being good at… I am good at…
I can do…
Every child should state at least one strength.
Strengths:
The children will be encouraged to think about the
strengths they have.
As part of personal writing the children could write
about their strengths. The audience for this piece of
writing could be the parent/s at a parents evening.
Weaknesses:
Once the children have realised their strengths they
can then look at what they would like to be able to
do better.
Encourage the children to be realistic.
If appropriate the teacher could work with either
individuals, groups or the class to set realistic targets
to improve weaknesses. Set a time scale for targets
and make sure the children know what they are
supposed to achieve and the steps to take in order to
achieve them.
Some examples:
Individual: I will learn my 2x table.
Group:
We will improve handwriting.
Class:
We will try to improve our manners.
Confidence to Learn - ‘Feeling Good To Learn’,
worksheet 3.
Education Support Service 91
Theme:
Topic:
Unit:
My Relationships
My Family
Family Changes
Primary 3
Desirable Outcomes
To be aware that there are changes which happen in the family life outwith our control bringing with them a
range of emotions.
Links
5-14 — Health Education
Personal and Social Development 5-14 — Inter-Personal Relationships
English Language 5-14 — Writing
Working Together For Glasgow's Health (1995) — ‘Need for a Healthy Community’ — Page 27-28
Content
Suggested Activities/Resources
Beginnings:
Discuss what babies do and what we have to do for
babies. Look at the good/bad things about babies.
Write a class poem about ‘Babies’ with the children's
ideas.
Identify times of change and associated feelings:
New Baby
Moving House
Changing School
Endings:
Exploring feelings about losing special people
through them:
Moving away
Dying
Separation
Talk about the other situations the children may have
encountered. Talk about the feelings associated with
changes.
Discuss feelings around losing someone special and
some of the reasons why we lose people.
If a child mentions loss or suffering through
bereavement, separation etc. It may be best to
answer questions in a small group or individually. For
staff development, appropriate methodology and
associated activities, use as a resource Good Grief,
Exploring Feelings, Loss and Death with Under 11's.
Education Support Service 92
Theme:
Topic:
Unit:
My Relationships
My Friends
Feelings About Friendship
Primary 3
Desirable Outcomes
The children will take a closer look at what friendship means and the feelings which surround it.
Links
5-14 — Health Education
Personal and Social Developments 5-14 — Inter-Personal Relationships
Expressive Arts 5-14 — Drama
Working Together For Glasgow's Health (1995) — Need for a ‘Healthy Community’ — Page 27-28
Content
Suggested Activities/Resources
Feelings Surrounding Friendship:
Within the context of drama the children could
explore feelings about friendship successfully.
Language used to express feelings will be explored
and developed.
Mime:
Use mime to encourage the children to use body
language to express feelings surrounding friendship:
Highlight that friendship does not only have happy
feelings surrounding it; it also has sad feelings. If
children are given the vocabulary to express how they
feel this will help them within friendships.
You unexpectedly fall out with friend.
Your best moves away.
Your friend shares a sweet with you.
Friend shares a secret with you.
After the children have mimed each situation explore
the spoken language related to the feelings
expressed. Build up a list of feelings vocabulary
covering as many aspects of friendship as possible.
Encourage the children to be creative and mime
situations you may not have thought of.
Confidence to Learn — ‘Feeling Good to Learn’,
worksheets 7 and 8.
Education Support Service 93
Theme:
Topic:
Unit:
My Relationships
My Community
People Who Care For My Health
Primary 3
Desirable Outcomes
The Children should be aware of the main people who care for their health and realise that they too have
responsibility for health.
Links
5-14 — Health Education
Language 5-14 — Talking and Listening
Working Together For Glasgow's Health (1995) — Need for a ‘Healthy Community’ — Page 27-28
Content
Suggested Activities/Resources
People Who Care For My Health:
Discussion concerning the people who look after the
children's health. Write the names the children
volunteer on the board in a circle rather than a list so
that the children do not think the person at the top is
most important and so on. Discuss the various roles
of the people mentioned.
Parent
Doctor
Nurse
Dentist
School
Me
The children should be encouraged to realise that
they have a large part to play in keeping themselves
healthy mainly through:
Hygiene
Exercise
If the children do not state themselves in people who
look after their health, which may well be the case,
the teacher can put ‘Me’ in the middle of the circle.
This again highlights the important role the child has
in looking after his/her health.
Discuss the importance of hygiene and exercise. This
would be reinforced through daily classroom practice
(using a hankie, washing hands…) and in the gym.
Confidence to Learn - ‘A Picture of Health’, ideas
from worksheets 1-4.
Education Support Service 94
Theme:
Topic:
Unit:
All About Me
Myself
My Feelings And Emotions
Primary 4
Desirable Outcomes
The children should become better at recognising and expressing their own feelings/emotions.
Links
5-14 — Health Education
Personal and Social Development 5-14 — Self Esteem and Self Awareness
English Language 5-14 — Talking, Listening and Writing
Equal Opportunities: Policies, Principles and Practice
Content
Suggested Activities/Resources
Range of Feelings/Emotions:
Language, both spoken and written, can be used very
effectively to convey feelings.
Facial Expression is only one way of expressing
emotion. Examine spoken and written language to
express feelings and emotions.
Spoken Language — Select some short emotive
passages from books, plays or poems and encourage
the children to read with expression so that the
overall feelings in the passage are conveyed. After
reading each passage discuss the feelings within the
passage and whether the reader expressed them.
Practice improving expression.
Written Language — Personal writing deals with
feelings. Encourage the children to use language
which expresses feelings when writing.
Resources: For examples of language associated
with feelings look at the wordboxes in
Skills for the Primary School Child Section
3, Feelings and Emotions.
Education Support Service 96
Theme:
Topic:
Unit:
All About Me
My Body
Body Defences
Primary 4
Desirable Outcomes
To be aware of ways in which infections can get into the body, how the body reacts to this and the defence
mechanisms the body has to combat illnesses.
Links
5-14 — Health Education
5-14 — Science
Working Together For A Healthier Scotland — Life Stages — Page 35
Content
Suggested Activities/Resources
Body Defences:
Discuss with the class ways in which infection gets
into the body.
Children could draw a body in the middle of a page
and record round about it ways in which infections
can get in.
Discussion of illnesses children have had which could
conclude in writing a poem on ‘I Don't Feel Well…’
Discuss the various defences our bodies have to keep
infection out. Again class could draw a body to
convey the body's defences.
The pupils could design posters to be displayed
around the school to show how we can combat
infections.
The poster ideas could include:
Use a clean handkerchief
Use soap and water to clean
Wash hands before meals
Wash hands after toilet
Be careful with blood.
How Infection Gets into the Body:
Airborne, viral or bacterial, cut or opening in skin,
contaminated foods, poor hygiene, touch.
How the Body Reacts:
Raised temperature, headache, shivering chills,
sickness, diarrhoea, spots, swelling, rashes…
Defence Mechanisms:
The body has several defence mechanisms:
Skin
Acts as a protective barrier when
unbroken.
Nose
Germs and dirt from the air are
trapped by hair and mucus.
Ears
Wax inside traps germs.
Tears
Washes eyes clean.
Eyelids
Keep dirt out of eyes.
Stomach
Stomach acids kill germs in food.
Tonsils/Adenoids Help kill germs in throat.
Immune System White blood cells destroy infection
inside body.
Resources: Germs, Germs, Germs —
Good Health (ITV).
Escape Aids 2 — SHAPE Document.
Drugs education can be built upon through looking
at how the body tries to protect itself from harm.
Education Support Service 97
Theme:
Topic:
Unit:
All About Me
My Food
Food Groups
Primary 4
Desirable Outcomes
To encourage the children to become more aware of the need for food to help them grow, protect them and give
them energy.
Links
5-14 — Health Education
Working Together for a Healthier Scotland — Eating for Health — Page 25
Eating For Health — A Diet Action Plan for Scotland — Pages 16-18
Home Economics Department — Local Secondary School
The Oral Health Strategy For Scotland — Page 23
Content
Suggested Activities/Resources
Food Groups Consist Of:
The teacher could begin the lesson by getting a
volunteer to stand in the middle of class circle. Class
could try to visualise volunteer when he/she was a
baby — no hair, teeth, very small etc. Next they could
visualise child as a toddler ”— some hair, teeth,
beginning to walk, run, still quite small etc.
Now look at volunteer as he/she stands — Lots of
hair, teeth, taller, stronger etc. How did person
develop from baby to now? Link to 3 food groups.
For example hair, teeth, body has grown due to
builders such as meat, fish…
Look at the activities volunteer can do compared to
when he/she was a baby. For example as a baby
could crawl can now walk, run play netball etc. This is
due to the energy providers such as bread, pasta…
Energy Providers Carbohydrates
Protectors
Vitamins and minerals from fruit
and vegetables
Builders
Proteins
If appropriate this can be linked to traffic lights:
Builders
Red
Amber
Energy Providers
Green
Protectors
This is just one suggestion for teaching food groups
which has proved to be effective in the past.
Obviously information on foods to eat changes all of
the time and you may find expanding on the food
categories in the Primary Two lesson more
appropriate and up to date.
Teacher could repeat process through discussing why
volunteer usually feels fit and healthy; due to the
protectors he/she eats such as apples, carrots…
The teacher could record on the board after each
part of the lesson so that the children can see the 3
categories.
Education Support Service 98
Theme:
Topic:
Unit:
All About Me
Keeping Fit
Benefits of Physical Activity
Primary 4
Desirable Outcomes
The children should begin to realise the range of physical activities which can be enjoyed and the benefits to be
gained from exercise.
Links
5-14 — Health Education
Expressive Arts 5-14 — Physical Education
Mathematics 5-14 — Information Handling
Working Together For A Healthier Scotland — Physical Activity — Page 26, Obesity — Page 12
Well Being And Fitness — Page 13
Glasgow's Children's Services Plan — A Healthy and Active Lifestyle — Page 40-41
Content
Suggested Activities/Resources
Exercise/Physical Activity:
List the different types of physical activity enjoyed by
the children. Use the information to form a graph.
Widen the children's knowledge of the types of
physical activity they could become involved in.
Assist the children to monitor pulse and heart rates
before and after exercise. Encourage them to become
more aware of the physical signs of exercise.
There are many types of physical activity. All physical
activity has an effect on the body. Different types of
exercise can develop strength, speed, stamina and
suppleness. The extent to which each of these will be
developed will depend on the exercise undertaken.
Physical Signs of Exercising are:
• Increased heart rate
• Increased pulse rate
• Increased breathing rate
• Feeling hot
Positive Benefits of Exercise are:
• Increased strength, speed, stamina and/or
suppleness with regular exercise
• Increased energy level
• Increased ‘feel good’ factor
• Helps body to work more efficiently
Social Benefits of Exercise are:
• Sharing interests
• Developing relationships
• Developing self confidence
Through Physical Education the children will take part
in:
Games Skills
Gymnastics
Dance/Fitness.
Encourage involvement, highlight the positive aspects
and keep fun as a main emphasis. When appropriate
the children can keep a record of their own
performance and, with teacher help, set realistic
goals to improve it.
Highlight the social benefits of exercise when taking
part in physical education.
Education Support Service 99
Theme:
Topic:
Unit:
Keeping Me Safe
Keeping Clean
Keeping Well
Primary 4
Desirable Outcomes
To increase awareness of the benefits of keeping well and the role the children have to play in looking after
themselves and their well being.
Links
5-14 — Health Education
Personal and Social Development 5-14 — Self Awareness
Working Together For A Healthier Scotland — Life Circumstances — Page 23-24,
Dental and Oral Hygiene — Page 11-12
Content
Suggested Activities/Resources
Keeping Well:
As the children become older they should be
encouraged to take on more responsibility for their
health. Refer to previous work on oral health. Ask
whose job it is to keep my teeth and my mouth
healthy?
Revision of the practical ways in which the children
can look after themselves:
Good Hygiene with:
Food (storage, handling, sell by dates…)
Toilet practices
Body (washing themselves, brushing teeth and
changing clothing)
Discuss with the class things they can do now to help
them stay well and benefits linked with feeling well.
Give the children practical ways in which they can
stay healthy. For example:
In the dinner hall choose different menus on different
days instead of sticking to the one food choice.
Appropriate Clothing for weather and activities.
Make sure that you wear a jacket if it is cold outside.
Food Choices:
Do wash frequently especially after exercise.
Encourage the children to eat lots of different types
of foods. For the latest information on a healthy diet
consult All About Me, My Food, Healthier Food
Choices — Primary 2.
On school nights get to bed at a sensible hour…
Refer to Healthy Teeth in Healthy Mouths (HEBS),
Lesson 7.
Education Support Service 100
Theme:
Topic:
Unit:
Keeping Me Safe
Safe All Over
Risks Around The Home
Primary 4
Desirable Outcomes
To raise awareness of the risks found around the home.
Links
5-14 — Health Education
5-14 — Technology
5-14 — Social Subjects
Working Together For Glasgow's Health (1995) — Accidents at Home and at Play — Page 26
Content
Suggested Activities/Resources
Identification Of Typical Hazards:
Electricity, gas and obstacles…
In groups list dangers which could be found in
different rooms.
Bring in a selection of household cleaning materials
and read the labels to the children. Talk about
packaging (plastic instead of glass bottles, safety
caps…). Discuss the best storage place for these
products. Design a storage area for these in the
kitchen.
Look at a variety of empty medicine bottles or
packets. Discuss how these are recognisable as
medicines and the need for adult supervision in
administering medicines.
When looking at hazards of fire contact local Fire
Prevention Officer for information and advice.
Discuss how to look after pets and the need for
stricter hygiene. Local animal welfare organisation
can give advice.
Refer to P4 unit on Preventing Food Poisoning in
‘Keeping Well’.
Safety with cleaning materials and household
chemicals.
Safety with drugs, medicines and how these can
be identified:
Packaging
Child Safe bottles
Blister Packs
Warnings on labels…
Safe Use of medicines taken daily (inhalers etc.).
Hazards Of Fire:
Matches
Fireworks
Bonfires…
Safety Around Pets:
Including not tormenting pets, feeding and keeping
them clean; good hygiene…
Safety Around Food:
Include food handling, storage etc.
Resources: Skills For the Primary School Child
Section 1.4
A Focus on Medicines
Drugwise First as appropriate
Posters/Leaflets — Junior Safety
Catalogue
Education Support Service 101
Theme:
Topic:
Unit:
Keeping Me Safe
My Decisions
Influence Of Family On Choice
Primary 4
Desirable Outcomes
To raise awareness of the influences our family can have on our decisions.
Links
5-14 — Health Education
Personal and Social Development 5-14 — Independence and Inter-dependence
Expressive Arts 5-14 — Drama
Content
Suggested Activities/Resources
Influence Of Family On Choice Of:
Explore situations where family could influence choice
by using, for example, drama, discussion, case
studies, etc.
Friends
Food
Groups of 2/3: Child wants nose pierced but parent
is against.
Clothes
Routine
Leisure Pursuits…
Families have a big influence on the choices available
to us and ultimately in the choices we make.
Child wants to take karate lessons but family cannot
afford it.
Child wants to stay out late but is told by parent to
be by a certain time.
After acting out the situations the children could
discuss each one and the problems they pose for all
the family as well as who ultimately makes the
choice.
Education Support Service 102
Theme:
Topic:
Unit:
Keeping Me Safe
Keeping Well
Handling Food Carefully
Primary 4
Desirable Outcomes
To link the importance of good hygiene in order to prevent food poisoning and to highlight the fact that bacteria
are invisible.
Links
5-14 — Health Education
Working Together For A Healthier Scotland — Influences on Scotland's Health — Chapter 3
Glasgow Children's Services Plan — Keeping Glasgow A Safe Place — Page 49-56
Mental Health Needs — Page 67-79
Content
Suggested Activities/Resources
Importance Of Good Hygiene To Prevent Food
Poisoning By:
The teacher could raise the children's awareness of
the importance of good hygiene in order to prevent
food poisoning. The children may be aware of the
Eschericia coli scare. Discussion could ensue about
how this outbreak could have been prevented
through carrying out proper hygiene procedures.
Wash hands before preparing/eating food
Toilet hygiene
Check sell by dates on foods.
If preparing food (e.g. a sandwich):
Tie hair back
Wash Hands
Wear apron
Cover any cuts
Always keep food covered when out of fridge.
It is important for the teacher to mention that
bacteria are invisible and the children should never
assume their hands are clean just because they look
clean.
N.B. E.coli is passed on by contact with faeces and
this is why it is essential to wash hands
thoroughly.
Education Support Service 103
Theme:
Topic:
Unit:
My Relationships
Me
Likes/Dislikes
Primary 4
Desirable Outcomes
To encourage the children to make choices about what they like/dislike and the reasons for choices.
Links
5-14 — Health Education
Personal and Social Development 5-14 — Self Awareness
English Language 5-14 — Writing
Working Together For Glasgow's Health (1995) — Need for a ‘Healthy Community’ — Page 27-28
Content
Suggested Activities/Resources
Likes and Dislikes:
This unit would highlight personal choice and the
importance of being an individual with the right to
decide on own likes and dislikes.
People can have different likes and dislikes.
The children could be asked, perhaps as part of
homework, to make a list of their likes and dislikes.
This could then form the basis for a piece of personal
writing in which they have in which the children can
explain the reasons for their choices. The audience
could be other class members.
Education Support Service 104
Theme:
Topic:
Unit:
My Relationships
My Family
Family Roles
Primary 4
Desirable Outcomes
To be aware of the many different roles individuals can play in families.
Links
5-14 — Health Education
Expressive Arts 5-14 — Drama
Personal and Social Development 5-14 — Inter-Personal Relationships
Working Together For Glasgow's Health (1995) — Need for a ‘Healthy Community’ — Page 27-28
Content
Suggested Activities/Resources
Family Roles:
Through drama the children could be given the
chance to explore family roles in a less personal way.
The teacher could give groups various role play
situations in which each is a family member and they
have to adopt the role, as they interpret it, of a
certain family member.
The children will explore some of the roles within
families.
The children will explore and consider their own roles
within the family. Different roles should emerge.
Highlight different caring roles and levels of
responsibility, including primary carer role.
Example — Groups of 3
Parent, teenager, young child. It is a wet day and
parent needs to clean the house while young child
wants to be entertained.
Two parents have to decide whose job it is to clean
the house.
After each role play volunteer groups could act out
the situation and a discussion could follow
concerning the roles adopted.
Confidence to Learn — ‘A Picture of Health’,
worksheet 5.
Education Support Service 105
Theme:
Topic:
Unit:
My Relationships
My Friends
Roles In Friendship
Primary 4
Desirable Outcomes
The children will have examined some of the roles of friendship.
Links
5-14 — Health Education
Personal and Social Development 5-14 — Inter-Personal Relationships, Independence and Inter-dependence
Religious and Moral Education 5-14 — Personal Search,
Relationships and Moral Values Language 5-14 — Talking, Listening, Reading and Writing
Working Together For Glasgow's Health (1995) — Need for a ‘Healthy Community’ — Page 27-28
Content
Suggested Activities/Resources
Roles In Friendship:
Examine some of the roles involved in being a friend.
Class discussion about the various roles a friend can
have.
Share good and bad times.
Attentive Listener
Show respect and care.
Encourage the children to examine their own
friendships to see if there are any roles they are not
carrying out.
Draw up a list that the class agree on illustrating
what makes a friend and display this in the class for
children to refer to such as when two children have
been arguing/fighting in the playground.
Confidence to Learn - ‘Feeling Good to Learn’,
worksheets 4 and 7.
Education Support Service 106
Theme:
Topic:
Unit:
My Relationships
My Community
Workers In The Community
Primary 4
Desirable Outcomes
To raise awareness of the people who work in the local community.
Links
5-14 — Health Education
5-14 — Social Subjects
Personal and Social Development 5-14 — Inter-Personal Relationships
Working Together For Glasgow's Health (1995) — Need for a ‘Healthy Community’ — Page 27-28
Content
Suggested Activities/Resources
People In The Wider Community:
Identify health care professionals whom children have
met or used and look at the services they provide
(nurse, optician, dentist…) Talk about preventative as
well as curative role.
If possible invite a professional in to talk to children.
Look at some simple aspects of alternative medicines
e.g. remedies to alleviate colds, exercise to make you
feel better, yoga for relaxation, treatment for chronic
conditions — in the U.K. many treatments are taken
to alleviate problems that Western medicine has not
been able to effectively cure.
Health Service:
Work of Health Care Professionals
Aspects Of Alternative Medicine.
Emergency Services:
Police
Fire Brigade
Ambulance
Coastguard
Mountain Rescue
Cave Rescue.
Highlight the importance of the emergency services
and the need to use time effectively (e.g. time wasted
on hoax calls).
Investigate briefly the work of the emergency services
and how to obtain their help if necessary.
Talk about how children could obtain help/advice/
information about health issues. Discuss different
help or advice agencies the children are familiar with
and explore some of the others available — parents,
teachers, charities, Childline, Social Workers…
Resources: STEPS — Primary 4 Choices — Caring For
The Community.
Help Agencies
Education Support Service 107
Theme:
Topic:
Unit:
All About Me
Myself
Abilities
Primary 5
Desirable Outcomes
The children should be able to discuss and write about their own abilities.
Links
5-14 — Health Education
Personal and Social Development 5-14 — Self Awareness Self Esteem
English Language 5-14 — Talking, Listening and Writing
Equal Opportunities: Policies, Principles and Practice
Content
Suggested Activities/Resources
Abilities:
Discussion of abilities:
Talking and writing about abilities.
1 As individual perceives own abilities
The children should be encouraged to be positive
about their own abilities and those of others.
2 As others see individual's abilities
3 As teacher sees individual's abilities.
Starter sentences could be given if appropriate.
For example:
I am good at…
People say I am good at…
My teacher says I am good at…
The children could write about their abilities as part
of personal writing in either prose or poetry form.
Education Support Service 109
Theme:
Topic:
Unit:
All About Me
My Body
Drugs And Risk Taking
Primary 5
Desirable Outcomes
To raise awareness of the different types of drugs/medicines which are available and how to use them safely
when they are prescribed.
Links
5-14 — Health Education
Personal and Social Development 5-14 — Self Esteem, Self Awareness and Inter-Personal Relationships
Expressive Arts 5-14 — Drama
Religious and Moral Education 5-14 — Personal Search, Relationships and Moral Values
Working Together For A Healthier Scotland — Pages 24 and 27-28
Health Education In Scottish Schools — HMI (1993) — Page 4
Policy Framework on Drug and Alcohol Abuse — Glasgow City Council — Page 4
Content
Suggested Activities/Resources
Awareness Of Types Of Drugs:
Prescribed drugs or medicines
(e.g. inhalers, aspirin etc.).
Controlled or illegal drugs (e.g. heroin).
Non prescribed drugs (e.g. tobacco, alcohol, solvents).
Discuss why people take medicine;
relating to the children's own experiences.
Awareness Of When Drugs Are Necessary:
To recover from illness
To relieve symptoms
To aid normal life (e.g. insulin for diabetic).
To offer protection (immunisation).
Talk about what prescribed medicines do, how they
make you feel, times when you would need to take
them.
Minimising Potential Risks:
NB. Consult local education authority guidelines on
Child Protection.
Keeping Safe with prescribed medicines.
Awareness of everyday substances which contain
drugs (caffeine in coffee etc.).
Effects of tobacco, alcohol and solvents on health
and how behaviour can be affected and put people
at risk.
Legal Restrictions ( e.g. tobacco sales…)
Strategies to use in potential risky situations (e.g. peer
pressure, safe/unsafe touching etc.).
Role play situations where the children may be put
under pressure to try out health risk behaviours such
as smoking could prove to be a useful way of dealing
with a difficult area.
Resources: Use as appropriate,
Drugwise First.
Skills For The Primary School Child Part 3
— The World of Drugs.
Skills For The Primary School Child Part 4
— Substance and Solution.
Consult local education authority before inviting
former addicts into classroom.
Education Support Service 110
Theme:
Topic:
Unit:
All About Me
My Food
The Food Chain
Primary 5
Desirable Outcomes
The children should be able to recall where some of the main foods come from.
Links
5-14 — Health Education
5-14 — Science
Working Together for a Healthier Scotland — Eating for Health — Page 25
Eating for Health — A Diet Action Plan for Scotland — Pages 16-18
The Oral Health Strategy For Scotland — Page 23
Content
Suggested Activities/Resources
Food Origins:
The teacher could have a selection of products or
pictures from the list and ask the children if they
know the origins of each one.
Look at where everyday food comes from:
The children could select a type/s of food and carry
out research to convey where the product originally
came from and how it ended up on a shop/
supermarket shelf.
Meat — beef, lamb, poultry, pork.
Milk
Fish
Cheese
Eggs
Bread
Vegetables — root, leaf.
Look at the variety of foods from plants and animals
and the workings of the food chain.
The children could record some simple food chains
e.g. milk — The sun shines on the grass to make it
grow and then the cow eats the grass which in turn
produces milk. This milk can then be used to produce
cream, butter and cheese.
Education Support Service 111
Theme:
Topic:
Unit:
All About Me
Keeping Fit
Physical Activity And Health
Primary 5
Desirable Outcomes
To increase awareness of the benefits of physical activity and relaxation on health.
Links
5-14 — Health Education
Expressive Arts 5-14 — Physical Education
Working Together For A Healthier Scotland — Physical Activity — Page 26, Obesity — Page 12
Well Being and Fitness — Page 13
Glasgow Children's Services Plan — A Healthy and Active Lifestyle — Page 40-41
Content
Suggested Activities/Resources
Exercise:
During the course of the year within physical
education the children should realise that exercise
has many forms and can be enjoyed both in and out
of doors.
There are a wide range of physical activities. Children
to find appropriate activities for their ability.
The local environment has facilities for exercise.
Exercise can take place both in and out of doors.
Relaxation:
This can take different forms:
Physical activity
Passive
Individual
With other People.
Relaxation helps rest and sleep.
Find out about opportunities for exercise in the local
area and make the children aware of what is on
offer. Asking volunteers to speak about the clubs they
go to after school for exercise may encourage peers
to take part also.
Discuss what the children do for relaxation. Make a
list which would include the forms mentioned across.
This should highlight that different people do
different things to relax.
Emphasise the need to relax after exercise and build
in some simple relaxation exercises at the end of
each P.E. lesson.
Project: Children to change one small part of their
routine to allow them to do more physical
activity, e.g. walking/cycling to school every
day. Monitor own progress.
Education Support Service 112
Theme:
Topic:
Unit:
Keeping Me Safe
Keeping Clean
Infection/Immune System
Primary 5
Desirable Outcomes
To raise awareness of how infections enter the body and the purpose of the immune system.
Links
5-14 — Health Education
5-14 — Science
Working Together For A Healthier Scotland — Life Circumstances Page 23-24
Content
Suggested Activities/Resources
Infection:
Talk about some of the infections the children have
had or know about. Link good hygiene practices and
keeping healthy with an efficient immune system.
Most illnesses are passed on by different infections.
Infections can be passed on in different ways. For
example:
Cut in skin
Poor hygiene
From other people (airborne).
Immune System:
We have a system inside our bodies which helps us
fight infection — Immune System.
It is found in the bloodstream and consists of tiny
cells which defend us all of the time.
Babies obtain immunity in the first few days of life,
from breast milk.
Look at how the body defends itself from infection
through the immune system. Also link to breast-feeding.
Information can be had from the Primary 4 unit on
Body Defences.
Resources: Escape Aids 3 — Immune System
My Body — Heinemann —
Staying Healthy/Getting Ill.
Education Support Service 113
Theme:
Topic:
Unit:
Keeping Me Safe
Safe All Over
Potential Hazards On Roads
Primary 5
Desirable Outcomes
To raise awareness of potential hazards for pedestrians and the responsibilities a pedestrian has.
Links
5-14 — Health Education
Glasgow Children’s Service Plan — Road Safety — Page 34
Access to Outdoor Play and A Quality Environment — Page 35
Working Together For Glasgow's Health (1995) — Transport — Page 25
Roads Department — Page 55
Accidents at Home and at Play — Page 26
Content
Suggested Activities/Resources
Potential Hazards:
Resources: Ways to Safety Workbook 4
(West of Scotland Road Safety Forum).
Awareness Of Different Road Types and the hazards
when crossing:
Main roads
Dual carriageways…
Identify safe places to play within the local
environment:
Awareness of local hazards and safety
considerations:
Importance of being seen:
Use maps of the local area on which the children can
identify their route to school.
Look at the types of roads which are crossed and
hazards which could occur. Are the children taking
the safest route to school?
Look at where most children play and devise some
improvements which would make area safer.
If possible contact local safety training officer an
compile a ‘Traffic Trail’ taking into account the
hazards of the environment.
Discuss what the children need to know as road users
and highlight the importance from the driver's point
of view of road users being seen.
Discuss how behaviour can have an effect on others
and the responsibility the individual has when using
the road.
Effects of behaviour on others:
Education Support Service 114
Theme:
Topic:
Unit:
Keeping Me Safe
My Decisions
Influence Of Friends On Choice
Primary 5
Desirable Outcomes
To raise awareness of the influence of friends on the choices the individual makes.
Links
5-14 — Health Education
Personal and Social Development 5-14 — Independence and Inter-dependence
Expressive Arts 5-14 — Drama
Content
Suggested Activities/Resources
Influence Of Friends On Choice Of:
1 Explore situations where friends may influence an
individual's choices, by using, for example, drama,
discussion, case studies, etc.
Clothes
Leisure Pursuits
Routine…
Friend wants you to stay out late but family
expect you home by a certain time. How does
friend try to influence your choice and encourage
you to stay out late? What do you do and does it
cause conflict with friend or family?
Friends can have an influence on an individual’s
choices and this can lead to conflict with either
friends or family depending upon the individual's
choices.
Friend does not like someone you like and
discourages you from seeing them. What do you
do and how does friend try to influence your
choice?
This can have a bearing on health, both positive and
negative. Being persuaded to drink alcohol is an
example.
Friend encourages you to buy something you know
parent/s would not allow. What do you do and
how does friend try to influence your choice?
Other People We Meet
2 Exploring Alcohol — GGHB/GEAAP
Section 6, Activity — ‘Traffic Lights’ board game.
Education Support Service 115
Theme:
Topic:
Unit:
Keeping Me Safe
Keeping Well
Environmental Responsibilities
Primary 5
Desirable Outcomes
To be aware of the responsibilities the individual has to maintaining a clean, healthy environment.
Links
5-14 — Health Education
5-14 — Technology
Working Together For A Healthier Scotland — Influences on Scotland's Health — Chapter 3
Glasgow Children's Services Plan — Keeping Glasgow a Safe Place — Page 49-56,
Mental Health Needs — Page 67-79
Content
Suggested Activities/Resources
A Clean Environment:
Discuss ways in which the local environment could be
made more pleasant and how this could be achieved.
Interview other children and adults to get their
thoughts on what should be changed. Take an area
of the local environment and incorporate ways in
which it could become more pleasant into a design
(e.g. playground, dining area and own street).
Awareness of the positive benefits of a clean and
pleasant environment and ways to improve it,
including the recycling of litter.
Take responsibility for an area within the school and
try to improve it as a class (e.g. library and parent's
waiting area).
Take part in local or national campaigns to improve
the environment and raise awareness within the
children of the benefits of doing so.
Discuss the effects of vandalism and practical ways
to discourage it.
Vandalism:
Its effects
Ways to discourage it.
Resources: Use as appropriate
STEPS Package — Primary 5 Vandalism.
Link a clean environment to preventing illness and
promoting well being.
Education Support Service 116
Theme:
Topic:
Unit:
My Relationships
Me
Keeping Me Safe
Primary 5
Desirable Outcomes
The children should be encouraged to learn strategies and skills and avoid health threatening behaviours.
Links
5-14 — Health Education
Personal and Social Development 5-14 — Self Awareness
Glasgow Children's Plan — Page 50
Consult Education Authority Guidelines on Child Protection
Working Together For Glasgow's health (1995) — Need for a ‘Healthy Community’ — Page 27-28
Content
Suggested Activities/Resources
Personal Safety Strategy:
Discuss with the class ways in which they can keep
themselves safe in risky situations e.g. approached by
a stranger, attempted bullying, being offered drugs…
Volunteers can discuss situations they see as risky
and with the help of the class they can think of ways
to deal with these situations should they arise.
Find out — how is the body affected by tobacco and
alcohol?
Use role play to act out situations which could lead
to health threatening behaviours and ask the children
to act out strategies to avoid or discontinue these
behaviours.
E.g. 3-4 peers encouraging an individual to smoke a
cigarette, drink alcohol…
A group of children attempting to bully an individual.
The class could think of statements which are easy
for them to remember when in a risky situation such
as ‘No not me — I make up my own mind’ or ‘No, a
real friend wouldn't say that’.
Resources: Use appropriate materials to consider
whole school policy on bullying. Use
‘Promoting Positive Behaviour’ and
‘Kidscape’ as appropriate.
‘Exploring Alcohol’ — Section 4: Alcohol
and the Body.
Leaflets on Tobacco and Alcohol from
GGHB resources library.
Keeping myself safe.
Learn to avoid health threatening behaviours.
Dangers of Tobacco and Alcohol
N.B. It is important that parents, staff and pupils are
aware of the school's policy on anti-bullying. Use
materials such as ‘Action Against Bullying’ and
‘Supporting Schools Against Bullying’ (SCRE) to help
format the policy and raise awareness of the issue.
Education Support Service 117
Theme:
Topic:
Unit:
My Relationships
My Family
Family Support
Primary 5
Desirable Outcomes
To raise awareness of the role of the family in supporting the child in times of need as well as during good times.
Links
5-14 — Health Education
Personal and Social Development 5-14 — Inter-Personal Skills
Religious and Moral Education 5-14 — Moral Attitudes and Values, Celebrations, Festivals, Ceremonies
and Customs
Working Together For Glasgow's Health (1995) — Need for a ‘Healthy Community’ — Page 27-28
Content
Suggested Activities/Resources
Family Support In:
Talk about some of the special times mentioned and
how they are celebrated. Discuss the support families
give each other during these times and the feelings
of joy associated with these events.
Celebrations:
Birthdays
Weddings
Christenings
Religious Festivals…
In Times Of Need:
Responsibilities Of Family Members
Discuss the need we all have of being able to talk to
and rely on someone when things are not going well.
Look at the role of the family in these times and the
feelings which surround times of need.
Talk to the children about the responsibilities of
different family members in offering support to
others. Find out what they see as their responsibilities.
Confidence to Learn — ‘A Picture of Health’,
worksheet 9.
Education Support Service 118
Theme:
Topic:
Unit:
My Relationship
My Friends
Relating To Friends
Primary 5
Desirable Outcomes
The children will look at how friends are chosen and some of the issues surrounding friendship.
Links
5-14 — Health Education
Personal and Social Development 5-14 — Self Esteem, Self Awareness, Inter-Personal Relationships, Independence
and Inter-dependence
Religious and Moral Education 5-14 — Personal Search, Relationships and Moral Values
Working Together For Glasgow's Health (1995) — Need for a ‘Healthy Community’ — page 27-28
Content
Suggested Activities/Resources
Beginnings And Endings In Friendship.
Investigate how we choose friends and how or why
they choose us.
Qualities In Friendship.
Talk about where you meet new friends.
Explore some situations where friendships can be
broken or strained and discuss ways to cope with this.
Minimising Conflict.
Discuss support offered by friendship and how this
can help in areas such as bullying, peer pressure etc.
After discussion about feelings surrounding friendship
write a poem.
Feelings
Confidence to Learn — ‘Feeling Good to Learn’,
worksheets 9 and 10.
Education Support Service 119
Theme:
Topic:
Unit:
My Relationships
My Community
Considering Others
Primary 5
Desirable Outcomes
To convey the importance of others in daily activities in everyday life.
Links
5-14 — Health Education
Personal and Social Development 5-14 — Inter-Personal Relationships, Independence and Inter-dependence, Self
Awareness and Self Esteem.
Religious and Moral Education 5-14 — Relationships and Moral Values
Working Together For Glasgow's Health (1995) — Need for a 'Healthy Community' — Page 27-28
Content
Suggested Activities/Resources
Considering Others:
Ask the children to think about a time when someone
did/said something to them which made them feel
really happy.
Discuss the range of feelings. Write the feelings on
the board. Now ask the children to think of a
situation when someone made them feel stupid or
embarrassed. Record the feelings on the board.
Learning to respect others feelings is an important
part of growing up.
Investigate issues which raise awareness of
discrimination against others e.g.
Bullying
Special Needs
Equal Opportunities
Use as appropriate anti-bullying packs such as Action
Against Bullying SCRE, Supporting Schools Against
Bullying SCRE as part of awareness raising and staff
development.
Resources: Use as appropriate:
Skills For The Primary School Child
Section 3.4 — Feelings and Emotions,
Other People Have Feelings Too, Section
2.5 People Who Need Special Help.
STEPS — Primary 4-7 STEP A — Bullying.
Confidence to Learn — ‘A Picture of Health’,
worksheet 7:
‘Feeling Good to Learn’,
worksheet 6:
‘Health Promoting School’,
worksheet 4.
Education Support Service 120
Theme:
Topic:
Unit:
All About Me
Myself
Influences On Me
Primary 6
Desirable Outcomes
To heighten awareness of the influence of others upon the individual's decisions and the pressures this can bring.
Links
5-14 — Health Education
Personal and Social Development 5-14 — Independence Inter-dependence and Inter-Personal Relationships
Religious and Moral Education — Relationships and Moral Values
Expressive Arts 5-14 — Drama
Equal Opportunities: Policies, Principles and Practice
Content
Suggested Activities/Resources
Influences:
Pupils could be asked to think about something they
have done recently which has in some way been
against their will. They should think of the reasons
why they gave in.
Afterwards there could be a discussion in which
volunteers share their experiences.
Examine the pressures upon the individual to conform
from:
Peers
Friends
Family
School
Society
Media
Churches/Religious Groups
The teacher could think of situations the pupils may
find themselves in where the pressure is on them to
conform.
Role Play could be used to examine the influence of
others upon the individual. Work in groups of
approximately 6.
Some examples:
1 One person has homework to do. Five others don't
and try to discourage the individual from doing it
and go out with them.
2 Some people try to persuade individual to steal
something from a shop.
3 Five attempt to persuade other person to take an
illegal drug/alcohol/cigarette.
4 Five attempt to persuade other person not to take
an illegal drug/alcohol/cigarette.
Resources: Skills for the Primary School Child Section
5: ‘Facing Challenges’ may be used as
appropriate.
‘Exploring Alcohol’ — GGHB/GEAAP —
Section 6 — ‘Boyclone’ Activity.
Confidence to Learn — ‘Health Promoting
School’, worksheets 9 and 10.
Education Support Service 122
Theme:
Topic:
Unit:
All About Me
My Body
Puberty
Primary 6
Desirable Outcomes
To promote knowledge and understanding, within a caring atmosphere, of the changes which take place during
puberty.
Links
5-14 — Health Education
5-14 — Science
Religious and Moral Education 5-14 — Personal Search
The Natural World
Personal and Social Development 5-14 — Self Awareness
Working Together For A Healthier Scotland — Life Stages — Page 35
Policy Framework on Drugs and Alcohol Abuse — Glasgow City Council — Page 4
Content
Suggested Activities/Resources
Time of Change:
Awareness that puberty is a time of change. The
timing and rate vary from individual to individual.
Everyone is different but everyone becomes an adult
in the end.
Some changes are internal while others are external.
Hormones act as chemical messengers, telling the
body to grow and develop. They also affect the
emotions and how a person feels.
Physical Changes At Puberty:
Boys — internal and external changes.
Girls — internal and external changes; menstruation.
NB: Some parts of the body are private and do not
need to be touched by anyone else. Remember
cultural differences. Consult the local education
authority's guidelines on Child Protection.
Emotional Changes At Puberty:
Growing sense of independence
Mood Swings
Feelings of Confusion etc. which could lead to conflict
with adults, peers etc.
Resources:
Use Health For Life 1 (Nelson) Action Planner for
ages 10 & 11, ‘Growing Up’.
Involve the appropriate local health board personnel
in working alongside the teacher.
View ‘Then One Year’ video (Churchill Films Production),
suitable for mixed groups.
Puberty can also be explored in My Relationships —
Me — Hopes and Fears (P6).
View programmes 1, 2 and 3 from the Living and
Growing series (ITV).
Select as appropriate programmes from Sex
Education (BBC Television).
Use the Primary Schools Handbook — Family
Planning Association Part 2 Section 8 pages 58-63.
Discuss link between responsibility and independence
as part of growing up.
NB: Parents should be consulted about this part of
the programme. The type of groups mixed or single
sex for different aspects of the programme should be
considered. When inviting in a visitor it is helpful if
they have prior knowledge of what the programme
consists of and where their expertise is to be used.
Education Support Service 123
Theme:
Topic:
Unit:
All About Me
My Food
Healthier Diet
Primary 6
Desirable Outcomes
To be aware of the need to have a varied diet in order to achieve optimum health.
Links
5-14 — Health Education
English Language 5-14 — Talking, Listening and Writing
Working Together For A Healthier Scotland — Eating For Health — Page 25
Eating For Health — A Diet Action Plan For Scotland — Pages 16-18
Home Economics Department — Local Secondary School
The Oral Health Strategy For Scotland — Page 23
Content
Suggested Activities/Resources
Food For A Healthier Diet:
The children could be given the task of preparing a
lunch menu for the dining hall with 3 choices of lunch.
The class could be split into groups or work as whole
to devise a menu.
Remember the importance of including a food from
each group.
The children, after giving some suggestions, will
begin to realise the problem with some foods in that
they involve more than one food group.
The teacher should help to break this down but only
to the extent where the lesson is manageable.
Look at the P4 unit on Food Groups and revise this
briefly if necessary:
Builders — proteins
Energy Providers — Carbohydrates
Protectors — Vitamins and minerals
Breastmilk as perfectly balanced food.
N.B. Real names not needed unless felt appropriate.
Carbohydrate can be a difficult term for the children
to understand and is usually introduced in First Year
of Home Economics.
Survey of parents to find methods used to feed
babies, and reasons. Display findings.
The children should be aware that there should be
one of each type at each meal where possible. (Some
foods such as pizza can involve all 3 groups).
Highlight the importance of water in diet and
encourage the children to include water in their menu.
Digestive System: parts and functions related to
digestion of food types. (Link with Science).
Ask children to draw life-size person. Map out passage
of food. Name parts. Research what happens to food
as it travels down the digestive system.
Education Support Service 124
Theme:
Topic:
Unit:
All About Me
Keeping Fit
Healthier Decision Making
Primary 6
Desirable Outcomes
To raise awareness of the importance of physical activity in relation to mental and physical health.
Links
5-14 — Health Education
English Language 5-14 — Talking, Listening, Reading and Writing
Working Together For A Healthier Scotland — Physical Activity — Page 26, Obesity — Page 12
Well Being and Fitness — Page 13
Glasgow Children's Services Plan — A Healthy and Active Lifestyle — Page 40-41
Content
Suggested Activities/Resources
Healthy Lifestyle:
Children can record on a 24 hour chart the time
spent on work, sleep, and leisure activities — both
physical and non physical.
Use the information gathered to find out the average
amount of exercise taken by the class. Highlight the
importance of exercise and its benefits on both
mental and physical health.
Ask individuals to look for practical ways to improve
physical activity if necessary.
Exercise is an important part of a healthy lifestyle.
Exercise should be regular to be of most benefit —
half an hour of moderate activity per day is
recommended.
Choices for a Healthy Lifestyle:
Choices are influenced by a number of factors:
Personal preference
Availability of facilities
Friends or family.
Role Models:
Role models in sport have an effect on health related
decision making.
Examine what influences leisure choices. Children
could try to find an activity which is offered locally to
take part in: netball, football, keep fit...
Make a personal contract with friends to join an after
school exercise club.
Look at role models in sports and discuss why they
are popular, how much they train, what started them
in competitive sport etc. The children could carry out
research on their favourite sports person to build up
a profile of them.
Confidence to Learn — ‘A Picture of Health’,
worksheets 6-10 (as appropriate).
Education Support Service 125
Theme:
Topic:
Unit:
Keeping Me Safe
Keeping Clean
Minimising Infections
Primary 6
Desirable Outcomes
To raise awareness of ways to minimise infections.
Links
5-14 — Health Education
5-14 — Social Subjects
Personal and Social Development 5-14 — Self Awareness
Working Together For A Healthier Scotland — Life Circumstances — Page 23-24
Dental and Oral Health — Page 11-12
Content
Suggested Activities/Resources
Ways To Limit The Spread Of Infection:
Revise good hygiene practises at home and the
importance of using medicines correctly.
Link to Body Defences in All About Me as appropriate.
At Home:
Good hygiene practices
Taking medicines as and when prescribed.
Revise First Aid Procedures in school. Highlight the
importance of preventing accidents or situations
where children could put themselves in danger.
At School:
Keeping safe; away from accidents or situations when
you can hurt yourself
Follow hygiene rules.
In The Community:
Local health campaigns including immunisation and
environmental health considerations.
Good hygiene practices during leisure pursuits.
Global Health Issues
Find out about recent campaigns in the area by
contacting doctor's surgery.
The historical link into minimising infections could be
studied through research on Nightingale/Lister…
Encourage the children to take up good hygiene
practices during leisure pursuits. Discuss these
practices and the reasons for them. For example
using footbath before swimming etc.
Look at coverage of recent disasters and try to
establish the main resources needed afterwards to
minimise the spread of infection: Fresh water, shelter,
removal of rubbish etc.
Investigate role of World Health Organisation (WHO)
in disease prevention and disease information.
— links with ‘Global Health’ sheet later.
Education Support Service 126
Theme:
Topic:
Unit:
Keeping Me Safe
Safe All Over
Using The Highway Code
Primary 6
Desirable Outcomes
To raise the awareness of communication for road users and the responsibility of the individual to behave safely.
Links
5-14 — Health Education
Expressive Arts 5-14 — Drama
Glasgow Children's Services Plan — Road Safety — Page 35
Working Together For Glasgow's Health (1995) — Transport — Page 25
Content
Suggested Activities/Resources
Communication For Road Users:
Look at the road signs which can be seen in the local
environment and discuss these also looking at the
different shapes to identify the type of message.
Use the Highway Code for Young Road Users
(Country Road Safety Officer's Association) to identify
their message.
Encourage participation in cycling proficiency schemes.
Through role play explore situations where conflict
can arise. Afterwards discuss how the situation could
have been avoided by following safety rules etc.
E.g. Parent with pram walking along pavement.
Meanwhile driver parks car on pavement resulting in
parent not being able to pass by.
Pedestrian crosses busy road while traffic is moving.
Driver has to avoid hitting person and collides with
another car.
Investigate safety rules needed for different types of
transport and the individual's responsibility to keep
safe on them.
Consideration for those with special needs.
Purpose of road signs:
To communicate to all road users
Awareness of the need for rules for road users:
Highway Code
Awareness Of Need For Consideration Towards
Others
Personal Road Behaviour:
Importance of minimising possible risks through safe
behaviour and keeping to safety rules.
Need to adopt appropriate safe crossing strategies in
changing traffic situations.
Passenger Safety and Individual
Responsibility.
Alcohol and its Effects on Drivers.
‘Exploring Alcohol’ (GGHB/GEAAP) — Section 4 —
Alcohol and the Body: Find out why alcohol causes
traffic accidents.
Education Support Service 127
Theme:
Topic:
Unit:
Keeping Me Safe
My Decisions
Influence Of Media
Primary 6
Desirable Outcomes
To highlight the considerable influence of the media upon an individual's decisions.
Links
5-14 — Health Education
5-14 — Social Subjects
Personal and Social Development 5-14 — Independence and Inter-dependence, Self Esteem and Self Awareness
Content
Suggested Activities/Resources
Influence Of The Media Concerning:
Ask the children to collect adverts about shampoos,
deodorants, perfumes etc. and discuss who they are
aimed at the messages the adverts give to the
children.
Look at the people involved in these adverts and
discuss whether there is a certain type of person
being portrayed as the ideal (slim, young, attractive…).
Does the message many of these adverts are giving
fit in with the majority of people we know?
Examine role models from the media which children
have. Ask them to identify why they chose certain
people.
Debate the influence the media have on the lives of
people; young people especially. Is this healthy?
Highlight the importance of being an individual with
the right to look different from what may be thought
of as the ideal.
Discuss the values/behaviour of some programmes
the children watch such as Home and Away and the
moral messages they are sending out.
Clothes
Personal Hygiene and Oral Health
Weight and Physical Appearance
Morals…
The media has an ever increasing influence on the
lives of young people and it is important to raise the
children's awareness to this.
Media And Self Esteem
Resources: Skills For The Primary School Child Part 3:
The World Of Drugs — 11 Advertising.
Education Support Service 128
Theme:
Topic:
Unit:
Keeping Me Safe
Keeping Well
Global Health
Primary 6
Desirable Outcomes
To be aware of the work of charities in trying to improve Global Health.
Links
5-14 — Health Education
Personal and Social Development 5-14 — Independence and Inter-dependence
Content
Suggested Activities/Resources
Global Health:
Look at the work of charities worldwide.
Identify areas where the charities are working and
find out what they are able to do to relieve suffering
or hardship.
Work and effect of charities in the community and
worldwide.
Look at the work of charities in disaster situations
(e.g. Central America) and how they help. One of the
main priorities after a disaster is to prevent the
spread of disease.
Look at charity advertisements for funding and
medical care in developing countries (e.g. cataract
operations, sponsoring children) and try to establish
why it is necessary to provide such care.
You may look at the work of environmental charities
such as Friends of the Earth and Greenpeace and
examine their impact on the environment.
Education Support Service 129
Theme:
Topic:
Unit:
My Relationships
Me
Hopes And Fears
Primary 6
Desirable Outcomes
The children should focus on practical ways of making hopes become realities and trying to alleviate fears.
Links
5-14 — Health Education
Personal and Social Development 5-14 — Self Esteem, Self Awareness
Working Together For Glasgow's Health (1995) — Need for a ‘Healthy Community’ — Page 27-28
Content
Suggested Activities/Resources
Hopes And Fears:
At the beginning of the year discuss with the children
some of their hopes and fears in relation to:
The children will examine the hopes and fears they
have in the school year ahead.
curriculum
Emphasise that everyone has fears and these are
only natural but if you speak to someone you trust
you can help overcome them.
behaviour
Remember this is a sensitive issue.
Some children may have fears they feel they cannot
discuss in front of other children and the teacher
should be aware of this and alert the children to the
fact that they can confide in him/her at any times
about any fears they have.
leisure…
Puberty can also be explored within this unit. Refer to
All About Me — My Body — Puberty (P6)
friendships
After a general discussion the children can write
down their hopes for Primary 6 and also any fears
they have.
If possible the teacher could speak to the children on
an individual basis to discuss hopes and especially
fears in order to help the children overcome them.
Education Support Service 130
Theme:
Topic:
Unit:
My Relationships
My Family
My Role In The Family
Primary 6
Desirable Outcomes
To realise the role of the individual within the family.
Links
5-14 — Health Education
Personal and Social Development 5-14 — Inter-Personal Relationships
Working Together For Glasgow's Health (1995) — Need for a ‘Healthy Community’ — Page 27-28
Content
Suggested Activities/Resources
My Role In The Family:
Discuss the positions of family members and whether
or not this makes a difference to the role they take on
e.g. oldest, middle or youngest child.
Are there different expectations put upon children
within their own families depending upon their
position e.g. oldest child may be expected to look
after younger family members.
Individual's role in Family
Roles can be different depending upon family
Increasing responsibility as individual becomes older.
Remember that this is a sensitive issue and the
teacher should be aware that every type of family is
acceptable.
The children could be asked to think of their role
within the family and if they feel this is acceptable.
The class could discuss ways in which responsibilities
increase as they grow older.
Education Support Service 131
Theme:
Topic:
Unit:
My Relationships
My Friends
Being An Individual
Primary 6
Desirable Outcomes
The children should realise that everyone has the right to have their own opinions, beliefs and feelings and we
should respect this in others.
Links
5-14 — Health Education
Personal and Social Development 5-14 — Self Awareness, Self Esteem, Independence and Inter-Dependence
English Language 5-14 — Writing
Working Together for Glasgow's Health (1995) — Need for a ‘Healthy Community’ — Page 27-28
Content
Suggested Activities/Resources
Being An Individual:
The children could build up a personal profile in a
special jotter. They could each bring in some
photographs (or alternatively draw pictures) of
themselves as a baby, in the early years of school
and now.
They could find out what their name means and why
they were given it. Over a term they could build up
their profile to include some/all of the content
mentioned.
Name
Physical Characteristics
Abilities
Hobbies
Hopes
Fears
Favourite Colour, Food and Possession
Special Friends
At the end of the year they could have the jotter as a
keepsake.
Achievements:
Setting Personal Targets
The children could look at what they have already
achieved and what they would like to achieve over a:
Month
Term
Year
Encourage the children to set easily achievable
targets and review by certain dates.
Education Support Service 132
Theme:
Topic:
Unit:
My Relationships
My Community
My Environment
Primary 6
Desirable Outcomes
The children have built up many good relationships in their environment and will continue to do so if they show
respect for others.
Links
5-14 — Health Education
Personal and Social Development 5-14 — Inter-Personal Relationships
Religious and Moral Education 5-14 — Relationships and Moral Values
Working Together For Glasgow's Health (1995) — Need for a ‘Healthy Community’ — Page 27-28
Content
Suggested Activities/Resources
My Environment:
Discuss the people the children meet at school (e.g.
other children, teachers, janitor…) at home (family,
neighbours…) and in the community (shop owners,
leaders/members of clubs…) and look at the different
relationships they have with them.
Look at the relationships you have built up:
- At home
- In school
- In the community
(e.g. leaders/members of clubs, places
of worship, community police, local shops...)
After discussion, pupils could make a list of the ways
they help support the local community using
headings, ‘Who I Support in the Community’ (e.g.
local shop) and ‘How I Support Them’ (by buying
sweets there).
Examine the different types of relationships you have
and the importance of them.
Look at some of the factors which are common to
make all relationships work such as good manners
and respect and discuss the importance of these in
future relationships.
Education Support Service 133
Theme:
Topic:
Unit:
All About Me
Myself
Self Evaluation
Primary 7
Desirable Outcomes
The children should realise that in seven years of Primary Education they have developed many important life
skills and should now be equipped to face new challenges.
Links
5-14 — Health Education
Personal and Social Development 5-14 — Self Esteem Self Awareness
English Language 5-14 — Writing
Expressive Arts 5-14 — Drama
Equal Opportunities: Policies, Principles and Practice
Content
Suggested Activities/Resources
Self-Evaluation:
The children would be encouraged to build up
confidence throughout the year by the teacher having
set appropriate targets for individuals, groups and
the class as a whole. In this way the children could
also look at strengthening weaknesses. Decision
making skills could come into play by the children
prioritising what they want to achieve.
A Record of Achievement could be started at the
beginning of the year. Every time the child achieves a
target they could record it in their book. The book
would include:
What needs to be improved
What needs to be done in order to achieve target
The difficulties found in trying to achieve target
A date to achieve target by
Anyone's help needed to achieve target
Signature of child and teacher.
Role play within drama could be used to encourage
assertiveness. The children could act out situations
where they have to overcome pressure form others
and say what they want.
Building Self Confidence
Strengthening Weaknesses
Decision Making Skills
This unit would ideally be on-going throughout
Primary 7 in order that the children feel ready to face
the new challenges of secondary education.
Assertiveness:
Encourage the children to ask themselves:
What do I want?
What I like
What I want other people to think
What I think about myself;
Decision making would also be linked with
assertiveness.
Resources: Skills for the Primary School Child Section
1.2 Building Self Confidence
Section 4.4 Being Assertive
Section 6.5 Personal Goals
Education Support Service 135
Theme:
Topic:
Unit:
All About Me
My Body
Reproductive Systems
Primary 7
Desirable Outcomes
To gain knowledge and understanding concerning the reproductive system within a caring environment.
Links
5-14 — Health Education
5-14 — Science
Religious and Moral Education 5-14 — Personal Search, The Natural World
Personal and Social Development 5-14 — Self Awareness
Working Together For A Healthier Scotland — Life Stages — Page 35
Content
Suggested Activities/Resources
Reproductive System:
The issue of sex education can be seen as a sensitive
one. It is important that the content of this particular
unit is undertaken in a sensitive way and supportive
way. It is helpful to teachers, pupils and parents if
there is a whole school policy outlining the content
and the ways this unit is tackled. Parents also need to
be informed and consulted about the programme.
The involvement of the relevant health board
personnel (school nurse or health visitor for example)
throughout the programme would be advantageous.
Male and Female Bodies are basically the same. The
differences between them is directly related to their
different reproductive functions.
How Reproductive System works.
Resources: Use ‘Living and Growing’ (ITV)
Use ‘My Body’ (Heinemann)
section on Reproduction; cards 85-87.
Primary School Workbook (FPA) Part 2.2Difference between males and females.
If appropriate investigate similarities within families
(e.g. eye colour, height, build…). Look at photographs
of siblings to see any resemblances. Talk about
familiar behaviour traits or interests. Look at different
aptitudes different members of the family have.
Education Support Service 136
Theme:
Topic:
Unit:
All about me
My Body
Drugs - Effects
Primary 7
Desirable Outcomes
The children should see the benefits of focusing on a healthy lifestyle and having respect for their bodies.
Links
5-14 — Health Education
Personal and Social Development 5-14 — Self Awareness
Religious and Moral Education 5-14 — Personal Search, The Natural World
Glasgow Children's Plan — Impact of Drugs and Alcohol — Page 113-119
Working Together For A Healthier Scotland — Life Stages — Page 35
Policy Framework on Drug and Alcohol Abuse — Glasgow City Council — Page 4
Health Education In Scottish Schools — HMI (1993) — Page 4
Content
Suggested Activities/Resources
Positive And Negative Effects Of Drugs:
Resources:
Prescribed Drugs
Illegal Drugs
Use as appropriate:
Drugwise Too — SRC/SOED.
Teachers will find different experiences, concerning
drugs, within the classroom and from school to
school. Remember that even although illegal drugs
do harm health some children may know family
members who are using drugs.
Be aware that the children may see positive effects
from both prescribed and illegal drugs. If you do
choose to explore with the children what they see as
the positive effects of illegal drugs then concentrate
on the consequences:
Short term positives can have long term negatives on
health, school and family life.
Skills For the Primary School Child Part 3
The World Of Drugs.
Skills for the Primary School Child Part 4
Substance and Solution.
I Don't Want To Be Like That — Fablevision/GGHB.
Consult local education authority before inviting a
former addict into the classroom.
Education Support Service 137
Theme:
Topic:
Unit:
All about Me
My Food
Healthier Diet In School
Primary 7
Desirable Outcomes
To raise the awareness of healthier food choices within school and outwith school.
Links
5-14 — Health Education
English Language 5-14 — Listening, Talking and Writing.
Working Together for a Healthier Scotland — Eating for Health — Page 25
Eating For Health — A Diet Action Plan For Scotland — Pages 16-18
Home Economics Department — Local Secondary School
The Oral Health Strategy For Scotland — Page 23
Content
Suggested Activities/Resources
Healthier Food Choices:
Organise and run a campaign for school/younger
children to inform them of different choices.
To raise awareness of healthier food choices in
school:
For myself
For others
The booklet Towards Healthier Snacks — a guide for
schools (Hebs) explains the health implications
related to the present consumption patterns of snack
foods and gives practical advice of the quality of
snacks available to young people.
Look at the dining hall menu for a week and discuss
practical ways to change the menu. If appropriate
speak with head teacher to see if any suggestions
could prove feasible for canteen (e.g.. pasta instead
of hot dogs, water offered, more fruit available that
children like to eat such as grapes, bananas,
melon…).
There would be an opportunity to look simply at
pricing.
If possible invite a representative from school
catering company to discuss with the children why
the lunch menu is offered. The children could prepare
questions to ask beforehand.
Healthy Food Options in local fast food outlets.
Pupils carry out survey to find out the extent of
healthy food options from carry-out shops. Display
findings. Possible use of computer.
Education Support Service 138
Theme:
Topic:
Unit:
All About Me
Keeping Fit
Leisure Choices
Primary 7
Desirable Outcomes
To raise awareness of the leisure choices available to them locally and to encourage participation.
Links
5-14 — Health Education
Working Together For A Healthier Scotland — Physical Activity — Page 26
Obesity — Page 12, Well Being and Fitness — Page 13
Glasgow Children's Services Plan — A Healthy and Active Lifestyle — Page 40-41
Physical Education Department — Secondary School
Content
Suggested Activities/Resources
Leisure Choices:
Discuss what the children do with their time and the
options available to them in their local area.
There are individual choices to be made about leisure.
Leisure involves both physical and mental activities:
netball, chess…
If appropriate have hobbies/activity afternoons
where the children can try out new or different
pastimes.
Collaborate with the local secondary P.E. Department
to introduce the P7's to some activities which they
will receive when they transfer.
Confidence to Learn — ‘Health Promoting School’,
worksheet 5.
Education Support Service 139
Theme:
Topic:
Unit:
Keeping Me Safe
Keeping Clean
Hygiene At Puberty
Primary 7
Desirable Outcomes
To realise the importance of personal hygiene; especially at puberty.
Links
5-14 — Health Education
Personal and Social Development 5-14 — Self Esteem and Self Awareness
Working Together For A Healthier Scotland — Life Circumstances — Page 23-24
Content
Suggested Activities/Resources
Personal Hygiene:
Enlist the expertise of the appropriate Health Board
personnel in this programme. He/she may be able to
provide leaflets or information for the children and/or
parents.
Considerations at puberty:
For girls
For boys
Resources: The Primary Schools Handbook — Family
Planning Association — Page 69-70.
Ensure that the school is following the correct
procedures for the disposal of soiled waste etc. and
that disposal units are available for feminine hygiene.
It is advisable that parents are consulted before this
unit takes place.
Education Support Service 140
Theme:
Topic:
Unit:
Keeping Me Safe
Safe All Over
Preventing Road Accidents
Primary 7
Desirable Outcomes
To raise awareness of causes of accidents and how to contact emergency services.
Links
5-14 — Health Education
5-14 — Technology
Glasgow Children's Services Plan — Page 34
Working Together For Glasgow's Health (1995) — Transport — Page 25
Roads Department — Page 55
Content
Suggested Activities/Resources
Accidents:
Investigate the specific reasons why there are
protected crossings in areas of the local environment.
Conduct a survey of children and adults to see if they
know the safest place to cross in the immediate
environment.
Contact the local press to gain information about
accidents on the roads.
Contact the local road safety officer to obtain
information on accident blackspots.
Look for similarities in places where there are
protected crossings.
Investigate how pedestrians and cyclists can make
themselves more visible e.g. reflective clothing, bright
colours, cycle lights.
Design an article of clothing or school bag which
would make children more visible to drivers.
Discuss the dangers of dark mornings/evenings in
winter.
Through role play practice calling the emergency
services and giving relevant information. Talk about
what you would need to know if you were the
controller. Discuss how you would feel in a real
situation and the benefits of not panicking.
Interpreting accident data
Relate placing of protected crossings to accident
blackspots/problem areas.
Awareness that factors such as weather and
light can affect visibility.
Procedures to use in the event of an accident:
Know how to dial 999
Give clear information including where the accident
has taken place, what has happened and your name.
Education Support Service 141
Theme:
Topic:
Unit:
Keeping Me Safe
My Decisions
Influences And Choices
Primary 7
Desirable Outcomes
To raise awareness of the influences and choices upon the individual in relation to health.
Links
5-14 — Health Education
5-14 — Social Subjects
Personal and Social Development 5-14 — Independence and Inter-dependence
Content
Suggested Activities/Resources
Health Risk Behaviours:
Look at advertising within the community. What
messages are carried on hoardings?
Discuss what these messages are trying to say and
which audience they are aimed at.
Awareneness of the aspects of health risk behaviours
e.g. smoking, drugs, alcohol and the part peer
pressure can play.
Awareness Of The Commercial
Influences On Health
Collect adverts from newspapers and magazines for
the children to look at the messages they are sending
out. Discuss why the children think there are no
adverts on television for tobacco.
Discuss what the children see as the most influential
type of advert.
Look at role models e.g. actors, pop stars, sports
personalities and the influences they have on the
children's health.
Resources: Use as appropriate:
Skills For The Primary School Child
Health Education section 1.4. —
The World Of Drugs and 1.5 Smoking
and Drinking Alcohol.
Skills For The Primary School Child Part 3
— The World Of Drugs.
Skills For the Primary School Child —
Part 4 — Substance And Solution.
I Don't Want To Be Like That — Health
Promotion
Education Support Service 142
Theme:
Topic:
Unit:
Keeping Me Safe
Keeping Well
Immunisation
Primary 7
Desirable Outcomes
To realise what immunisation is and the reasons behind it.
Links
5-14 — Health Education
Content
Suggested Activities/Resources
Immunisation:
Ask the children to talk to their parent/s about any
injections they received when they were younger and
what they were for.
This gives artificial immunity by encouraging
antibodies to be formed in reaction to controlled
doses of infection so that a person's body can build
up resistance e.g. MMR, diptheria, etc..
Breast-feeding as a natural way of giving immunity to
newborn babies (natural immunisation).
Discuss the different injections the children were
given and refer to immunisation and what it means.
Explain the reasons behind immunising people.
Homework Activity — Pupils find out 3 natural and 3
artificial ways of gaining immunity. (Use internet,
computer software, library books and local health
centre).
Education Support Service 143
Theme:
Topic:
Unit:
My Relationships
Me
Being Responsible
Primary 7
Desirable Outcomes
The children should be equipped to make responsible decisions in relation to health, happiness and behaviour.
Links
5-14 — Health Education
Personal and Social Development 5-14 — Self Awareness, Self Esteem
Expressive Arts 5-14 — Drama
Religious and Moral Education 5-14 — Relationships and Moral Values
Working Together For Glasgow's Health (1995) — Need for a ‘Healthy Community’ — Page 27-28
Content
Suggested Activities/Resources
Being Responsible:
Encourage the children to take responsibility for
aspects within the school (paired reading with
younger children, monitors, class representatives,
litter prevention campaigns etc.) where they will have
to make responsible decisions and be encouraged to
set a good example to others by acting responsibly.
Within drama role play could be used to explore
situations in which difficult decisions are involved.
This will highlight the difficulty the children may have
at times in acting responsibly. E.g. Friends start
smoking and give you a hard time because you
won't. What do you eventually do? Does the need to
be accepted by your friends influence your decision?
Discuss the importance of rules. Together draw up a
set of rules for the classroom and playground (Phrase
them in a positive way). Encourage everyone to
participate and then take on the responsibility of
keeping to the rules.
Factors affecting responsible decision making
including influences on behaviour such as:
Taking responsibility, caring for others.
Looking after oneself
Drugs including smoking and alcohol
Vandalism
Bullying
Peer pressure
Family…
Need for acceptance by friends.
Awareness of need for rules, boundaries, for
example the laws regulating alcohol.
Resources: Drugwise Too
I Don't Want To Be Like That,
Skills For The Primary School Child:
Section 5
‘Exploring Alcohol’ (GGHB/GEAAP) —
Section 7: Alcohol and the Law — debate.
Education Support Service 144
Theme:
Topic:
Unit:
My Relationships
My Family
Coping With Conflict
Primary 7
Desirable Outcomes
To realise that conflicts do arise within family life and strategies to cope with them.
Links
5-14 — Health Education
Personal and Social Development 5-14 — Inter-Personal Relationships
Expressive Arts 5-14 — Drama
Working Together For Glasgow's Health (1995) — Need for a ‘Healthy Community’ — Page 27-28
Content
Suggested Activities/Resources
Minimising Family Conflict:
Teacher could give examples of areas where children
and parents may have conflicting opinions e.g.
Strategies for coping in different situations.
Taking responsibility for yourself.
Recognising signs of approaching conflicts and
strategies to use.
Informing parents about the content of this particular
unit is advised.
Emphasise that as a child grows into a young adult
there will be times when conflicts within the family do
arise and this is a normal part of family life.
Clothes
Routine
Friends
These could be used as role play
situations for the children with the 2 groups — one
taking on board the parent's point of view and the
other the child's viewpoint.
Afterwards discussion could look at ways of dealing
with approaching conflicts to defuse situations.
Education Support Service 145
Theme:
Topic:
Unit:
My Relationships
My Friends
New Friends
Primary 7
Desirable Outcomes
To consider the qualities of a friend and the change to some friendships as secondary school approaches.
Links
5-14 — Health Education
Personal and Social development 5-14 — Inter-Personal Relationships
Religious Education 5-14 — Personal Search, Relationships and Moral Values
Working Together For Glasgow's Health (1995) — Need for a ‘Healthy Community’ — Page 27-28
Content
Suggested Activities/Resources
New Friends:
In groups discuss the important qualities you need to
be a friend — share with the class.
Make an advert highlighting your best qualities as a
friend.
As the children approach secondary school there will
be opportunities for making new friends.
Building On Friendships.
Quality Of Friendship.
Use role play cards to stimulate discussion
concerning what friendships mean, activities friends
do together, qualities of friendship.
Look at the range of friends — casual, ‘best’ friend,
friends from early childhood, family friends…
Discuss feelings around meeting new friends and
parting with old friends.
Parting With Old Friends.
Meeting New Friends.
Resources: Use as appropriate —
Skills For The Primary School Child:
Section 2 ‘One Of Many’, Section 2.2.
‘What Is A Friend?’ and Section 2.3
‘Getting On With Others’.
F.P.A. — Relationships Page 89-100.
Confidence to Learn — ‘Feeling Good to Learn’,
worksheet 4.
Education Support Service 146
Theme:
Topic:
Unit:
My Relationships
My Community
Changes In My Environment
Primary 7
Desirable Outcomes
The children should be able to move into secondary education with a positive attitude, looking forward to the
challenges ahead.
Links
5-14 — Health Education
Personal and Social development 5-14 — Self Esteem, Self Awareness, Independence, Inter-dependence and
Inter- Personal Relationships
Working Together For Glasgow's Health (1995) — Need for a '‘Healthy Community’ — Page 27-28
Content
Suggested Activities/Resources
Coping With Change:
Take part in the induction programmes with the local
secondary and associated primaries.
Preparation for Secondary School.
Coping With New Faces/Places.
Discuss the safest ways to travel to new school.
Discuss safe behaviour whilst travelling.
Discuss with the children as a class some of the
changes ahead which they are looking forward to
and any fears they have concerning the secondary
school. Speak to the children individually about the
changes ahead and any worries they have which they
do not want to share with the rest of the class.
At Parent's Evening allow an opportunity for parents
to speak about any concerns their child has which
you may be able to help with.
Invite some former pupils to school to speak with the
children and answer any questions they may have.
Resources: STEPS — Primary 7 STEP B — Safe Kids.
Education Support Service 147
Primary Composite
Health Curriculum Materials
P
Physical
and Abilities
Abilities and
Recognising
Senses
senses
and the
Body parts
Feelings
Feelings
My Abilities
Influences
Defences
Puberty and
Puberty
Drugs
Drugs
defences/
Body
Drugs
6/7 and Evaluation Reproduction
P
5/6 and Influences
P
4/5 and Abilities
P
Physical
and Sleep
Relaxation
Relaxation
activity and
Physical
and Sleep
Lifestyle
A Healthy
and Relaxation
Physical Activity
Benefits of
in School
Choices
Leisure
Healthier Diet Health and
Healthier Diet
and a
Food Chains
Food Groups
Food Chains/
/Food Choices Activity, Rest
Food Groups
Food choices
Food I Like
Body parts
3/4 and Expressing and the
P
2/3 achievements
P
1/2 Attributes
Hygiene
System/
Immune
System
Immune
Infection and
Keeping well
of Me
Taking Care
Oral hygiene
Personal/
Hygiene
Family
Friends and
Influence of
Choices
Friends and
Accidents
Road
Preventing
and Choices
Influences
Highway Code Media
Hazards and
Likes and
Things
people and
Favourite
Me
Aid Procedures
Weaknesses
Strengths and
Preferences,
Choices
Immunisation
and
Responsibility
Fears/ Taking
Global Health Hopes and
Fears
Global Health Hopes and
Environmental/ Keeping safe/
Health
Environmental Personal
Hygiene
Conflicts
the Family/
My role in
in the Family
Support/Role
Family
Support
Family
Family Roles
Changes/
Family
and Changes
Experiences
Family
Experiences
Family
My family
Respecting
Community
Others in My
Considering
Community
in My
Care Workers
Community
In My
People I Know
Community
Work in My
People at
My community
New Friends
individual/
Being an
an Individual
Environment
My
Changes
Community
Friends/Being Others in My
Relating to
Friends
Relating to
Friendship
Roles in
Friendship
About
Feelings
My Friends
My friends
Theme - My relationships
Emotional Health
Illness and First Dislikes
Preventing
On the Mend
Keeping well
Influences on Good
Choices 2
Choices 1
My decisions
Potential Road Influence of
Roads
Home and on
Risks At
the Home
and Safety in
Road Safety
Road Safety 2
Road Safety 1
Safe all over
Keeping clean
Keeping fit
Myself
My food
Theme - Keeping me safe
Theme - all about me
My Body
Social Health
Physical Health
Primary Composite Stages
Education Support Service 149
Theme: All about me
Topic: Myself
Physical Attributes and Abilities
Unit:
Primary 1/2
Desirable Outcomes
The children should be able to discuss the characteristics which made them special and talk about things they
are good at and enjoy doing.
Links
5-14 Health Education
5-14 Science
5-14 Language — Talking and Listening
5-14 Personal and Social Development — Self Esteem, Self Awareness
Equal Opportunities: Policies Principles and Practice — Page 2
Content
Suggested Activities/Resources
1 Physical characteristics which make me special
(name, gender, eye colour, hair colour, sound of
voice, fingerprints).
1 Make drawings including details of own appearance.
Discuss similarities and differences between people.
Make a simple block graph to show hair colour or
eye colour.
Fingerprinting art lesson — printing fingerprints to
make a Christmas tree or peacock’s tail.
Have a ‘dressing-up’ box with children encouraged
to experiment with changing voice/walk/appearance.
Look at self in mirror and experiment with changing
expressions.
‘Skills for the Primary School Child’: Card 1 & 3:
Me — a special person.
2 Abilities and achievements
2 ‘Foundations of Writing’ drawing programme of
abilities and strengths.
e.g. I can run in the gym.
School award system should recognise strengths
and achievements.
Examples of good work should be displayed.
Teacher made certificates should be given out
regularly to recognise progress.
Education Support Service 151
Theme: All About Me
Topic: My Body
Body Parts
Unit:
Primary 1/2
Desirable Outcomes
The children should be able to identify the main parts of the external body and be aware that there is more to
their bodies than what they see on the outside.
Links
5-14 Health Education
5-14 Science
5-14 Expressive Arts
— Drama
— Physical Education
Working Together for a Healthier Scotland — Life Stages — Page 35
Content
1 Body Parts:
Head
Arms
Hands
Legs
Feet
Skin
Hair
Eyes
Nose
Mouth
Ears
(Drugs awareness can be taught in the early stages
through raising awareness of the body parts and
talking about how special our bodies are, and the
need to look after them).
2 Inside the Body:
Skeleton
Joints
Heart
Bones
Muscles
Lungs
Suggested Activities/Resources
1 Play simple action games identifying body parts
(e.g. head, shoulders, knees & toes).
During PE, play games involving touching the floor
with different body parts.
Draw a picture entitled ‘myself’ with labels for
different parts.
Discuss the need for protective clothing to look
after our body (e.g. cycle helmet, kneepads, shin
guards).
Make a display table of these items, or have a
fashion show for children to show others their
protective clothing.
Point our how these items protect things inside our
body (i.e. skull, bones).
Discuss built-in mechanisms for protection (e.g.
brow bone protects eyes from rain).
2 Have a hospital corner within the classroom where
children can role-play putting on bandages, taking
x-rays etc.
At PE, get the children to feel their heart rate
before and after physical activity. Make sure they
notice the increase in speed.
Get the children to feel hard and soft areas of
their bodies and identify muscle/fat/bones.
Education Support Service 152
Theme: All About Me
Topic: My Food
Food I Like
Unit:
Primary 1/2
Desirable Outcomes
To encourage the children to talk about their favourite foods and drinks and be aware of the choices available to
them.
Links
5-14 Health Education
5-14 Language — Talking and Listening
5-14 Religious and Moral Education — Celebrations, Festivals, Ceremonies and Customs
Working Together for a Healthier Scotland — Eating for Health — Page 25
Eating for Health — A Diet Action Plan for Scotland — Pages 16-18
The Oral Health Strategy for Scotland — Page 23
Content
1 Identify favourite foods and the reasons for their
choices.
Suggested Activities/Resources
1 Discuss favourite foods and get the children to
explain why they like certain foods more than
others (introduce taste words such as sweet, spicy,
fruity — see unit on senses). Invite the children to
bring in samples of their favourite foods for a
tasting session.
Make collage pictures on paper plates of favourite
foods using a variety of materials (wool, cardboard,
plasticine, gummed paper). These could be
displayed on place mats made by children. Write/
scribe a sentence ‘My favourite food is…
because…
2 Look at foods for special occasions.
2 Discuss foods for special occasions (e.g. turkey at
Christmas, birthday cakes). Write a shopping list
together for a birthday party including special
party foods.
3 Recognise the importance of water to quench
thirst and rehydrate our bodies.
3 Discuss the benefits of water rather than sugary
drinks and how your body needs water to work
properly. Ask the children when they most need a
drink (i.e. after gym, and on a hot day).
Education Support Service 153
Theme: All About Me
Topic: Keeping Fit
Physical Activity and Relaxation
Unit:
Primary 1/2
Desirable Outcomes
To convey the importance of physical activity and relaxation
Links
5-14 Health Education
5-14 Expressive Arts
— Physical Education
Working Together for a Healthier Scotland — Physical Activity — Page 26
— Obesity — Page 12
— Well Being and Fitness — Page 13
Glasgow Children’s Services Plan
— A Healthy and Active Lifestyle — Page 40-41
Content
1 The body has ways of showing that it is being
physically active
• feel hot
• heart beats faster
• breathing and pulse are quicker
Suggested Activities/Resources
1 At PE throughout the year highlight how our
bodies know they are being more physically active
(i.e. feel pulse fast/slow, hot forehead, point out
faster breathing, feel heartbeat).
Point out need for drinking water to replace body
fluids.
Cool down session at end of gym
(emphasise body’s need to recover).
2 Safety considerations
2 Devise a set of rules for the gym hall. Emphasise
need for change of clothing (hot & sweaty, need
for clean clothes).
Discuss safe places to play (away from roads, no
glass in playground).
3 Benefits and ways of relaxing
3 Foundations of Writing drawings of things to do
when relaxing e.g. in playground. Emphasise need
for breaks in school day.
Education Support Service 154
Theme: Keeping Me Safe
Topic: Keeping Clean
Hygiene
Unit:
Primary 1/2
Desirable Outcomes
To realise the importance of hygiene for health.
Links
5-14 Health Education
5-14 Personal and Social Development
— Self Awareness
Working Together For A Healthier Scotland — Life Circumstances — Page 23
— Dental and Oral Health — Pages 11-12
Content
Suggested Activities/Resources
Hygiene
1 In home.
1 Discuss the importance of tidying your room —
importance of putting rubbish in bin and clearing
floor for hoovering. ‘Foundations of Writing’
drawings — I am tidying my room.
2 In school.
2 Emphasise the need to use tissues, cover mouth
when coughing/sneezing and wash hands before
meals.
Train children to bring a change of clothes for PE.
Drama — mime brushing teeth, flushing toilet,
putting clothes in laundry basket.
Make time for children to wash hands before
lunch.
3 Personal.
3 Discuss importance of hand washing before
meals, after toilet and after contact with pets.
Emphasise that germs cannot be seen (read Tony
Ross ‘Little Princess’ stories) and that germs can
make you not well.
Education Support Service 155
Theme: Keeping Me Safe
Topic: Safe All Over
Road Safety 1
Unit:
Primary 1/2
Desirable Outcomes
To increase awareness of the road environment and to encourage safe behaviour near roads.
Links
5-14 Health Education
Glasgow Children’s Services Plan
— Road Safety — Page 34
— Access to Outdoor Play and a Quality Environment — Page 35
Working Together For Glasgow’s Health (1995) — Transport — Page 25
— Roads Department — Page 55
Content
1 Road safety — recognise kerb, pavement, road and
vehicles and their purposes.
2 Safe behaviour — Safety when crossing the road.
(It is recognised that children of this age are not
equipped with the skills needed to cross
independently, so it must be stressed by the
teacher that they should be accompanied by an
adult to cross the road at all times.)
3 Safety within a car/bus.
4 Safety near roads.
Suggested Activities/Resources
1 Use posters of street scenes and ask the children
to identify pavement, kerb, road and types of
vehicle.
(Street Scene Infant Picture ROSPA)
2 Arrange a visit from the crossing patrol person to
talk about safe procedures and how the children
can help her/him. Include discussion of zebra
crossings, zig-zag lines outside schools and hazards
such as parked cars, corners and obstructions.
Follow up by going outside and crossing with the
crossing patrol person.
Look at a variety of clothes and sort into those
which can be seen from a distance and those
which can’t. Consider reflective strips, fluorescent
materials and bright colours.
3 Develop a ‘car corner’ within the classroom with
chairs set out as car seats. Attach mock seat belts
(thick ribbon or coloured bands from the gym) and
encourage role-play of safe behaviour during a
journey.
• seat belts
• not touching doors
• sitting properly
• not obstructing the driver
4 Discuss safe behaviour near roads: holding hands,
stay away from kerbs, don’t run out after ball etc.
Education Support Service 156
Theme: Keeping Me Safe
Topic: My Decisions
Choices 1
Unit:
Primary 1/2
Desirable Outcomes
To raise awareness of making choices and their effect on you and others.
Links
5-14 Health Education
5-14 Personal and Social Development — Independence and Inter-dependence
Content
1 Choices — positive and negative.
Suggested Activities/Resources
1 Highlight times when the children have choices to
make and discuss possibilities.
e.g. partners
dinner school
choosing time
attitudes to work/tidying up.
Include discussion of negative choices
e.g. not choosing a partner when told, refusing a
particular partner, not giving best work.
Read ‘Rainbow Fish’ by Marcus Pfister (NorthSouth Books) to point out the choices we can
make.
2 Possible consequences of various actions.
2 Discuss various consequences/outcomes which
follow on from these decisions.
e.g. working hard and good behaviour → awards,
group points, stickers
fighting in playground → kept in at next
interval.
Decision Making Skills — Ideas from ‘Skills for
the Primary School Child’ TACADE.
STEPS Programme (Strathclyde Police).
Education Support Service 157
Theme: Keeping Me Safe
Topic: Keeping Well
On The Mind
Unit:
Primary 1/2
Desirable Outcomes
To be aware of how people can make us better when we are ill or when we have had an accident.
Links
5-14 Health Education
5-14 Language
— Talking, Listening and Writing
5-14 Expressive Arts
— Drama
Working Together for a Healthier Scotland — Influences on Scotland’s Health — Chapter 3
Glasgow Children’s Services Plan
— Keeping Glasgow a Safe Place — Page 49-56
— Mental Health Needs — Pages 67-79
Content
1 Getting better after being ill.
Suggested Activities/Resources
1 Discussion of times when they have felt ill and how
they got better, including parental help, medicines,
doctor’s surgery and hospitals.
‘Foundations of Writing’ drawings on being ill.
Make a wordbank of illness and recovery words.
2 Cut to the skin.
2 Set up a hospital/doctor’s surgery area in the
house corner for role-play.
Discuss what happens when they fall and cut
themselves (e.g. in the school).
Two part stories (‘Foundations of Writing’) of
having an accident and having a plaster put on.
3 Accident procedures.
3 Ask the person responsible for First Aid to give the
children a talk about what they should do if they
have an accident.
‘Confidence to Learn’ — Picture of Health —
Worksheets 1-4 and use Strategy One
Education Support Service 158
Theme: My Relationships
Topic: Me
Favourite People And Things
Unit:
Primary 1/2
Desirable Outcomes
The children should realise that everyone has favourite people and cherished things that are special for different
reasons.
Links
5-14 Health Education
5-14 Personal and Social Development
— Inter-Personal Relationships
5-14 Language
— Talking, Listening and Writing
Working Together for Glasgow’s Health (1995) — Need for a ‘Healthy Community’ — Page 27-28
Content
1 Favourite people and reasons for choice.
Suggested Activities/Resources
1 Discuss people who are special to you and why.
Draw your favourite person and write/scribe a
sentence about why they are special.
Make ‘Thank You’ cards for favourite person,
telling them why they are special.
2 Personal treasures and reasons for choice.
2 Ask children to bring in their favourite things and
have ‘show and tell’.
Make and decorate boxes/containers to hold their
treasures and keep them safe.
The teacher should encourage the children to use
‘feelings’ words.
Children write ‘feelings’ words related to their
treasure in a heart/treasure chest outline.
Education Support Service 159
Theme: My Relationships
Topic: My family
Family Experiences
Unit:
Primary 1/2
Desirable Outcomes
To make the children aware of the variety of family units and reflect on good things that have happened in their
family.
Links
5-14 Health Education
5-14 Social Subjects
5-14 Language
— Talking, Listening and Writing
5-14 Expressive Arts
— Art
Working Together for Glasgow’s Health (1995) — Need for a ‘Healthy Community’ — Page 27-28
Content
1 My Family
• Who is in my family?
• Who looks after me?
• What’s interesting about my family?
Suggested Activities/Resources
1 Ask the children to bring in photographs of their
family and discuss family relationships including
older/younger, carers, and links to each other e.g.
how Gran/Mum are related.
(This may be a sensitive area with some children).
Draw a picture of you with your family.
These could be displayed with ‘photo frames’
around them, and teacher could scribe position in
family.
Make a certificate/award for the person/people
who look after them to say well done and thank you.
Have a show and tell time where children are
asked to find out something interesting about their
family and bring in a significant item as a prop for
their talk.
2 Family experiences
• a special family memory
or
• something you would like to do with your family/
an ideal family day
2 Children tell the story of a special time they have
had/would like to have with their family. Teacher
records their stories on tape to listen to during a
‘relaxing time’ later.
Education Support Service 160
Theme: My Relationships
Topic: My Friends
My Friends
Unit:
Primary 1/2
Desirable Outcomes
The children should realise the importance of friends and the qualities of good friendships.
Links
5-14 Health Education
5-14 Social Subjects
5-14 Personal and Social
— Inter-Personal Relationships, Independence and Inter-dependence
5-14 Religious and Moral Education
— Relationships and Moral Values
Working Together for Glasgow’s Health (1995) — Need for a ‘Healthy Community’ — Pages 27-28
Content
Suggested Activities/Resources
1 My class family – caring for each other within the
classroom.
1 Encourage caring within the classroom and
playground through discussion. Discuss guidelines
for being a good friend within your class. Give a
weekly award for ‘being a good friend’.
2 Who is a friend?
2 Brainstorm the question, ‘Who is a friend?’
Make a ‘wordwall’ of their ideas. Make a display
of pictures entitled ‘Me and my friend’.
Write/scribe a sentence, ‘…is my friend because…’
Emphasise that to make friends you must be a
good friend.
3 Why do we need friends?
3 Read story such as The Ugly Duckling about a
lonely character and how they feel when they
meet a friend. Discuss why friends are important
to us.
‘Confidence to Learn’ — Feeling Good to Learn —
Worksheet 5.
Education Support Service 161
Theme: My Relationships
Topic: My Community
People At Work In Community
Unit:
Primary 1/2
Desirable Outcomes
The children should explore the roles of people they meet everyday.
Links
5-14 Health Education
5-14 Social Subjects
5-14 Personal and Social Development
— Independence and Inter-dependence
5-14 Expressive Arts
— Drama
5-14 Language
— Talking and Listening
Working Together for Glasgow’s Health (1995) — Need for a ‘Healthy Community — Pages 27-28
Content
1 People at work
Within the School
(Head teacher, secretary, janitor, catering staff)
On the journey to school
(Crossing patrol person, shopkeeper, neighbours)
Suggested Activities/Resources
1 Make a wall display with a simple outline of the
school and a row of shops/buildings including a
health centre, fire station and a police station.
Label with the names of people who work in the
community. Make a person each to represent
these jobs.
Ask the janitor in to talk about how he/she keeps
the school clean and safe. The children can
prepare questions in advance of this visit. Make a
life-size picture of the janitor with speech bubbles
explaining different aspects of his/her job and
label equipment.
Discuss other people who help us within school
and what their jobs involve.
Discuss the people we see on our journey to
school. Role-play discussions with the shopkeeper
(set up a shop corner in the class), and talking to
friends/neighbours in the shop.
2 Ways of getting help
2 Think of procedures for what to do if you are lost.
Practice these through role-play.
Education Support Service 162
Theme: All About Me
Topic: Myself
Abilities And Achievements
Unit:
Primary 2/3
Desirable Outcomes
The children should recognise things they are good at, and, feelings associated with success.
Links
5-14 Health Education
5-14 Language
5-14 Expressive Arts
— Talking and Listening
— Drama
— Music
5-14 Personal and Social Development
— Self Esteem, Self Awareness
Equal Opportunities: Policies, Principles and Practice — Page 2
Content
1 Abilities and achievements.
Suggested Activities/Resources
1 Have an achievement wall in the class which
recognises the children’s strengths from all areas
(e.g. art, sport, writing etc).
Play a ‘give us a clue’ game (e.g. children act out
scoring a goal & others guess what happened).
‘Skills for the Primary School Child’ Cards 1 and 2:
Me — a special person
2 Feelings we have when we achieve.
2 Use picture/poetry packs to examine feelings we
have when we achieve success. Make Foundations
of Writing plasticine pictures of facial expressions,
which show feelings emotions (on a blank face
outline). Role play/mime times of achievement.
3 Look at a range of emotions and possible causes.
3 Explore picture/poetry packs again looking at
other emotions & discuss.
Play a variety of pieces of music and discuss
emotions in response to these.
Education Support Service 164
Theme: All About Me
Topic: My Body
Body Parts And The Senses
Unit:
Primary 2/3
Desirable Outcomes
The children should realise that there is more to their bodies than what is seen on the outside. In addition, some
people have special needs due to impairment of one or more of the senses.
Links
5-14 Health Education
5-14 Science
5-14 Expressive Arts
— Drama
— Physical Education
Working Together for a Healthier Scotland — Life Stages — Page 35
Content
1 Internal body parts
(skeleton, bones, joints, muscles, heart and lungs).
2 The five senses.
3 Special needs
Suggested Activities/Resources
1 Display a large picture of the human body and work
with the children to label the body parts. Use a
water pump and plastic tubing (from water play
equipment) to show how blood is circulated around
the body, or use the CD rom ‘Body Works’ by
Dorling Kindersley to illustrate this.
2 Discuss and name the five senses. (These could be
related to the body display). Carry out some
activities, which test out various senses.
touch
— have a ‘feely box’ for children to
explore various textures.
sight
— have a sight display table with
binoculars, mirrors, glasses etc.
hearing — play sound lotto or listen to a sound
effects tape and identify sounds.
smell/taste — have a smell and taste test to see if
the children can identify strong
flavours without seeing what it is.
A word wall could be used to explore words
relating to the senses. (e.g. hard, soft, warm, bright,
loud, sweet, sour and sharp).
Watch the BBC series ‘What? Where? When? Why?’
about the senses.
3 Discuss the special needs which people can have
when their senses don’t work (e.g. Braille for blind,
white sticks, sign language). The children could
explore provision for this as a homework activity
(e.g. pedestrian crossings with beeping sounds and
raised surfaces on pavements).
Education Support Service 165
Theme: All About Me
Topic: My Food
Food Choices
Unit:
Primary 2/3
Desirable Outcomes
To increase awareness of the range of foods available and relate this to good dental health.
Links
5-14 Health Education
5-14 Mathematics
— Information Handling
5-14 Religious and Moral Education
— Celebrations, Festivals, Ceremonies and Customs
Working Together for a Healthier Scotland — Eating for Health — Page 25
Eating for Health
— A Diet Action Plan for Scotland — Pages 16-18
The Oral Health Strategy for Scotland
— Page 23
Content
Suggested Activities/Resources
1 Increase awareness of the range of foods available.
1 Visit a local supermarket if possible and look at the
layout. In particular, note the different sections/
categories and the range of food available
(including halal meat, vegetarian food etc).
2 Sorting food into different categories
(fruit and vegetables, meat, dairy etc.)
2 Make a simple wall display sorting food packaging
into sections. Make notes beside these indicating to
the children what would be a healthy amount to eat.
i.e. Fruit and Vegetables (eat plenty)
Bread, cereals, pasta, rice and potatoes (eat
plenty)
Meat, fish, poultry, eggs, beans, nuts and
pulses (eat some)
Milk, cheese and yoghurt (eat some)
Fatty and sugary foods (eat only a little)
3 Allow the children to taste a range of foods and
state preferences.
3 Have a tasting session where children are able to
taste things that may be unusual to them.
(e.g. a good variety of fruits). Get the children to
describe how things taste.
(Note: Make sure that permission is obtained from
parents for this activity as there may be children
with food allergies present).
Continued on next page…
Education Support Service 166
Theme: All About Me
Topic: My Food
Food Choices
Unit:
Primary 2/3
Continued
Content
4 Dental health
Suggested Activities/Resources
4 The dental nurse will usually visit Primary 3 children
and teach them the correct way to brush their teeth.
Discuss good snacks/bad snacks for tuck time and
the level of sugar in different snacks. (Relate this to
food wall display). Stress the need to brush teeth
twice daily and after sugary snacks, visit the
dentist regularly and keep sweets until after
mealtimes.
Education Support Service 167
Theme: All About Me
Topic: Keeping Fit
Relaxation And Sleep
Unit:
Primary 2/3
Desirable Outcomes
To realise the need for rest and sleep in the lives of children.
Links
5-14 Health Education
5-14 Expressive Arts
— Physical Education, Drama and Music
5-14 Mathematics
— Number, Money and Measurement
Working Together for a Healthier Scotland — Physical Activity — Page 26
Obesity
— Page 12
Well Being and Fitness
— Page 13
Glasgow Children’s Services Plan
— A Healthy and Active Lifestyle — Page 40-41
Content
1 Benefits and ways of relaxing.
Suggested Activities/Resources
1 At PE emphasise the need for cooling down.
Children bring in appropriate calming music for
this.
Listen to various types of music and associate with
different activities.
2 Rest and sleep are good for you.
2 Test out different ways of relaxing for short periods of
time in the class (e.g. cushions on floor, listening to
music, reading) and discuss favourites. Try at home.
3 Ways of body showing it need rest.
3 ‘Foundations of Writing’ drawing of ‘My body
needs rest/sleep’.
Make a word wall of tired and restful words.
4 Bedtime routines.
4 Discuss the importance of going to bed early on
school nights.
Sequence pictures of getting ready for bed activities.
Education Support Service 168
Theme: Keeping Me Safe
Topic: Keeping Clean
Personal/Oral Hygiene
Unit:
Primary 2/3
Desirable Outcomes
To encourage children to be aware of good hygiene and the need to look after their teeth.
Links
5-14 Health Education
5-14 Personal and Social Development
— Self Awareness
Working Together For A Healthier Scotland — Life Circumstances — Page 23
— Dental and Oral Health — Pages 11-12
Content
Suggested Activities/Resources
1 Good hygiene practise.
1 Make posters to encourage washing hands/
flushing toilet/brushing teeth.
2 Oral hygiene —
2 Invite dental health specialist into class to talk to
children about need to brush teeth and good
brushing practice.
Brushing teeth removes plaque
keeps gums healthy
feels fresh
Make pretend dentist mirrors and role play a visit
to the dentist.
3 Toothbrushing routine
3 Give two of three children disclosing tablets to
highlight areas of plaque. Children use own brush
to remove plaque and check thoroughness of
brushing. (Obtain permission from parents of
children involved in this activity.)
4 Snack choices
4 Discuss/revise tooth-friendly foods.
Education Support Service 169
Theme: Keeping Me Safe
Topic: Safe All Over
Road Safety 2
Unit:
Primary 2/3
Desirable Outcomes
To encourage safe behaviour within the road environment.
Links
5-14 Health Education
Glasgow Children’s Services Plan
— Road Safety — Page 34
— Access to Outdoor Play and a Quality Environment — Page 35
Working Together For Glasgow’s Health (1995) — Transport — Page 25
— Roads Department — Page 55
Content
1 Safe behaviour inside vehicles and near roads.
Suggested Activities/Resources
1 Sequence pictures and captions on safety procedures
when preparing for a journey.
Discuss ways to be safe near roads and made a
list of rules for the class to follow to keep safe.
2 People who can help you cross the road.
• Road crossing patrol
• Police
• Adults you know and trust
2 Contact Roads Department of council to arrange
a ‘traffic walk’ around local area looking at road
features in the local environment.
Discuss the variety of people who can help you
cross the road.
‘Ways to Safety’ Workbook 2 + 3,
(West of Scotland Road Safety Forum).
3 Green Cross Code
3 Teaching the rules of the Green Cross Code.
Role-play crossing the road within the school using
chalk lines to indicate kerbs and road markings
and boxes/chairs for parked cars.
Use this role-play to develop discussion on safe
behaviour beside roads.
Education Support Service 170
Theme: Keeping Me Safe
Topic: My Decisions
Choices 2
Unit:
Primary 2/3
Desirable Outcomes
The children should realise that they can make choices which are good for them and that there are people who
can influence their choices.
Links
5-14 Health Education
5-14 Personal and Social Development — Independence and Inter-dependence
Content
Suggested Activities/Resources
1 Choices that are good for me.
1 Children choose a positive target for each day and
reflect on whether they managed it (e.g. tidy up
quietly when asked). The teacher should make a
point of reviewing success in these targets for a
short period.
2 People who may influence these choices
(eg. friends, brothers, sisters and parents).
2 Discuss the influences which different people have
on the choices we make. Split the children into
groups with each group being given a family
member to consider. The groups should brainstorm
how this person influences their choices (eg. mum
influences bedtime, food eaten, buying clothes).
This can be done as a drawing activity for children
who have difficulty with writing independently.
Note: Choose groups with care depending upon
family situations of the children in the class.
‘Confidence to Learn’ — Health Promoting School
— Worksheets 1 and 2.
Education Support Service 171
Theme: Keeping Me Safe
Topic: Keeping Well
Preventing Illness/First Aid Procedures
Unit:
Primary 2/3
Desirable Outcomes
The children should be aware that things can be done to prevent illness.
The children should know the procedures to follow in the event of an accident.
Links
5-14 Health Education
5-14 Language
— Talking, Listening and Writing
Working Together for a Healthier Scotland — Influences on Scotland’s Health — Chapter 3
Glasgow Children’s Services Plan
— Keeping Glasgow a Safe Place — Page 49-56
— Mental Health Needs — Pages 67-79
Content
1 Preventing illness
• simple hygiene procedures
• preventative medicines (e.g. inhalers, insulin)
• litter prevention
Do not encourage children to pick up litter
with bare hands due to health and safety
risk.
Suggested Activities/Resources
1 Discuss things we can do to prevent illness/spread
of germs. Children mime an activity (eg. using a
hankie) and others guess what they are doing and
why that would stop the spread of germs.
Discuss medicines which can stop people feeling
ill and invite a child with asthma or diabetes to
talk about their medicine routines.
Encourage children to use litter bins or keep things
in their pocket until they reach a bin. Make antilitter posters.
2 First Aid procedures.
2 Get a First Aid box into the class. Look at contents
and discuss their uses.
Emphasise the First Aid cross sign and discuss why
the box is portable (to be brought to the accident
scene).
The children could make a First Aid Box and its
contents using ‘junk modelling’.
‘Confidence to Learn’ — Picture of Health —
Worksheets 2, 3 and 4
Education Support Service 172
Theme: My Relationships
Topic: Me
Likes And Dislikes
Unit:
Primary 2/3
Desirable Outcomes
To encourage the children to make choices about what they like/dislike and to consider the reasons for their
choices.
Links
5-14 Health Education
5-14 Personal and Social Development — Inter-Personal Relationships
5-14 Language — Talking, Listening and Writing
Working Together for Glasgow’s Health (1995) — Need for a ‘Healthy Community’ — Page 27-28
Content
Suggested Activities/Resources
1 Likes and Dislikes — the importance of being an
individual and deciding on own likes and dislikes.
1 Discuss likes and dislikes and emphasise that
everyone is allowed to be different.
e.g. favourite colours, places, food, games and
animals & friends.
2 People can have different likes and dislikes.
2 Make a personal profile of favourite things. This
can be reflected upon at the end of the session to
consider whether choices have changed or stayed
the same.
Make a ‘treasure chest’ box and get the children
to find something that is a personal treasure to
put inside. The children could go on a nature walk
in a local park or in the school grounds. They could
select something from the natural environment to
put in their box as their personal treasure
(e.g. conker, leaf, and twig).
The children could be videoed/tape recorded talking
about the item that they selected.
Writing activity — ‘When I see… I feel…’ for things
which the children dislike.
Education Support Service 173
Theme: My Relationships
Topic: My Family
Family Experiences And Changes
Unit:
Primary 2/3
Desirable Outcomes
Children should be aware of the range of emotions they can have in response to experiences and changes within
their family.
Links
5-14 Health Education
5-14 Social Subjects
5-14 Language — Talking, Listening and Writing
5-14 Personal and Social Development – Inter-Personal Relationships
Working Together for Glasgow’s Health (1995) – Need for a ‘Healthy Community’ – Page 27-28
Content
Suggested Activities/Resources
Family experiences and changes and the resulting
emotions including:
Draw a ‘snapshot’ picture of a special day the children
remember or would like to have with their family.
• outings which have been shared
• new baby
• moving house
• starting school
• separation
Discuss their first day at school. How did they feel?
Who took them to school? What did they do?
Role-play what they remember about their first day.
‘Time to Talk’ Book 2 Section 3 or make a drawing
entitled ‘I am waving goodbye to…’ whoever took
them to school on their first day.
Talk about other situations the children may
encounter as and when they happen and discuss the
feelings associated with these changes (e.g. a new
baby, moving house). Appropriate stories about these
experiences could help to stimulate discussion.
Education Support Service 174
Theme: My Relationships
Topic: My Friends
Feelings About Friendship
Unit:
Primary 2/3
Desirable Outcomes
The children will take a closer look at what friendship means and the feelings that surround it.
Links
5-14 Health Education
5-14 Social Subjects
5-14 Expressive Arts — Drama
5-14 Personal and Social — Inter- Personal Relationships, Independence and Inter-dependence
5-14 Religious and Moral Education — Relationships and Moral Values
Working Together for Glasgow’s Health (1995) — Need for a ‘Healthy Community’ — Pages 27-28
Content
1 Who is a friend and why do we need friends.
Suggested Activities/Resources
1 Use ‘Skills for the Primary School Child’ — Section
2.2.
Watch the video ‘Rosie’s World’, Part 2 and
complete Worksheet 2.
2 Feelings surrounding friendship
2 Discuss how friendship can effect our feelings (e.g.
in ‘Rosie’s World’ her friend moves away).
Make a wordbank of ‘feelings words’. Practice
facial expressions to show different feelings. Make
paper plate collage faces to show how you feel in
response to your friend’s actions
e.g. when your friend won’t play with you, when
your friend invites you to a party.
Write a caption beginning ‘I feel… when my
friend…’.
‘Confidence to Learn’ — Feeling Good to Learn —
Worksheets 1 and 2.
Education Support Service 175
Theme: My Relationships
Topic: My Community
People I Know In My Community
Unit:
Primary 2/3
Desirable Outcomes
The children should explore the roles of people they know from their community, particularly those who are
concerned with their health. (Health being seen in its widest sense.)
Links
5-14 Health Education
5-14 Social Subjects
5-14 Personal and Social Development — Independence and Inter-dependence
5-14 Expressive Arts — Drama
5-14 Language — Talking and Listening
Working Together for Glasgow’s Health (1995) — Need for a ‘Healthy Community’ — Pages 27-28
Content
1 People I meet every day
• on the journey to/from school
• in school
2 People who look after my health
• parent
• doctor
• nurse
• dentist
• school
• me
• teacher
• crossing patrol person
• police
Suggested Activities/Resources
1 The children should mime/role play the part of a
person who works within or around the school
community and the others have to identify the job
concerned and state how that person helps us.
2 ‘Confidence to Learn’ — Picture of Health —
Worksheets 1-4 and 8
Ask the children to identify what is a healthy and
happy person. Ensure that the children understand
that there are many aspects to this including food
choices, physical activity, having friends, doctors/
nurses etc.
3 Brainstorm the names of all the people who look
after your health. Make sure that the children
realise the importance of their own role in this.
Discuss how you can keep yourself well
(good hygiene, eat healthy food, brush teeth etc).
If you are not well, emphasise the need to tell
somebody and discuss who can help.
‘Confidence to Learn’ — Health Promoting School
— Worksheet 8.
Education Support Service 176
Theme: All About Me
Topic: Myself
Recognising And Expressing Feelings
Unit:
Primary 3/4
Desirable Outcomes
The children should be aware of the variety of ways feelings can be expressed and become better at recognising
these.
Links
5-14 Health Education
5-14 Science
5-14 Language
5-14 Expressive Arts
— Talking, Listening and Writing
— Drama
— Music
5-14 Personal and Social Development
— Self Esteem and Self Awareness
Equal Opportunities: Policies, Principles and Practice — Page 2
Content
Suggested Activities/Resources
1 What feelings/emotions are there?
1 Brainstorm children’s ideas on the range of
emotions. Write ideas on wall chart or board.
2 Exploring the language of feelings:
2 Using a simple phrase or word such as ‘goodbye’
act out the wide variety of ways this could be said
and the types of emotions this might convey. Try
again for different words.
• words
• facial expressions
• body language
• tone of voice
Using small mirrors get class to look closely at
their faces while they try out different expressions
— happy, sad, angry, etc. Observational drawings
could be made of the expressions.
Explore body language and signals that convey
emotions through drama/mime situations.
‘Skills for the Primary School Child’. Section 3:1,
3:2, and 3:4
‘Confidence to Learn’ — Section — ‘Feeling Good
to Learn’.
Education Support Service 178
Theme: All about Me
Topic: My Body
Senses And Defences
Unit:
Primary 3/4
Desirable Outcomes
To revise the concept of the senses and to raise awareness of the way the body reacts to infections and illness.
Links
5-14 Health Education
5-14 Science
Working Together for a Healthier Scotland — Life Stages — Page 35
Content
1 The senses
2 How do you feel when you are not well?
3 What happens to your body when you are not well?
4 What does your body do to make itself better?
Suggested Activities/Resources
1 Discuss the five senses and make a wordbank.
Use this to create sense poems.
I can hear…
I can see…
I can taste… etc.
2 Use ‘Foundations of Writing’ ideas to make two
pictures:
‘When I am ill I look… on the outside’
‘When I am ill I feel…’
3 Explain that when you are not well infection has
entered your body. Discuss with children how
infection could get in and how it could be spread
to other people. Talk about ideas for preventing
this e.g. use a hanky, wash hands etc. Children
could make up ‘TV’ adverts to get the message
across (drama). These could be recorded using the
school video camera.
4 Explain that our bodies have lots of ways of
making themselves better. These are our natural
defences. e.g. blood clotting to form a scab,
vomiting if stomach has bad food in it, coughing
to clear blocked throat etc.
Children could draw a large head/shoulders and
put captions for body defences e.g. eyelashes to
protect eyes etc.
Education Support Service 179
Theme: All About Me
Topic: My Food
Food Group/Food Choices
Unit:
Primary 3/4
Desirable Outcomes
To be aware of the food choices available, the need for a varied diet and body requirements.
Links
5-14 Health Education
5-14 Mathematics — Information Handling
Home Economics Department — Local Secondary School
Working Together for a Healthier Scotland — Eating for Health — Page 25
Eating for Health — A Diet Action Plan for Scotland — Pages 16-18
The Oral Health Strategy for Scotland — Page 23
Content
1 Food Groups (give lots of examples for each)
Red — builders (proteins)
Amber — energy providers (carbohydrates)
Green — protectors (fruit & vegetables — vitamins)
2 Balanced Meals
Suggested Activities/Resources
1 Make a wall display of a large body outline — put
information around body pointing to where and
how different food types are needed by different
parts of the body.
e.g. builders (red) for hair teeth & bones etc.
2 With teacher’s help children could examine school
dinner meal choices and record groupings of foods
covered by each meal.
Children could create an appropriate menu for a
meal they would enjoy that covers all the food
groups. Make children aware that some parts of
meals cover all major food groups.
e.g. pizza, spaghetti bolognese.
Menus could be decorated and displayed.
3 The importance of the digestive system.
3 Label a diagram of the inside of the human body
concentrating on the digestive system. Think of
how food is changed into energy.
Resource: ‘Body Works’ CD rom
by Dorling Kindersley.
4 The importance of water in the diet
4 Make posters to highlight the importance of
drinking water and display around the school.
Education Support Service 180
Theme: All About Me
Topic: Keeping Fit
Physical Activity, Rest And Sleep
Unit:
Primary 3/4
Desirable Outcomes
To make children aware of the benefits of physical activity, rest and sleep
Links
5-14 Health Education
5-14 Expressive Arts
— Physical Education, Drama and Music
5-14 Mathematics
— Number, Money and Measurement, Information Handling
Working Together for a Healthier Scotland — Physical Activity — Page 26
Obesity
— Page 12
Well Being and Fitness
— Page 13
Glasgow Children’s Services Plan
— A Healthy and Active Lifestyle — Page 40-41
Content
Suggested Activities/Resources
1 Signs of physical activity — what body does during
and after exercise.
1 In PE use a block of circuit training/ fitness skills
over several weeks to point out the physical signs
& benefits of exercise. Give input on heart/lungs
working extra hard. Children monitor pulse rate
during and after exercise.
2 Range of physical activities- both in and out of
school.
2 Draw and write about physical activity or sports
that children do outside school. Could make a
survey of after-school sports. Make children aware
that physical activity can include playing as well
as organised team sports.
3 Positive benefits of exercise —
physical
social
mental.
3 Explore the social benefits of exercise
i.e. have you made new friends through sports?
Also discuss the benefits of working as a team.
Can the children see advantages?
Compare activities during a wet playtime, when
children have to stay indoors, and a dry playtime.
Do the children think lack of exercise affects
behaviour or how they feel?
4 Emphasise importance of rest and sleep.
4 Introduce a relaxing hour or half hour during the
day with a number of different relaxing/calming
activities. After this experience discuss the
importance of balancing exercise with rest and
getting the right amount of sleep.
Education Support Service 181
Theme: Keeping Me Safe
Topic: Keeping Clean
Taking Care Of Me
Unit:
Primary 3/4
Desirable Outcomes
To increase awareness of the benefits of keeping well and the role the children play in their own well being.
Links
5-14 Health Education
5-14 Personal and Social Development
— Self Awareness
Working Together For A Healthier Scotland — Life Circumstances — Page 23
— Dental and Oral Health — Pages 11-12
Content
1 Keeping well — revision of practical ways in which
children can look after themselves — (eg. washing
hands after going to the toilet, brushing teeth etc.)
Suggested Activities/Resources
1 During the year there should be a visit from dental
health specialists (usually for P3) which would be
good as a stimulus for discussing oral hygiene as
well as food choices.
Do a functional writing or sequencing exercise to
explore the stages in a ‘keeping clean’ activity
eg. washing your hands.
2 Food hygiene and choices.
2 Collect packets and labels from foods.
Examine them for ‘best before’ date and instructions
for storage. Discuss reasons for this and emphasise
the fact that germs are invisible.
Also look at ingredient lists on packets/tins for
sugar content and look at foods that are healthier
for your teeth (link to dental health visit).
Confidence to Learn — Section 2 — ‘A Picture of
Health’ sheets 1-4.
Education Support Service 182
Theme: Keeping Me Safe
Topic: Safe All Over
Road Safety And Safety In the Home
Unit:
Primary 3/4
Desirable Outcomes
To increase awareness of safety when crossing roads and in the home.
Links
5-14 Health Education
5-14 Technology
5-14 Social Subjects
Glasgow Children’s Services Plan
— Road Safety — Page 34
— Access to Outdoor Play and a Quality Environment — Page 35
Working Together For Glasgow’s Health (1995) — Transport — Page 25
— Roads Department — Page 55
— Accidents at Home and Play — Page 26
Content
1 People who help you cross the road
• Road crossing patrol
• Police
• Adults you know and trust
Suggested Activities/Resources
1 Invite community police to give short talk about
road safety.
‘Ways to Safety’ workbook 3,
(West of Scotland Road Safety Forum).
Discuss appropriate adults to help you cross the
road.
2 Green Cross Code
2 Create a dramatised TV advert to convey the
message of the Green Cross Code. Children work
in small groups and school video can be used to
record adverts to show to other classes.
3 Identify hazards around the home and ways to be
safe
3 Group discussion and brainstorming on identifying
potential hazards around the home. Each group
feeds back information to class. Follow up activity
— make safety posters to encourage people to be
safe in the home.
• chemicals
• medicines
• fire
• pets
• food
Education Support Service 183
Theme: Keeping Me Safe
Topic: My Decisions
Influences On Choices
Unit:
Primary 3/4
Desirable Outcomes
To raise awareness of the influences our family can have on our decisions.
Links
5-14 Health Education
5-14 Personal and Social Development — Independence and Inter-dependence
5-14 Expressive Arts
— Drama
Content
1 Influence of family on choices of
friends
food
clothes
routine
leisure pursuits.
Suggested Activities/Resources
1 Teacher-made role-play cards are given out setting
the scene for an issue to be discussed with a
parent.
eg. • Child wants to stay over at friend’s house
but parent is against this.
• Child wants to go to chip shop at
lunchtime but parent thinks it’s unhealthy.
• Child wants expensive trainers but parent
can’t afford it.
• Child wants out to play before homework is
completed.
• Child wants to join a karate club but it
doesn’t fit in with the family routine.
Have discussion after role play on issues raised.
2 Choices made in daily routine.
2 Keep a ‘choices’ diary for one day listing all the
decisions made. Which of these choices were
influenced by the family?
Education Support Service 184
Theme: Keeping Me Safe
Topic: Keeping Well
Good Hygiene
Unit:
Primary 3/4
Desirable Outcomes
The children should realise the links between good hygiene and preventing illness and food poisoning.
Links
5-14 Health Education
5-14 Language — Talking and Listening
Working Together for a Healthier Scotland — Influences on Scotland’s Health — Chapter 3
Glasgow Children’s Services Plan — Keeping Glasgow a Safe Place — Page 49-56
Mental Health Needs — Pages 67-79
Content
1 Good hygiene — recap on simple hygiene
procedures.
Suggested Activities/Resources
1 Discuss how germs are passed on.
In groups make a list of top three hygiene rules.
Feedback to class. Compare lists afterwards.
2 Good hygiene practices with food
e.g. buying
storing
food
preparing
2 Interview catering staff about food handling and
basic hygiene practices.
Highlight — hair back
clean hands
cover cuts
food covered
good food storage (chilled etc).
Make wall display with picture of a member of
catering staff pointing out food safety rules.
Look at some food packaging to examine type of
packaging and labels. Talk about where food is
stored.
If possible visit a supermarket and ask about…
• what happens to food close to its sell by date
(reductions)
• storage facilities and procedures.
Education Support Service 185
Theme: My Relationships
Topic: Me
Preferences, Strengths/Weaknesses
Unit:
Primary 3/4
Desirable Outcomes
To encourage children to recognise their strengths and weaknesses and consider links with likes and dislikes.
Links
5-14 Health Education
5-14 Personal and Social Development — Inter-Personal Relationships
5-14 Language — Talking, Listening and Writing
Working Together for Glasgow’s Health (1995) — Need for a ‘Healthy Community’ — Page 27-28
Content
Suggested Activities/Resources
1 Strengths linked to likes
e.g. I like… because I am good at…
1 Have a circle time discussion on strengths and
weaknesses.
2 Weaknesses (Be positive!). Is it linked to dislikes?
2 Writing activity — I feel I am good at… because…
Consider the reasons.
Can weaknesses be improved by working on them?
3 Try making a simple class magazine. There is a
wide range of different skills needed and everyone
in class should find a job they feel they would be
good at (to emphasise their strengths)
e.g. writing, organising, drawing, computer skills,
distribution, advertising etc.
This activity would show it is important that
everyone has different strengths.
‘Confidence to Learn’ — Feeling Good to Learn —
Worksheets 3, 9 and 10.s
Education Support Service 186
Theme: My Relationships
Topic: My Family
Family Changes/Family Roles
Unit:
Primary 3/4
Desirable Outcomes
To be aware of the many different roles individuals can play in families and the changes that can happen within
a family.
Links
5-14 Health Education
5-14 Expressive Arts — Drama
5-14 Language — Talking, Listening and Writing
5-14 Personal and Social Development — Inter-Personal Relationships
Working Together for Glasgow’s Health (1995) — Need for a ‘Healthy Community’ — Page 27-28
Content
Suggested Activities/Resources
1 Jobs and routines in the house — and who does
them.
1 Make a list, after discussion, of jobs that need to
be done around the house. Highlight different
family members that might do these jobs.
Do children help at all?
Draw up contract — about how children will help
at home (‘Time to Talk’ Book 3).
2 Things children and family do together.
2 Things the family does together. ‘Time to Talk’ —
Book 1 p 40. Discussion cards game.
Cards say e.g. read a book
play a game
go to shops
Children say or write who in the family does these
things with them.
Some children may be the primary carer for a
family member. Class could discuss the extra
responsibilities and the need to be responsible to
yourself (i.e. accepting help).
3 Changes to family routines.
3 Discuss when routines might change?
e.g. a new baby
changes to parent’s working hours/job.
visitors coming
someone in family moving away/moving out.
(sensitive issue).
Talk about other changes to children’s lives as they
occur throughout the year.
Education Support Service 187
Theme: My Relationships
Topic: My Friends
Roles in Friendship
Unit:
Primary 3/4
Desirable Outcomes
The children will examine some of the roles in friendship and some of the feelings that surround them.
Links
5-14 Health Education
5-14 Social Subjects
5-14 Language - Talking, Listening, Reading and Writing
5-14 Expressive Arts - Drama
5-14 Personal and Social – Inter-Personal Relationships, Independence and Inter-dependence
5-14 Religious and Moral Education-Relationships and Moral Values, Personal Search
Working Together for Glasgow’s Health (1995) – Need for a ‘Healthy Community’- Pages 27-28
Content
1 Roles in friendship
- sharing
- listening
- showing respect & care
Suggested Activities/Resources
1 Discuss what makes a good friend.
Draw ‘your best friend’ and write about what
makes them special and why you get on so well (is
it personality? etc.).
Make a wordbank of good adjectives.
On the wall make a list of characteristics –
‘A good friend is…’
Then in groups take a characteristic each and give
examples of situations when this quality would be
useful.
Discuss the range of friends children have e.g., in
and out of school, different ages, on holiday etc.
Compare the different activities and changing
roles children have with a range of friends. For
example, you may feel sharing a secret with some
friends more than others may.
2 Feelings surrounding friendship
2 Use ‘Rosie’s World’ video and activities to
stimulate discussion on feelings within friendships.
Education Support Service 188
Theme:
Topic:
Unit:
My Relationships
My Community
Care Workers In My Community
Primary 3/4
Desirable Outcomes
To raise awareness of the people who work in the local community — particularly those who work in health care.
Links
5-14 Health Education
5-14 Social Subjects
5-14 Personal and Social Development — Inter-Personal Relationships
Working Together for Glasgow’s Health (1995) — Need for a ‘Healthy Community’ — Pages 27-28
Content
Suggested Activities/Resources
1 People who look after my health.
1 Visit to a local health centre if possible. Look at
posters which encourage preventative medicine
i.e. check-ups etc. Ask about ways of preventing
illness as well as curing illness. Children think of
questions to ask the nurse/doctor. Find out all the
different agencies that work from the health
centre.
2 What are the emergency services?
2 Discuss ‘Who are the emergency services?’ If in
doubt, look at phone book.
Go over procedure in phoning 999 and discuss the
questions they might be asked by the operator.
Practice this through role-play.
Watch video ‘999 Lifesavers’ and discuss the
danger of hoax calls.
3 Help Agencies.
3 Make a list of other agencies that help children —
e.g. social workers, charities like ‘Childline’ etc.
and discuss their work — (social work may be
sensitive issue for some children).
Class could be made aware that children
themselves could be responsible for caring for
others in family as well as their own health.
Education Support Service 189
Theme: All About Me
Topic: Myself
Feelings And Abilities
Unit:
Primary 4/5
Desirable Outcomes
The children should become more confident in recognising and writing about their own feelings and abilities
Links
5-14 Health Education
5-14 Language — Talking, Listening and Writing
5-14 Personal and Social Development — Self Esteem and Self Awareness
Equal Opportunities: Policies, Principles and Practice — Page 2
Content
Suggested Activities/Resources
1 Abilities — what can you do?
— what are you good at?
1 In class choose a ‘person of the day’ who is
allowed special privileges — give a wide range of
criteria — sports, art, music, maths, language,
kindness to others etc.
Discuss
‘I am good at…’
‘People say I am good at…’
‘My teacher says I am good at…’
The discussions can be extended to look at
children’s abilities outside school/at home etc.
A personal shield could be designed for each child
to show particular abilities.
2 The range of feelings/ emotions.
2 Discuss feelings related to being good at
something. (Revise language of feelings/emotions).
e.g. when I score a goal I feel proud, happy and
excited.
Positive comments game. (Similar to ‘consequences’).
In groups choose one person and write a positive
comment about them at the top of a piece of
paper. Fold it over and pass to the next person
who will add another comment and so on. At the
end each person should have a range of good
comments about themselves.
Feedback — how does that make you feel?
Education Support Service 191
Theme: All About Me
Topic: My Body
Body Defences/Drugs
Unit:
Primary 4/5
Desirable Outcomes
To raise awareness of how the body reacts to illness and infection and to be aware of the types of drugs and
medicines that are available.
Links
5-14 Health Education
5-14 Science
5-14 Expressive Arts — Drama
5-14 Personal and Social Development — Self Esteem, Self Awareness and Inter-Personal Relationships
5-14 Religious and Moral Education — Personal Search, Relationships and Moral Values
Health Education in Scottish Schools — HMI (1993) — Page 4
Policy Framework on Drug and Alcohol Abuse — Glasgow City Council — Page 4
Working Together for a Healthier Scotland — Life Stages — Page 35
Content
1 What happens to your body when you are unwell?
• raised temperature, headaches etc.
• the body has defence mechanisms/an immune
system.
2 Sometimes the body can’t deal with an infection
itself — so a doctor/pharmacist prescribes drugs or
medicine.
3 Look at other kinds of drugs.
Suggested Activities/Resources
1 Discuss types of symptoms that body shows when
it’s unwell. Role-play doctor’s surgery situation
where ‘patients’ are listing symptoms.
Explain that some of the symptoms are caused by
the body trying to make itself better. This is the
body’s immune system.
2 Discuss getting a prescription from doctor — what
kinds of medicines have children received before?
e.g. tablets, capsules, inhalers, etc.
Bring in a selection of packets and bottles for
prescription/non-prescription drugs
Children examine labels for:
• instructions
• frequency of dosage
• warnings/side effects
Write or discuss why it is important to label
medicines.
Resource: ‘Skills for the Primary School Child’
Part 2 Section 1:4
3 Explain that some drugs are good for your (as
above) but there are many types which are bad for
you. Ask the children if they know of any and make
a list.
Look at activities in ‘Drugwise First’ (first parts) or
select activities from ‘Skills for the Primary School
Child’ Part 3 Cards 1-5.
Education Support Service 192
Theme: All About Me
Topic: My Food
Food Chains/Food Groups
Unit:
Primary 4/5
Desirable Outcomes
Children should be able to recall where main foods come from and be more aware of the functions of each
major food group.
Links
5-14 Health Education
5-14 Science
Working Together for a Healthier Scotland — Eating for Health — Page 25
Eating for Health — A Diet Action Plan for Scotland — Pages 16-18
The Oral Health Strategy for Scotland — Page 23
Home Economics Department — Local Secondary School
Content
1 Where does food come from?
Look at origins of everyday foods
• ingredients
• food chains
Suggested Activities/Resources
1 If possible a visit to a butcher or baker would be a
good way to stimulate discussion on where foods
come from.
Make a food chain wall display
e.g. for milk products:
sun→grass→cow→milk→cheese/yoghurt
Examine food packets and labels to find lists of
ingredients. Discuss fact that first ingredient on
list is largest (by weight) so a drinks label that
reads – water, sugar, fruit — will have more sugar
than fruit in it.
2 What jobs different foods do:
Sorting into groups — energy providers
— protectors
— builders
2 Get children to bring in baby/toddler photos and
compare them with how children look now and
what children can do now. Talk about the different
foods you need at each stage to help you grow
and to keep you well. Could use ‘traffic lights’
food groups idea —
Red — Builder (proteins)
Amber — Energy Providers (carbohydrates)
Green — Protectors (vitamins from fruit & veg.).
Make wall display with food groups as above (big
traffic lights) and get children to draw or cut out
examples of foods for each.
Education Support Service 193
Theme: All About Me
Topic: Keeping Fit
Benefits Of Physical Activity/Relaxation
Unit:
Primary 4/5
Desirable Outcomes
To increase awareness of the benefits of physical activity and relaxation on health.
Links
5-14 Health Education
5-14 Expressive Arts
— Physical Education
5-14 Mathematics
— Information Handling
Working Together for a Healthier Scotland — Physical Activity — Page 26
— Obesity — Page 12
— Well Being and Fitness — Page 13
Glasgow Children’s Services Plan
— A Healthy and Active Lifestyle — Page 40-41
Content
Suggested Activities/Resources
1 Positive benefits of physical activity —
What’s available in local environment?
1 Find out about nearby sports centres etc. — what
classes/activities do they provide?
2 Social benefits of exercise.
2 Make TV or radio advert (drama) to encourage
peers to join sports club.
3 Promoting rest and relaxation.
3 Make map of local area showing exercise
amenities.
Look at relaxation — respect the body’s need for
rest. Discuss ways of relaxing
e.g. What do you do to relax before sleeping.
Have a debate about TV before bedtime — does it
relax you?
‘Confidence to Learn’, Section 2 — A Picture of
Health, Worksheets 1, 2, 3 and 4.
Education Support Service 194
Theme: Keeping Me Safe
Topic: Keeping Clean
Keeping Well
Unit:
Primary 4/5
Desirable Outcomes
To raise awareness of the benefits of keeping well and reducing risk to health.
Links
5-14 Health Education
5-14 Personal and Social Development
— Self Awareness
5-14 Science
Working Together For A Healthier Scotland — Life Circumstances — Page 23
— Dental and Oral Health — Pages 11-12
Content
1 Good hygiene practices — revise again —
especially food and personal hygiene.
Suggested Activities/Resources
1 Collect a range of medicine labels and packets as
well as food warning labels. Children examine
them for safety warnings — eg. ‘keep out of reach
of children’ or ‘warning — may contain nuts’ etc.
Talk about taking care of medicines and other
dangerous household substances — eg. bleach.
Where are sensible places to store these?
Look at ‘Drugwise First’ — activities 3 and 4.
2 Ways to limit accidents and illnesses:
• at home
• at school
• in the community.
2 Ask auxiliary or person in charge of first aid in
school to talk to class about their role. Class
should prepare sensible questions beforehand.
Discuss where accidents can happen in school.
Look at ways of preventing accidents and make
lists of safety do’s and don’ts.
Discuss the need for cleanliness in the community
to prevent infections. Research disease and
infections in Glasgow in the past eg. Victorian
times. Look at ‘Annan’ photos of old Glasgow and
talk about reasons for slum clearances.
Look at the story of Lister or Florence Nightingale
— resource video ‘Watch’ — Magic Grandad’ BBC.
Resource: Video
Education Support Service 195
Theme: Keeping Me Safe
Topic: Safe All Over
Risks At Home And On The Roads
Unit:
Primary 4/5
Desirable Outcomes
1 To raise awareness of the risks found around the home.
2 To raise awareness of potential hazards for pedestrians and the responsibilities of being a pedestrian.
Links
5-14 Health Education
5-14 Technology
5-14 Social Subjects
Glasgow Children’s Services Plan
— Road Safety — Page 34
— Access to Outdoor Play and a Quality Environment — Page 35
Working Together For Glasgow’s Health (1995) — Transport — Page 25
— Roads Department — Page 55
— Accidents at Home and Play — Page 26
Content
1 Identify hazards within the home
• chemicals
• medicines
• fire
• pets.
Suggested Activities/Resources
1 • Discuss accidents in the home.
In groups draw given room in a house making
clear the areas of potential hazards.
• Teacher brings in empty bottles that have
labelling, caps, symbols, Braille, all of which
indicate examples of hazardous chemicals/
medicines.
Children discuss where these dangerous
chemicals or medicines are kept (see ‘Drugwise
First’).
• Discuss with class the dangers of playing with
matches and what to do if they find matches
(and include fireworks and bonfires at the
appropriate time of year).
• Role-play a difficult situation where peers try to
convince each other to play with matches and
ways to resist taking part.
• Discuss how to treat pets
— feeding
— keeping them clean
— treating them well (not tormenting).
Education Support Service 196
Theme: Keeping Me Safe
Topic: Safe All Over
Risks At Home And On The Roads
Unit:
Primary 4/5
Continued
Content
2 Identify hazards outwith the home
• road types
• play areas
• local hazards (pylons)
Suggested Activities/Resources
2 Use simple map of school area and immediate
streets surrounding.
From the playground, assess which roads are
safest around the school.
From this assessment find out if some children
could be using a safer way to get to school.
For homework, sketch a danger or caution sign the
children find in their local area. Feedback to class
on why the sign is there or is there somewhere
they think a danger sign should be put (e.g.
playparks, pylons, sub stations, cable boxes etc.).
Education Support Service 197
Theme: Keeping Me Safe
Topic: My Decisions
Influence Of Friends And Family
Unit:
Primary 4/5
Desirable Outcomes
To raise awareness of the influences of family and friends on our decisions.
Links
5-14 Health Education
5-14 Personal and Social Development — Independence and Inter-dependence
5-14 Expressive Arts — Drama
Content
1 Who makes an influence on your choices?
Friends?
Family?
Suggested Activities/Resources
1 Discussion on the difference between the influence
friends have and the influence family have on
decisions. Ask for examples.
Group discussions on who influences you most on
clothes, free-time activities, leisure pursuits, other
people we meet, routines etc.
2 Is there conflict?
Exploring Alcohol — GGHB/GEAAP — Section 6,
Activity — ‘Traffic Lights’ board game.
2 Writing exercise in pairs —
‘What would mum say?’
‘What would friends think?’
3 How could conflict be resolved?
Compare both.
3 Discuss parents’ reasons for their point of view.
Have ‘class’ debate — parents versus friends.
‘Skills for Primary School Child’ — section 5:3,
Activity 1
Education Support Service 198
Theme: Keeping Me Safe
Topic: Keeping Well
Environmental Health
Unit:
Primary 4/5
Desirable Outcomes
To be aware of the responsibilities the individual has to maintain a clean, healthy environment.
Links
5-14 Health Education
5-14 Technology
Working Together for a Healthier Scotland — Influences on Scotland’s Health — Chapter 3
Glasgow Children’s Services Plan — Keeping Glasgow a Safe Place — Page 49-56
Mental Health Needs — Pages 67-79
Content
1 Good hygiene — revision of main points and look
at prevention of food poisoning.
Suggested Activities/Resources
1 Sequencing activity (Functional Writing) —
preparing food
eg. making a sandwich, highlighting the hygiene
procedures.
Design ‘Food Handling’ do’s and don’ts signs for
kitchen.
2 Clean Environment
• litter
• vandalism
2 Discussion on cleanliness of local area.
Take walk about if possible to look at litter and
vandalism.
Do you think it’s bad?
Who do you think leaves this?
What could you do to improve it?
Design posters and think up anti-litter and antivandalism slogans and think of target group.
Laminate and display round local area.
Education Support Service 199
Theme: My Relationships
Topic: Me
Personal Choices
Unit:
Primary 4/5
Desirable Outcomes
The children should be encouraged to develop skills in making personal choices and find strategies to say ‘no’.
Links
5-14 Health Education
5-14 Personal and Social Development — Inter-Personal Relationships
5-14 Language — Talking, Listening and Writing
Working Together for Glasgow’s Health (1995) — Need for a ‘Healthy Community’ — Page 27-28
Glasgow Children’s Plan — Page 50
Consult Education Authority Guidelines on Child Protection
Content
Suggested Activities/Resources
1 Making decisions
1 Discuss a wide variety of situations when decisions
have to be made and consider reasons for choices.
Make a list of pros and cons for different
decisions.
2 Reviewing influences
2 Watch ‘Drugwise Too’ video — part 2 ‘What do
you do?’. Do follow up activities — role-play
e.g. peers pressuring you to smoke. Think of as
many different ways as possible of saying ‘no’.
Look at ‘This Way Up’ booklet — ‘20 ways of
saying No’
3 Making a personal safety strategy
3 Try role-play again — this time trying newly found
ways of saying No.
Have an ‘action box’ in classroom to give
opportunity to voice concerns in a one to one
situation with the teacher.
‘Skills for the Primary School Child’
— Part 1 Card 4:4 ‘Being Assertive’
Education Support Service 200
Theme: My Relationships
Topic: My Family
Family Support
Unit:
Primary 4/5
Desirable Outcomes
To raise awareness of the role of the family in supporting the child in times of need as well as during good times.
Links
5-14 Health Education
5-14 Expressive Arts — Drama
5-14 Religious and Moral Education — Moral Attitudes/Values, Celebrations, Festivals, Ceremonies and Customs
5-14 Personal and Social Development — Inter-Personal Relationships
Working Together for Glasgow’s Health (1995) — Need for a ‘Healthy Community’ — Page 27-28
Content
1 Family roles and responsibility
e.g. at a celebration
Suggested Activities/Resources
1 Children choose a favourite celebration and
describe family members’ roles in preparing for
this event.
Choose one family member and interview them
(H/W task) about their role. At school draw that
person with speech bubbles explaining their jobs
at that time. Were there any jobs you weren’t
aware of?
Who else in family could help in celebration tasks?
Can you help them?
Make a list of things that would be a help.
Highlight suitable tasks for children.
Discuss feelings associated with preparation for
celebration and contrast them with feelings at
actual celebration (or even feelings after the
event).
2 Family support in times of need
2 Discuss whom children turn to in times of need
and why they choose that person.
Could make ‘Thank you for being there for me’
cards.
Education Support Service 201
Theme: My Relationships
Topic: My Friends
Relating To Friends
Unit:
Primary 4/5
Desirable Outcomes
The children will look at how they choose friends and examine issues surrounding friendship more closely.
Links
5-14 Health Education
5-14 Social Subjects
5-14 Language — Talking, Listening, Reading and Writing
5-14 Personal and Social — Inter- Personal Relationships, Independence and Inter-dependence
5-14 Religious and Moral Education — Relationships and Moral Values, Personal Search
Working Together for Glasgow’s Health (1995) — Need for a ‘Healthy Community’ — Pages 27-28
Content
1 Range of friends and how friendships begin
Suggested Activities/Resources
1 Writing activity — children choose two friends that
they met in different situations. Compare how they
met and why the friendship works.
Make a ‘Friend Wanted’ poster — advert for an
ideal friend listing qualities/characteristics that the
child thinks would make their ideal friend.
2 Problems in Friendships
2 Discuss what things cause problems in friendships.
In groups talk about some of these situations and
try to find solutions to the conflicts.
3 Exploring resolutions to conflict
3 Feedback session afterwards — make a list of best
ways of overcoming conflicts.
Look at
‘Rosie’s World’
‘Skills for the Primary School child’ Part 1, 2:3
‘Time to Talk’ —
Helping and Hurting sheet for discussion.
‘Confidence to Learn’ — Feeling Good to Learn —
Worksheets 7 and 8
Education Support Service 202
Theme: My Relationships
Topic: My Community
Considering Others In My Community
Unit:
Primary 4/5
Desirable Outcomes
To convey the importance of others in the community in everyday life.
Links
5-14 Health Education
5-14 Personal and Social Development — Inter-Personal Relationships, Independence and Inter-dependence, Self
Awareness and Self Esteem
5-14 Religious and Moral Education — Relationships and Moral Values
Working Together for Glasgow’s Health (1995) — Need for a ‘Healthy Community’ — Pages 27-28
Content
1 People in the wider community:
A wider selection of Health Services
Emergency Services
Suggested Activities/Resources
1 Homework activity to find out about alternative
medicines. Could be simple home remedies, stress
relief, eastern therapies and homeopathy.
In school write off for information about these to
appropriate agencies.
e.g. homeopathic hospital, etc.
Test children’s knowledge of emergency services
by giving them emergency situations and getting
them to act out what to do.
Continued on the next page…
Education Support Service 203
Theme: My Relationships
Topic: My Community
Considering Others In My Community
Unit:
Primary 4/5
Continued
Content
2 Considering others:
Respect
Awareness of discrimination
Suggested Activities/Resources
2 Discuss how people can make you happy. How
can people make you sad? Introduce the word
‘discrimination’ and talk about what it feels like to
be excluded (from talking, playing) in the school.
‘We are all able to come in to this school in the
morning. Are there any people who would find
difficult to come into the school and be included?’
Talk about children with special needs.
Walk around the school and examine access
points to all areas of the school from the point of
view of special needs children. Write a short
report suggesting ways to make the school more
accessible to all.
For homework look for a building that is
wheelchair accessible and note its design features.
‘Confidence to Learn’ — Picture of Health —
Worksheet 7.
Education Support Service 204
Primary 5/6 Materials
Theme: All About Me
Topic: Myself
My Abilities And Influences
Unit:
Primary 5/6
Desirable Outcomes
The children should be aware of their own abilities and realise what influence others can have upon them.
Links
5-14 Health Education
5-14 Language — Talking, Listening and Writing
5-14 Expressive Arts-Drama
5-14 Personal and Social Development
5-14 Religious and Moral Education — Relationships and Moral Values
Equal Opportunities: Policies, Principles and Practice — Page 2
Content
1 Celebrate strengths.
Suggested Activities/Resources
1 Discuss with the children what they are good at.
Children write about themselves, based on
What I am good at…
People say I am good at…
My teachers says I’m good at…
2 Positive differences.
2 Talk in groups about the differences between them
and a friend.
Feedback to class about why it is important to be
yourself and imagine what it would be like if
everyone was good at or liked the same things.
Have a ‘I am proud of’ wall where children can
write about, draw, put photos and explain
what or who they are proud of
• in school
• out of school
• family
• own work etc.
Continued on next page…
Education Support Service 206
Theme: All About Me
Topic: Myself
My Abilities And Influences
Unit:
Primary 5/6
Continued
Content
3 Influences on actions
Suggested Activities/Resources
3 Create a wordbank, through discussion as a class,
introducing words of influence
i.e. peer, influence, decision, etc.
• Watch ‘I don’t want to be like that’
scenes 1 & 2.
• Discuss peers, influences and decisions made.
• Were the decisions wise?
• Role play chosen difficult situations that the
children want practise in dealing with.
• Write a class list of strategies that they use for
dealing with people trying to influence their
decision.
Use ‘This Way Up’ West Dunbartonshire Council
— Twenty ways to say No.
‘Confidence to Learn’ — Health Promoting School
— Worksheets 9 and 10.
‘Exploring Alcohol’ — GGHB/GEAAP — Section 6 —
‘Boyclone’ Activity.
Education Support Service 207
Theme: All About Me
Topic: My Body
Drugs/Puberty
Unit:
Primary 5/6
Desirable Outcomes
Raise awareness of different type of drugs/medicines.
Promote understanding, within a caring atmosphere, of the changes that take place during puberty.
Links
5-14 Health Education
5-14 Science
5-14 Expressive Arts — Drama
5-14 Personal and Social Development — Self Esteem, Self Awareness and Inter-Personal Relationships
5-14 Religious and Moral Education — Personal Search, Relationships and Moral Values
Health Education in Scottish Schools — HMI (1993) — Page 4
Policy Framework on Drug and Alcohol Abuse — Glasgow City Council — Page 4
Working Together for a Healthier Scotland — Life Stages — Page 35
Content
Suggested Activities/Resources
1 Recap on awareness of drug types
• prescribed
• controlled or illegal
• non-prescribed
1 Choose activities appropriate to the class from
‘Skills for the Primary School Child’: Part 3
The World of Drugs Lessons 1-8.
Discuss the effects of tobacco, alcohol and
caffeine on the body.
2 Awareness of when drugs are necessary
• illness
• to relieve symptoms
• aid normal life (diabetic)
• immunisation
2 Talk about when the children have had to use
drugs/medicines. Were they prescribed or not?
How did these drugs/medicines help?
Are there medicines that can relieve symptoms
rather than cure illness?
• Children list medicines which they have been
given in the past and do they know what they
were for?
• Discuss with the children people who need
drugs to lead a normal life and ask who they
know who is in this situation.
e.g.
asthma→inhaler→diabetes→insulin→etc.
• For homework children find out what they have
been immunised against and why is this so
important.
• Find out if anyone else they know has been
immunised recently against flu, meningitis or
MMR.
Discuss with class.
3 on next page…
Education Support Service 208
Theme: All About Me
Topic: My Body
Drugs/Puberty
Unit:
Primary 5/6
Continued
Content
3 Time of Change
• puberty is a change
• timing of change varies because everyone
matures at a different rate
• hormones are chemical changes with the body
Suggested Activities/Resources
3 Before discussing puberty with the children a letter
should be sent to parents informing them of the
content of the lessons.
Talk to the children about growing up and what
changes happen as they get older.
• When chemical changes happen in their bodies
this is puberty.
• Everyone reaches puberty at a different time
because no one is exactly the same as another
person.
• The chemical changes at puberty tell their
bodies to grow and begin to mature.
• As they become more grown up they will want
to be more independent and become more
responsible.
Discuss things they will look forward to about
being more independent/responsible — helping
parents, walking to and from school with friends
instead of parents etc.
Education Support Service 209
Theme: All About Me
Topic: My Food
Food Chains And A Healthier Diet
Unit:
Primary 5/6
Desirable Outcomes
Children should be able to recall where main foods come from and be aware of the need to have a varied diet.
Links
5-14 Health Education
5-14 Science
5-14 Language — Talking, Listening and Writing
Working Together for a Healthier Scotland — Eating for Health — Page 25
Eating for Health — A Diet Action Plan for Scotland — Pages 16-18
The Oral Health Strategy for Scotland — Page 23
Home Economics Department — Local Secondary School
Content
1 Origins of everyday foods — sources
— food chains.
Suggested Activities/Resources
1 Discuss with the children the sources of our food.
Make food mobile/chain showing how our food is
made in written/picture form.
sun
↓
grass
↓
cow
↓
Butter ← Milk →
Cheese
Make chains for Milk, fish, cheese, meat, eggs,
bread and vegetables.
Children could match types of meat to the animal
the meat comes from.
Group types of vegetables: root, leaf, etc.
Use a selection of food labels and packets to look
at ingredients and countries of origin. Map where
foods come from on a world map on the wall and
label what foods grow where.
2 How the origins of food may influence choice.
3 on next page…
2 Discuss why people choose to be vegetarian,
vegan, eat organic foods, have restrictions due to
allergies
e.g. nuts and boycotting food from certain
countries.
Education Support Service 210
Theme: All About Me
Topic: My Food
Food Chains And A Healthier Diet
Unit:
Primary 5/6
Continued
Content
3 Choosing a healthy balanced diet.
Suggested Activities/Resources
3 Discuss and sort into builders — proteins, energy
providers — carbohydrates, protectors — vitamins
and minerals.
Recall the terms builders, energy providers and
protectors and why they have been given these
names.
Create an ideal lunch menu remembering that
each food group should be represented in healthy
proportions to each other.
Use recipe books to find healthy meal ideas for
their menus.
Decorate and display the healthy menus.
Education Support Service 211
Theme: All About Me
Topic: Keeping Fit
A Healthy Lifestyle
Unit:
Primary 5/6
Desirable Outcomes
To raise awareness of the importance of physical activity in relation to mental and physical health.
Links
5-14 Health Education
5-14 Expressive Arts
— Physical Education
5-14 Language
Working Together for a Healthier Scotland — Physical Activity — Page 26
Obesity
— Page 12
Well Being and Fitness
— Page 13
Glasgow Children’s Services Plan
— A Healthy and Active Lifestyle — Page 40-41
Content
1 What is a healthy lifestyle:
• range of activities
• availability of facilities
• relaxation
Suggested Activities/Resources
1 Children record what they do for a day.
Discuss how much of the day was spent on
healthy activities.
Compare weekday to weekend day.
Do they take recommended 30 minutes activity
per day?
Children research:
What facilities do we have in our area?
What do we want in our area?
What are the costs of leisure in our area?
Write to local Councillor with ideas for improving
facilities.
Discuss implications of mental and physical
relaxation i.e. time with friends, being happy.
Brain and body need time to recharge to be ready
for more activities and exercise.
2 & 3 on next page…
Education Support Service 212
Theme: All About Me
Topic: Keeping Fit
A Healthy Lifestyle
Unit:
Primary 5/6
Continued
Content
Suggested Activities/Resources
2 Making healthy choices
2 ‘Confidence to Learn’ — Section 2, A Picture of
Health, worksheets 5, 6 and 10.
3 Role Models
3 Children choose a well-known sports personality to
build up a research file on.
Children put forward evidence researched to say
why their personality should be sports personality
of the year.
Taking into account the person’s:
• achievements
• lifestyle
• attitudes
• helping others etc.
Education Support Service 213
Theme: Keeping Me Safe
Topic: Keeping Clean
Infection And Immune System
Unit:
Primary 5/6
Desirable Outcomes
To raise awareness of how infections are contracted and the purpose of the immune system.
Links
5-14 Health Education
5-14 Personal and Social Development
— Self Awareness
5-14 Science
5-14 Social Subjects
Working Together For A Healthier Scotland — Life Circumstances — Page 23
— Dental and Oral Health- Pages 11-12
Content
1 What is infection?
Suggested Activities/Resources
1 Discuss infections that children have had.
How do infections occur?
• cut skin
• poor hygiene
• from other people.
2 Ways to limit the spread of infection.
2 Visit health centre or ask school nurse to give
advice on
• simple first aid for cuts etc.
• good hygiene to limit spread of infections
• cover nose, mouth, no sharing bottles etc.
3 Global Health Issues.
3 Discuss how people fight infections/disease after a
disaster
• fresh water
• shelter
• removal of rubbish/waste.
Write to UNICEF/OXFAM/RED CROSS/MSF for
further information.
4 & 5 on next page
Education Support Service 214
Theme: Keeping Me Safe
Topic: Keeping Clean
Infection And Immune System
Unit:
Primary 5/6
Continued
Content
4 Immune System.
Suggested Activities/Resources
4 Discuss how our bodies have a special system to
fight infections call the Immune System.
Reference: Escape Aids 3 — ‘Immune System’
5 Breast Feeding.
5 Ideal opportunity to raise awareness of the
importance of breast-feeding.
Discussion of why it is
• good for baby’s immune system
• good for mothers
• important for babies in poor countries to get
best start.
Resources can be obtained from Greater Glasgow
Health Board, Resource Library.
Education Support Service 215
Theme: Keeping Me Safe
Topic: Safe All Over
Potential Road Hazards/Highway Code
Unit:
Primary 5/6
Desirable Outcomes
To raise the awareness of communication for road users and the responsibility of the individual to behave safely.
Links
5-14 Health Education
5-14 Expressive Arts — Drama
Glasgow Children’s Services Plan
— Road Safety — Page 34
— Access to Outdoor Play and a Quality Environment — Page 35
Working Together For Glasgow’s Health (1995) — Transport — Page 25
— Roads Department — Page 55
— Accidents at Home and Play — Page 26
Content
1 Identify safe places to play within the local
environment.
Suggested Activities/Resources
1 For homework activity, children interview parents
to find their opinions on local play areas.
• are there enough areas?
• are they safe enough?
• safety improvements suggestions.
Write to local MP or Councillor with the most
important ideas from homework interviews.
2 Responsibilities of pedestrians and need for
consideration of others.
2 Discuss the importance of being seen by drivers.
Children design safety jackets for a young child or
P5 or 6 pupil or a cyclist.
Children discuss in groups the effect irresponsible
behaviour can have on others. Feedback to class
on causes and effects behaviour has on others.
Walk around local area to find what provision is
made for those with special needs (ie. crossing
bumps, crossing bleeping, lowered kerbs, etc.).
Children identify potential problem areas for those
with special needs and discuss whether
improvements could be made.
3 on next page
Education Support Service 216
Theme: Keeping Me Safe
Topic: Safe All Over
Potential Road Hazards/Highway Code
Unit:
Primary 5/6
Continued
Content
3 Communication for road users.
• Road signs
• Highway Code
Suggested Activities/Resources
3 When on walk of local area photograph road signs
seen.
Sort into 3 categories
information
instructions
warnings
refer to
‘Highway Code
for Young Road Users’
In groups interpret meaning of signs and check
using Highway Code for Young Road Users.
Discuss why we need signs — for consideration
and order on the roads.
Encourage participation in Cycling Proficiency
Scheme.
Education Support Service 217
Theme: Keeping Me Safe
Topic: My Decisions
Influence Of Friends And Media
Unit:
Primary 5/6
Desirable Outcomes
To raise awareness of the influence of friends and media upon an individual’s decisions.
Links
5-14 Health Education
5-14 Personal and Social Development — Independence and Inter-dependence, Self Esteem and Self Awareness
5-14 Expressive Arts — Drama
5-14 Social Subjects
Content
1 Influence of friends on decisions
Suggested Activities/Resources
1 Role-play situations where friends will have
influence.
Work on how to say ‘No’.
‘Skills for the Primary School Child’ — 4.4 Being
Assertive
‘This Way Up’ West Dumbartonshire — Twenty
ways to say No’.
2 Influence of media on decisions
2 Children bring in magazines/newspapers they
read.
Look at clothes, weight, perceived personality of
models in magazines.
What or who is being portrayed as ‘ideal’?
How do people feel if they do not have ideal
clothes, weight, hairstyle etc?
3 Media and Self Esteem
3 ‘Skills for the Primary School Child’
Part 1 Section 5.1, 5.2 and 5.3
Part 3 ‘World of Drugs’ Card II
Education Support Service 218
Theme: Keeping Me Safe
Topic: Keeping Well
Environmental/Global Health
Unit:
Primary 5/6
Desirable Outcomes
To be aware of the responsibilities for maintaining a clean environment and way of improving Global Health.
Links
5-14 Health Education
5-14 Technology
5-14 Personal and Social Development — Independence and Inter-dependence
Working Together for a Healthier Scotland — Influences on Scotland’s Health — Chapter 3
Glasgow Children’s Services Plan — Keeping Glasgow a Safe Place — Page 49-56
Mental Health Needs — Pages 67-79
Content
1 A Clean Environment
• litter/waste
• recycling
• vandalism
Suggested Activities/Resources
1 Litter survey and pick up (using litter grabbers
only) after one playtime. Litter groups for surveys
should be plastic, paper, metal, biodegradable
(apple cores etc.).
Pay attention to types of materials.
Tally results and discuss findings.
Graph the results to display in school.
For homework task get children to find out where
and what local recycling amenities consist of:
glass/colours
aluminium/tin
paper
clothes
newspaper/magazines
plastic
Find out who in school uses recycling facilities
e.g. children, school staff etc. Do you recycle?
Why?
‘Skills for Primary Schools Child’ — Part 2 Section
4:4
Vandalism talk from local community police officer
or crime prevention officer.
Education Support Service 219
Theme: Keeping Me Safe
Topic: Keeping Well
Environmental/Global Health
Unit:
Primary 5/6
Continued
Content
2 Global Health
• charities
• need for charities
• disaster aid
Suggested Activities/Resources
2 Children research
work of charities
using leaflets,
newspapers, ads,
computers, etc.
national
international
children’s charities
annual charities
Present their findings to class.
Decide as a class why charities are needed and so
important.
Find the ways that charities raise money and
children discuss in groups other ways to raise
money.
Consider a list of aid that a disaster stricken area
needs and what are the priorities of relief aid and
charity aid workers.
Provide a list for children to order i.e. clean water,
shelter, etc.
Education Support Service 220
Theme: My Relationships
Topic: Me
Keeping Safe/Hope And Fears
Unit:
Primary 5/6
Desirable Outcomes
The children should be encouraged to learn strategies to avoid health-threatening behaviours, and, practical
ways of making hopes become realities.
Links
5-14 Health Education
5-14 Personal and Social Development — Inter-Personal Relationships
5-14 Language — Talking, Listening and Writing
Working Together for Glasgow’s Health (1995) — Need for a ‘Healthy Community’ — Page 27-28
Glasgow Children’s Plan — Page 50
Consult Education Authority Guidelines on Child Protection
Content
1 Hopes
Suggested Activities/Resources
1 Discuss what a hope is as a class and give or ask
for examples.
In groups children discuss hopes they have for
school work, behaviour, friendships, career, etc.
Feedback to class with some hopes the children
want to share.
Take one or two of the hopes they have and write
themselves an action plan of how they could
realise their dreams.
2 Fears
2 Create a word wall for Fears.
Use these words when discussing fears children
have.
Find ways to alleviate fears i.e. simple steps,
getting all of the information about a subject.
Write a poem of their fears using the word wall for
emotive words.
Write an action plan for a fear the children have
and how they can try to reduce the intensity of the
fear through this process.
3 Personal Safety Strategies on next page
Education Support Service 221
Theme: My Relationships
Topic: Me
Keeping Safe/Hope And Fears
Unit:
Primary 5/6
Continued
Content
3 Personal Safety Strategies
Suggested Activities/Resources
3 Children decide on situations that they have been
in or are afraid of.
Role-play these situations, and, from this feedback
on best strategies for avoiding health threatening
behaviours.
4 Dangers of Tobacco and Alcohol
Find out — how is the body affected by tobacco
and alcohol
Reference — ‘Exploring Alcohol’ — Section 4:
Alcohol and the body.
Leaflets on Tobacco and Alcohol
from GGHB resources library.
Education Support Service 222
Theme: My Relationships
Topic: My Family
Family Support/Role In The Family
Unit:
Primary 5/6
Desirable Outcomes
To realise the role of the individual within the family and the need to support each other.
Links
5-14 Health Education
5-14 Religious and Moral Education — Moral Attitudes and Values, Celebrations, Festivals, Ceremonies and
Customs
5-14 Personal and Social Development — Inter-Personal Skills
Working Together for Glasgow’s Health (1995) — Need for a ‘Healthy Community’ — Page 27-28
Content
1 My role in the family
Suggested Activities/Resources
1 Discuss position in family
e.g. who shares rooms, oldest, youngest, middle,
only child, etc.
In class have mixed groups (middle, youngest,
oldest, only child) for discussion on whether position
in family makes a difference to responsibilities.
Discussion ideas:
• Gran needs provisions
• Mum or Dad needs help in kitchen
• Younger sibling needs entertained while mum/
dad is busy
• Younger child needs accompanied home from
school.
Feedback from discussion should indicate that
elder children within families usually have
increased responsibility and that their role will
differ according to the make up of the family.
Also compare their responsibilities when they were
younger with now — how have their roles changed.
Write a diary for a week recording ways in which
you help within the family.
2 Family Support on next page
Education Support Service 223
Theme: My Relationships
Topic: My Family
Family Support/Role In The Family
Unit:
Primary 5/6
Continued
Content
2 Family support
• in celebrations
• in times of need
Suggested Activities/Resources
2 The children should imagine that there will soon
be a special family get-together. As a class, discuss
and make a list of everything that needs to be
done in preparation for this special time.
Individually assign tasks to each of their own
family members.
Discuss times of need within the family, e.g. Gran
in hospital or a house break-in. Consider the role
of different family members in helping out at this
time. Include factors that may limit this support
(e.g. responsibility to young children, living far
away).
‘Confidence to Learn’ — Picture of Health —
Worksheets 5 and 9.
Education Support Service 224
Theme: My Relationships
Topic: My Friends
Relating To Friends/Being An Individual
Unit:
Primary 5/6
Desirable Outcomes
The children should realise that everyone has the right to have their own opinions, beliefs and feelings and we
should respect this in friends.
Links
5-14 Health Education
5-14 Language — Writing
5-14 Personal and Social — Self Awareness, Self Esteem, Inter-Personal Relationships, Independence and Interdependence
5-14 Religious and Moral Education — Relationships and Moral Values and Personal Search
Working Together for Glasgow’s Health (1995) — Need for a ‘Healthy Community’ — Pages 27-28
Content
1 Qualities in friendship
Suggested Activities/Resources
1 Discuss with children what they look for in a friend
and why these qualities are important to them.
Play ‘How well do you know a friend?’ With
children being asked some questions about their
friend who is out of earshot — ‘Mr and Mrs’ type
game.
Teacher gives initial questions but children will
probably want to write some of their own.
Children try to predict friends’ answers or actions
when given certain situations and questions.
2 Working at a friendship
2 Children work with friend(s) to create a code of
friendship, agreeing what is acceptable/
unacceptable within their relationship.
Share an aspect of their code with the class, if
appropriate.
3 on next page
Education Support Service 225
Theme: My Relationships
Topic: My Friends
Relating To Friends/Being An Individual
Unit:
Primary 5/6
Continued
Content
3 Maintaining individuality within a friendship
Suggested Activities/Resources
3 Children discuss what makes a good friend.
Children write an advert to sell themselves as a
friend ‘Are you looking for a friend?’
Their advert should include physical,
characteristics, abilities, hobbies, hopes, fears,
favourite colour, food, possessions and special
friends.
When complete put anonymous, numbered
adverts on wall. Children try to find a friend/
friends who they think would be compatible with
themselves.
Discuss the results and whether the children were
surprised by who they chose.
‘Confidence to Learn’ – Feeling Good to Learn —
Worksheet 6.
Education Support Service 226
Theme: My Relationships
Topic: My Community
Respecting Others In My Community
Unit:
Primary 5/6
Desirable Outcomes
The children have built up many good relationships in their community and will continue to do so if they show
respect for others.
Links
5-14 Health Education
5-14 Personal and Social Development — Inter-Personal Relationships, Independence and Inter-dependence, Self
Awareness and Self Esteem
5-14 Religious and Moral Education — Relationships and Moral Values
Working Together for Glasgow’s Health (1995) — Need for a ‘Healthy Community’ — Pages 27-28
Content
1 Respecting others: Preventing Bullying.
Suggested Activities/Resources
1 Discuss as a class what children know about
bullying.
Set them in groups of 3 or 4 and give them a task
that they have to research, write up and report
back to the class as part of an anti-bullying pack
for their school.
Task can include
• what is bullying
(brainstorm exercise with children)
• what is bullying? (dictionary definition)
• why do people bully?
• what can victims do for themselves?
• what does this school do to help victims and
bullies?
• who do you trust?
• interview parents about bullying when they were
at school.
2 & 3 on next page
Education Support Service 227
Theme: My Relationships
Topic: My Community
Respecting Others In My Community
Unit:
Primary 5/6
Continued
Content
2 Manners
Suggested Activities/Resources
2 Discuss with the children what they think good
manners are.
For homework compare their idea of good
manners with what a parent/grandparent thinks
good manners should be.
3 Respecting my community.
3 Children look at people in the community who
they respect.
Children write about :
• how does this person behave?
• do they have a special skill/knowledge?
• does this person show respect?
• good manners to others.
• what is your relationship with them?
i.e. friend, janitor, teacher, neighbour, club
leaders, etc.
• why they respect this person.
‘Confidence to Learn’ — Health Promoting School
— Worksheet 4.
Education Support Service 228
Primary 6/7 Materials
Theme: All About me
Topic: Myself
Influences And Evaluation
Unit:
Primary 6/7
Desirable Outcomes
The children should be aware of the influence others can have on their decisions and remember they have many
life skills to deal with these new situations.
Links
5-14 Health Education
5-14 Language — Writing
5-14 Expressive Arts — Drama
5-14 Personal and Social Development
5-14 Religious and Moral Education — Relationships and Moral Values
Equal Opportunities: Policies, Principles and Practice — Page 2
Content
1 P6 project
Suggested Activities/Resources
At the beginning of the session start these projects.
1 P6 should choose a person e.g. family member,
famous celebrity, sports star and research and
report on why this person has an influence on
them — achievements, conduct, beliefs, attitude,
lifestyle, etc.
2 P7 record of achievement
2 P7 should begin a record of achievement for
themselves.
This will include setting targets, reaching goals,
learning new skills, etc.
The record should include the level of difficulty
found trying to achieve targets, level of enjoyment,
how they can develop their target/skill etc.
The P6 and P7 should feedback to each other
during class meetings or circle time regularly.
3 on next page
Education Support Service 230
Theme: All About me
Topic: Myself
Influences And Evaluation
Unit:
Primary 6/7
Continued
Content
3 Dealing with difficult situations
Suggested Activities/Resources
3 Teacher makes role play cards and children decide
on some situations that they want to practise.
Use role-play cards to find ways to resolve difficult
situations.
‘Skills for the Primary School Child’
1.2 Building Self Confidence
4.4 Being Assertive
6.5 Personal Goals.
Try role-plays again and use new skills learned
from ‘Skills for the Primary School Child.’
Education Support Service 231
Theme: All About Me
Topic: My Body
Puberty And Reproduction
Unit:
Primary 6/7
Desirable Outcomes
To promote knowledge and understanding of puberty and the reproductive system, within a caring environment.
Links
5-14 Health Education
5-14 Science
5-14 Personal and Social Development — Self Awareness
5-14 Religious and Moral Education — Personal Search and The Natural World
Health Education in Scottish Schools — HMI (1993) — Page 4
Working Together for a Healthier Scotland — Life Stages — Page 35
Content
Suggested Activities/Resources
Send letters to parents about the content of this
lesson.
1 Physical Changes
internal
external
Private parts of the body
1 Watch ‘Then One Year’ video (Churchill Films
Production) suitable for mixed groups.
or
‘Living and Growing’ series (Channel 4 Schools
programmes 1, 2 and 3).
Discuss that some parts of the body are personal
and do not need to be touched by anyone else
(except appropriate medical professionals).
2 Emotional Changes
more independence
mood swings
feelings of confusion
2 Discuss the emotional issues brought up while
watching the videos.
Talk about any experiences or knowledge that the
children have of what can change their mood at
this time of life and how changes of mood may
become a more regular occurrence during
puberty.
Use ‘Skills for the Primary School Child’ Section 2.
3 on next page
Education Support Service 232
Theme: All About Me
Topic: My Body
Puberty And Reproduction
Unit:
Primary 6/7
Continued
Content
3 Reproductive System
Suggested Activities/Resources
How it works
3 Consult the school policy on how the Reproductive
System is taught.
Inform parents of the content of this part of the
unit and how it will be tackled in school.
Invite nurse or health visitor in to complement
ongoing programme and give a presentation to
the children. Talks may be given to boys/girls
separately.
Watch ‘Living and Growing’ (Channel 4 schools).
Education Support Service 233
Theme: All About Me
Topic: My Body
Drugs
Unit:
Primary 6/7
Desirable Outcomes
The children should see the benefits of focusing on a healthy lifestyle and having respect for their bodies.
Links
5-14 Health Education
5-14 Science
5-14 Personal and Social Development — Self Awareness
5-14 Religious and Moral Education — Personal Search and The Natural World
Health Education in Scottish Schools — HMI (1993) — Page 4
Policy Framework on Drug and Alcohol Abuse — Glasgow City Council — Page 4
Working Together for a Healthier Scotland — Life Stages — Page 35
Glasgow Children’s Plan — Impact of Drugs and Alcohol — Page 113-119
Content
Suggested Activities/Resources
1 Positive and Negative effect of Drugs
• Prescribed
• Illegal
1
2 Short term positives
• fitting in
• forgetting worries
2&3 Use Fablevision ‘I don’t want to be like that’.
After watching, talk about the highs and lows of
taking drugs.
Ask children to research TV news and
newspapers for up to date stories and
information about drugs and drug related crime
to show how drugs start to run your life.
Discuss the effect drugs have on relationships in
the video ‘I don’t want to be like that’.
Children discuss in groups and feedback to class
the effect that being addicted to drugs could
have on these relationships:
• a drug using friend
• a non drug using friend
• parents
• grandparents
• brothers/sisters
• teachers
• sport coaches
• doctor
• drug dealer
Children can write story or a poem about why
they ‘don’t want to be like that’.
3 Long term negatives
• addiction
• risks to health
Use ‘Drugwise Too’
‘Skills for the Primary School Child’: Part 3 — The
World of Drugs Lessons 9-15.
Education Support Service 234
Theme: All About me
Topic: My Food
Healthier Diet In School
Unit:
Primary 6/7
Desirable Outcomes
To raise awareness of healthier food choices.
Links
5-14 Health Education
5-14 Science
5-14 Language — Talking, Listening and Writing
Working Together for a Healthier Scotland — Eating for Health — Page 25
Eating for Health — A Diet Action Plan for Scotland — Pages 16-18
The Oral Health Strategy for Scotland — Page 23
Home Economics Department — Local Secondary School
Content
1 To raise awareness of healthier food choices:
For myself
For others.
Suggested Activities/Resources
1 Keep a food and drink diary for one week.
Consider own diet in relation to covering each
food group.
Tally how often items from each food group are
eaten daily. Discuss results as a class.
2 To consider the influences of media advertising on
food choices.
2 Collect magazine adverts, discuss TV adverts that
teacher records.
Are foods advertised healthy or not? What groups
are they in? What groups are missing?
3 Survey drinks over one playtime in school.
3 Survey drinks over a playtime.
Graph results to display for dinner school/main
hall.
Make posters to encourage healthier drinks to be
displayed around graphed results.
Education Support Service 235
Theme: All About Me
Topic: Keeping Fit
Health And Leisure Choices
Unit:
Primary 6/7
Desirable Outcomes
To raise awareness of the importance of mental, social and physical health and choices available.
Links
5-14 Health Education
5-14 Expressive Arts
— Physical Education
5-14 Language
Working Together for a Healthier Scotland — Physical Activity — Page 26
— Obesity — Page 12
— Well Being and Fitness — Page 13
Glasgow Children’s Services Plan
— A Healthy and Active Lifestyle — Page 40-41
Physical Education Department of local secondary school
Content
1 Making leisure choices.
Suggested Activities/Resources
1 Visit sports centre or facility, collect timetables,
price tariffs and advertising.
Find range of activities available, are they coached
or not, cost, frequency, commitment required and
equipment required.
Work in groups to timetable an imaginary sports
centre.
Consider these points:
• areas available
• people to be catered for
• times of day suitable to what groups
• making it pay.
Make model or plans of own sports/leisure facility.
2 Influences on leisure choices.
2 Discuss leisure time spent with family/friends
• sports
• visits/outings
• organisations (Brownies etc)
• interest/hobby shared with family member
i.e. (chess, model making and baking).
3 on next page
Education Support Service 236
Theme: All About Me
Topic: Keeping Fit
Health And Leisure Choices
Unit:
Primary 6/7
Continued
Content
3 Leisure time involves both physical and mental
activities.
Suggested Activities/Resources
3 Visit library to fully research what leisure can be
(class visit/homework task)
Discuss range of activities available.
Are there any you were surprised by?
Remember safety aspects of hobbies.
‘Confidence to Learn’ — Health Promoting School —
Worksheet 5.
Education Support Service 237
Theme: Keeping Me Safe
Topic: Keeping Clean
Immune System/Hygiene
Unit:
Primary 6/7
Desirable Outcomes
To raise awareness of how infections enter the body and the purpose of the immune system.
To realise the importance of personal hygiene, especially at puberty.
Links
5-14 Health Education
5-14 Personal and Social Development
— Self Awareness and Self Esteem
5-14 Social Subjects
Working Together For A Healthier Scotland — Life Circumstances — Page 23
— Dental and Oral Health — Pages 11-12
Content
1 Infection/Personal Hygiene
• ways of transferring infection
• how to stop infection.
Suggested Activities/Resources
1 Discuss infections that children had and how their
bodies recovered (eg. rest and medicine)
How can we minimise the risk of infection?
Cartoon strips of sequence of an accident or poor
hygiene or airborne germs. How infection develops
and what we do to combat its effects.
Visit from Health Board personnel/school nurse to
talk to class and give information about personal
hygiene at puberty.
Reference:‘The Primary Schools Workbook’ —
Family Planning pages 69-70
2 Immune System on next page
Education Support Service 238
Theme: Keeping Me Safe
Topic: Keeping Clean
Immune System/Hygiene
Unit:
Primary 6/7
Continued
Content
2 Immune system
Suggested Activities/Resources
2 Talk about the fact that inside our bodies we have
a system which help us fight infection.
• body defences.
• Use Escape Aids 3 — ‘Immune System’
Set up drama activity where some children are
germs
red blood cells
white blood cells
dress in appropriately
coloured bibs or coloured
paper to show each group
Act out how germs enter blood stream and how
the immune system fights infection.
My Body — Heinemann —‘Staying Healthy/Getting
Ill’.
Education Support Service 239
Theme: Keeping Me Safe
Topic: Safe All Over
Preventing Road Accidents
Unit:
Primary 6/7
Desirable Outcomes
To raise awareness of communication for road users, the causes of accidents, and emergency procedures.
Links
5-14 Health Education
5-14 Expressive Arts
5-14 Technology
Glasgow Children’s Services Plan
— Drama
— Road Safety — Page 34
— Access to Outdoor Play and an Environment — Page 35
Working Together For Glasgow’s Health (1995) — Transport — Page 25
— Roads Department — Page 55
Content
1 Communication for road users
• road signs
• highway code
Suggested Activities/Resources
1 Children look at and discuss types of road signs
• information
• instructions
• warning
Design road signs to encourage safer movement
around school.
ie. slow signs in corridor refer to no entry on
door of cleaners cupboard ‘Highway Code for
slippery surface for stairs Young Road Users’
for ideas.
2, 3, and 4 on next page
Education Support Service 240
Theme: Keeping Me Safe
Topic: Safe All Over
Preventing Road Accidents
Unit:
Primary 6/7
Continued
Content
2 Accidents
• safe crossing strategies
• protected crossings
Suggested Activities/Resources
2 Discuss safe crossing strategies children know,
and revise Green Cross Code.
Research of local papers to find information on
road accidents and consider why accidents
happen in these areas (accident black spots).
Look at where protected crossings are situated
close to the school.
Carry out a traffic survey of a road locally with a
protected crossing and one that has no crossing.
• Is the one with a crossing busier?
• Has the one with a crossing had an accident?
• Is the crossing in the most appropriate place?
Discuss and write a letter to Strathclyde roads
explaining their findings.
3 Awareness that weather and light can affect
visibility.
3 Discuss visibility and what can make people more
visible
• lighter mornings
• clothing
• school bag
Children start a record of when it gets dark at
night and when it is light in mornings — January,
February, March (once or twice a month).
4 Procedures to use in the event of an accident.
4 Role play procedures to use in the event of an
accident
a Do not panic
b Call 999
c Give clear information.
Education Support Service 241
Theme: Keeping Me Safe
Topic: My Decisions
Influences And Choices
Unit:
Primary 6/7
Desirable Outcomes
To raise awareness of the influences of the media upon the individual in relation to health.
Links
5-14 Health Education
5-14 Personal and Social Development — Independence and Inter-dependence, Self Esteem and Self Awareness
5-14 Social Subjects
Content
Suggested Activities/Resources
1 Media influences on moral behaviour.
1 Discuss values/behaviour of programmes that the
children watch
e.g. ‘Eastenders’, ‘Byker Grove’ and what moral
messages these provide.
2 Media messages.
2 Give small groups of children a magazine advert
for discussion, to find what the message is and
who this advert is aimed at.
Feedback findings to class and discuss issues
arising.
3 on next page
Education Support Service 242
Theme: Keeping Me Safe
Topic: My Decisions
Influences And Choices
Unit:
Primary 6/7
Continued
Content
3 Media influences on health issues.
Suggested Activities/Resources
3 Talk about where they see advertising for alcohol/
cigarettes
e.g. football strips and motor racing.
Why do companies want their advert in a
particular place e.g. football strip, racing drivers
helmet?
Discuss if they can see a problem with sports
personalities or other role models smoking or
drinking.
Discuss with children Public Health adverts.
i.e. Do you take as much care about the inside of
your body as you do about the outside?
‘Skills for the Primary School Child’ — Part 3 World
of Drugs Card II
‘Skills for the Primary School Child’ — Part 2
Section 1.4 and 1.5
Education Support Service 243
Theme: Keeping Me Safe
Topic: Keeping Well
Global Health And Immunisation
Unit:
Primary 6/7
Desirable Outcomes
To be aware of the work of charities and the importance of immunisation.
Links
5-14 Health Education
5-15 Personal and Social Development — Independence and Inter-dependence
Content
1 Immunisation
Suggested Activities/Resources
1 Ask children to find out what they have been
immunised against.
Discuss what immunisation is and why it is so
important.
Visit local health centre or health visitor come in
to school to find out more about injections given
to babies, old people, people at risk from
meningitis, etc.
Collect leaflets for discussion later in class.
2 on next page
Education Support Service 244
Theme: Keeping Me Safe
Topic: Keeping Well
Global Health And Immunisation
Unit:
Primary 6/7
Continued
Content
2 Global Health – work and effect of charities
involved in Global Health.
Suggested Activities/Resources
2 Global Health –
Write to charities to find out about their
immunisation and health/or environmental
programmes.
Decide on a health/environmental charity that the
children would like to help and find out what they
can do eg collect old spectacles, collect stamps,
etc.
Interview local charity shop workers about the
work they do.
How do you get stock?
Where does the money go?
How much of the money goes to help the charity
with its work?
Education Support Service 245
Theme: My Relationships
Topic: Me
Hopes And Fears/Taking Responsibility
Unit:
Primary 6/7
Desirable Outcomes
The children should be equipped with practical ways to make their hopes become realities, make responsible
decisions and try to alleviate fears.
Links
5-14 Health Education
5-14 Personal and Social Development — Self Awareness, Self Esteem
5-14 Expressive Arts — Drama
5-14 Religious and Moral Education — Relationships and Moral Values
Working Together for Glasgow’s Health (1995) — Need for a ‘Healthy Community’ — Page 27-28
Content
1 Hopes and fears for the session.
Suggested Activities/Resources
1 Discuss hopes and fears, for short and long term,
the children have.
Children write a hope/goal/aspiration for
2 weeks time
2 months time
By end of term
Seal these ‘goal sheets’ in an envelope and return
them to the children at the end of the session (or
an appropriate length of time) for the children to
assess/evaluate personally what they have achieved.
2 & 3 on next page
Education Support Service 246
Theme: My Relationships
Topic: Me
Hopes And Fears/Taking Responsibility
Unit:
Primary 6/7
Continued
Content
2 Taking responsibility — own decisions
— carers
— jobs in school.
Suggested Activities/Resources
2 Arrange ‘Fable Vision’ theatre company to
perform ‘I Don’t want to be like that’ in school.
View relevant parts of ‘I don’t want to be like that’
video.
or
Children attend workshop activities to work on
decision making.
or
Carry out follow-up activities from pack on
decision making.
Use ‘Drugwise Too’ pack for drug awareness and
strategies for making good decisions about drug
taking.
To encourage taking responsibilities give children
jobs that can benefit other children, themselves,
the school
e.g. monitors, selling tuck, buddies, shared
reading, etc.
Discuss with the class the fact that some children
are carers for a member of their family. Talk about
the extra responsibilities when helping care for an
adult and also the responsibility of the child to
make sure they are healthy and have time for
themselves and ask for help if required.
‘Skills for the Primary School Child’ — Section 5.
3 Awareness of need for rules, for example the laws
regulating alcohol.
3 From their experience of their job in school ask the
children what rules they need and why rules are
important.
Discuss in groups and feedback as a class.
Reference — ‘Exploring Alcohol’ — GGHB/GEAAP —
Section 7: Alcohol and the Law — debate.
Education Support Service 247
Theme: My Relationships
Topic: My Family
My Role In The Family/Conflicts
Unit:
Primary 6/7
Desirable Outcomes
To realise the role within the family in particular in conflict situations and looking at strategies to cope.
Links
5-14 Health Education
5-14 Expressive Arts — Drama
5-14 Personal and Social Development — Inter-Personal Relationships
Working Together for Glasgow’s Health (1995) — Need for a ‘Healthy Community’ — Page 27-28
Content
Suggested Activities/Resources
1 My Role in the Family.
1 Children draw a family ‘wheel’ with themselves at
centre, people who live with them in next ring and
extended family further out.
Colour code family members in wheel to show
which members you see
a every day
b every week
c less often
Personal writing exercise about a time when you
helped a family member.
2 Minimising Family Conflict:
2 Drama — teacher makes ‘situation cards’ which
stimulate short drama exercises or discussions in
pairs with situations like — brother/sister fighting
over TV programme, parents arguing over day
trip, parent not wishing child to stay at friend’s
house.
Extend into writing exercise either as script or pros
and cons of each argument.
Choose 2 or 3 of the best arguments/situations
and get them to replay the major points.
Stop at a suitable point and invite suggestions
from the class for resolution.
Introduce the concept of compromise. How would
this work in these situations?
• Reasons for possible conflicts
• Strategies for coping in different situations.
Education Support Service 248
Theme: My Relationships
Topic: My Friends
Being An Individual/New Friends
Unit:
Primary 6/7
Desirable Outcomes
To consider the qualities of a friend and realise that everyone has the right to have their own opinions, beliefs
and feelings and we should respect this right.
Links
5-14 Health Education
5-14 Language
5-14 Personal and Social
— Writing
— Self Awareness, Self Esteem, Inter-Personal Relationships,
Independence and Inter-dependence
5-14 Religious and Moral Education
— Relationships and Moral Values and Personal Search
Working Together for Glasgow’s Health (1995) — Need for a ‘Healthy Community’ — Pages 27-28
Content
1 Maintaining individuality within a friendship.
Suggested Activities/Resources
1 Role play situations where it is important to be
able to believe ‘I am me’ and not join in every
activity/situation just because a friend does.
Discuss why it is important to maintain
individuality
e.g. drugs, alcohol, smoking, staying safe, how you
behave, etc.
Also why is it important to enjoy different activities
from those your friend enjoys- try new sports,
hobbies, etc.
Watch ‘I don’t want to be like that’ — discuss why
it is important to have your own likes, talents, etc.
2 Building on Friendship.
2 Children discuss why they need a good friend and
how they depend on each other.
Children create a friendship gift for their friend.
• friendship bracelet
• acrostic poem of friends name
• thank you card
• friendship certificate
• badges
3 on next page
Education Support Service 249
Theme: My Relationships
Topic: My Friends
Being An Individual/New Friends
Unit:
Primary 6/7
Continued
Content
3 Parting with Old Friends/Meeting New Friends
Suggested Activities/Resources
3 Discuss feelings around meeting new friends and
parting with old friends.
Children given small jotter ( 1/2 jotter) for
autographs and messages from each other. P7
children may be allowed to visit other teachers for
their autograph and a good bye message.
‘Skills for Primary School Child’ — Section 2 — One
of Many
2.2 What is a Friend
2.3 Getting on with Others
5.5 Facing Challenges
Family Planning Association — Relationships
P89-100
‘Confidence to Learn’ — Feeling Good to Learn —
Worksheet 4.
Education Support Service 250
Theme: My Relationships
Topic: My Community
Changes In My Community
Unit:
Primary 6/7
Desirable Outcomes
The children have built up many good relationships in their environment and are respectful of others therefore
they should be able to move to a new class or secondary school with a positive outlook.
Links
5-14 Health Education
5-14 Personal and Social Development
— Inter-Personal Relationships, Independence and Interdependence, Self Awareness and Self Esteem
5-14 Religious and Moral Education
— Relationships and Moral Values
Working Together for Glasgow’s Health (1995) — Need for a ‘Healthy Community’ — Pages 27-28
Content
1 Respect for the local environment
• leisure facilities
• school
• housing
• shops.
Suggested Activities/Resources
1 Walk through local community to find out whether
local people respect the facilities and appearance
of their environment.
Map areas around that are particularly neglected
or abused.
Map areas that are particularly well maintained.
Draw conclusions on what makes an area well
looked after or neglected.
Children think and list ways of upgrading the
vandalised/abused areas.
Decide on a project children will take on to benefit
the local environment
• The Rose Bowl
• Writing to Councillor for suggestions
• Collect litter with pick-up grabs
• Art project for a badly vandalised wall
• Bins/Posters at littered areas
• Gardening
2 on next page
Education Support Service 251
Theme: My Relationships
Topic: My Community
Changes In My Community
Unit:
Primary 6/7
Continued
Content
2 Coping with new faces and new places.
Suggested Activities/Resources
2 Discuss the changes that the children are
expecting in the near future. Talk about hopes and
fears that they have.
Find strategies for demonstrating their sense of
responsibility to others
• being on time
• having correct equipment
• remembering manners
• knowing where you are supposed to be
(timetable)
• be organised for meals before & during school
Discuss feelings about meeting new people
• how do you feel (nervous, anxious)
• they will feel the same
Role-play meeting someone new.
What sort of things can you talk to someone new
about?
Their school/teacher
Family at school (older brothers/sisters)
Hobbies
Sports
TV Programmes
Films on at cinema
Show interest in the other people and make them
relax with you and you will relax also. Remember
manners and consideration whether it is a new
pupil or teacher you are talking to in school.
Education Support Service 252
Secondary
Health Curriculum Materials
Introduction to Secondary Materials
‘Glasgow's Health’ secondary health education teaching materials follow on from the corresponding
primary materials to complete a progressive health education programme for all stages of the curriculum.
Consistency is achieved by further developing the themes ‘All About Me’, Keeping Me Safe’ and ‘My
Relationships’ which run throughout the programme. These themes relate respectively to physical, social
and emotional health. Previous knowledge and understanding is built on to enable pupils to develop
further knowledge, attitudes and skills associated with health education. In this way the programme is
consistent with the ‘spiral curriculum’ model.
Education Support Service 254
Introduction to Secondary Materials
Health education in Glasgow secondary schools acknowledges its link with Personal and Social
Development and is usually taught along with the Personal and Social Education curriculum. The
‘Glasgow's Health’ secondary materials take account of the fact that teachers who deliver health
education are often subject specialists in other areas, and, that secondary timetable structures dictate
that the health education curriculum will be delivered within a well-defined but restricted time frame. All of
the units of work are designed to fit into the standard 50 minute period frame, although some may require
more than one period to cover content adequately. Some lessons may be taught in other subject areas and
such links are included in unit sheets. It is not envisaged that the health education programme for any one
year would extend beyond 18-20 periods, giving time for other aspects of PSE to be covered. As far as
possible, secondary materials have been designed to be used with readily available resources or without
the need for additional resources, depending on the lesson. Individual sheets feature suggested resources,
and a resource list is supplied with this pack.
Although the materials have been designed for ease of use by teachers across secondary schools it is
important that teachers should be aware that adequate preparation for each lesson is vital to ensure
quality of teaching and learning in order that the knowledge, skills, attitudes and values are gained by
pupils taking part. The need for effective teaching and learning in health education is important as it will
have a bearing on pupils' health, development and well-being. In order to engage pupils in the learning
process it is important that pupils are fully involved. Interactive teaching methods provide the vehicle for
this, employing techniques of discussion and debate, group work, analysis of surveys and data,
examination of case studies, brainstorming and use of ICT. Such methodologies allow pupils to gain
information in a way that allows them to form their own view in an environment which also facilitates
influence by adults and peers alike. Suggestions as to grouping and type of activity are referred to in the
materials. Teachers are free to use alternative methods and resources if these are felt to be more effective,
or more suited to the needs of the class. The materials are flexible enough to accommodate this.
Education Support Service 255
Introduction to Secondary Materials
The planning grid and the order units of work are presented in suggests a particular teaching sequence.
Where teachers feel this sequence should be altered they should feel free to do so, but there may be a
need to revise appropriate prior learning in order that displaced lessons are fully understood by pupils.
This especially applies to units of work covered within other curricular areas. It is important to bear in mind
that the health emphasis and focus of all units of work should be maintained in order that the health
information and messages are clear to pupils involved.
The programme can be enhance further by use of resources from the local health board and schools are
encouraged to make full use of this facility. Employing the services of speakers from external agencies can
serve to enhance the health education programme by providing a level of experience in particular areas of
health that teachers would not normally be able to provide. It is important to note that speakers should
always function to enhance the ongoing programme, with preparation beforehand and follow-up
afterwards by the teacher so that the contribution of the speaker can be seen in the context of the
programme. Speakers isolated from the programme are not viewed as relevant or effective by pupils.
It is acknowledged that there are areas of health education that teachers may feel less confident in and
would require support for, possibly through in-service. Staff development courses on various aspects of
health education are readily available and staff should be encouraged to attend them in order that they
might gain the expertise and confidence to allow them to deliver a more effective provision.
Links to national and local initiatives have also been included to allow the programme to show how it is
related to them and to give an indication of the thinking behind a significant part of the programme.
Health education should be seen as an important component in the drive to improve health generally and
be an integral part of health promotion and the establishment of a ‘pro-health’ culture in society. Health
education in secondary schools is especially important because the health messages learned will be taken
from school and inform the lives of pupils as they become adults in the community. ‘Glasgow's Health’
provides a sound base for this to be achieved.
Education Support Service 256
Secondary Development Team
Ann Floyd
Assistant Head Teacher
Saint Margaret Mary’s Secondary School, Glasgow
Secondary Consultant
Alistair Ramsay
Adviser in Health Education
Glasgow City Council, Education Support Service (till December 1998)
Tony Waclawski
Development Officer in Health Education
Glasgow City Council, Education Support Service (from March 1999)
Education Support Service 257
Secondary Resources
Health Education in Scottish Schools
HMI 1993 — SEED
Sexual Health Curriculum
GGHB Health Promotion Youth Team
Drug Education Curriculum
GGHB Health Promotion Youth Team
Drugwise Too and Drugwise Drug Free
SCCC
More Than A Game
GGHB Health Promotion Youth Team
World of Drugs
TACADE
Skills for Life
TACADE
World of Alcohol
TACADE.
Education Support Service 258
Secondary Resources
Keeping Safe and Keeping Healthy Road Education
Scottish Road Safety Campaign.
Castlemilk—on the up and up
HEBS
How Sex Works
Family Planning Association.
‘Smoke Free’—Policies for Educational Settings
Glasgow 2000.
Emergency Contraception Pack
HEBS
Skills in Home Economics—Food
Jenny Ridwell and Louise Davies, Heinemann
Health—related leaflets and posters
GGHB Resources Library (or local health board if outwith Greater Glasgow Health Board area)
Balance of Good Health
HEBS
Hassle Free Exercise
HEBS
All in the Same Boat
GGHB
Education Support Service 259
S6
S5
S4
S3
S2
S1
Planning
Cosmetic
The Future
Surgery
Body Art And
STI’s
Planning For
Strengths
For
Dealing with
Sexual Health
(Future)
Lifestyle
Health
(Now)
Investigating
on Sexual
Healthy
Information
Lifestyle
Transitions
Healthy
Health
Mental
Reproduction
and Puberty
Personal
Health
Future
Fit For The
Activities
Leisure
Relaxation
Budget
Eating On A
Choices
And Food
Adult Life
Pursuits In
Leisure
Adult Life
Independance Fitness In
And Health
Food Choices
Food Choices
Health
Food and
Fitness
Healthier Diet Exercise and
General
Driving
Responsible
Road Users
Alcohol Use
Illicit Drugs 1
Risk Taking
System
The Immune
Home
HIV/AIDS And Safety In The
The Media
Influences Of
Body Image
Illicit Drugs 2
Oral Health
Hygiene
Safe all over
Keeping well
Me
Lifestyle
of a Healthy
First Aid
Media
Pregnancy
Effects Of The Dealing With
Adulthood
Into
Transition
Management
Assertiveness Stress
Issues
Bereavement
Precautions
Taking
Citizenship
Law
Me And The
Positive Effects My Rights
Sexual Health Well People
Tobacco
Alcohol and
Profile
Parenthood
Men’s Health
Women’s And
Parenting
Family Life
Conflict in
Family
Roles in the
Families
About
My family
Community
Friendship
Agencies
Help
Values
Relationships
Long Term
Relationships
in
Communication
Friendships
in
Society
Multi-Racial
Our
Men’s Rights
Women’s and
Youth Rights
for others
Consideration
Opportunities
Responsibility Equal
My
Groups in
My community
New
Beginning
My friends
Theme - My relationships
Emotional Health
Peer Pressure Rest and Sleep Personal
My decisions
Keeping clean
Keeping fit
Myself
My food
Theme - Keeping me safe
Theme - all about me
My Body
Social Health
Physical Health
Secondary Stages
Education Support Service 260
S6
S5
S4
S3
S2
S1
Personal
Activities
HIV/AIDS And
The Immune
System
Pursuits In
Adult Life
Illicit Drugs 2
Leisure
Adult Life
Fitness In
Future
Lifestyle
(Future)
Fit For The
Healthy
(Now)
Leisure
Healthy
Lifestyle
Health
Mental
Health
Driving
Responsible
Alcohol Use
Illicit Drugs 1
Risk Taking
Safe all over
Adulthood
Into
Transition
Assertiveness
Tobacco
Alcohol and
Peer Pressure
My decisions
Keeping clean
Keeping fit
Myself
My food
Theme - Keeping me safe
Theme - all about me
My Body
Social Health
Physical Health
First Aid
Well People
Agencies
Help
Values
in
Responsibility
My friends
Friendships
Parenthood
My family
Lifestyle
Profile
Personal
Me
of a Healthy
Positive Effects
Keeping well
Theme - My relationships
Emotional Health
My community
Secondary Stages
Drug Education Audit
Education Support Service 261
S6
S5
S4
S3
S2
S1
STI’s
Dealing with
Sexual Health
(Future)
Lifestyle
Health
(Now)
Investigating
on Sexual
Healthy
Information
Lifestyle
Transitions
Healthy
Health
Mental
Reproduction
and Puberty
Personal
Health
General
System
Pregnancy
Media
Lifestyle
of a Healthy
Positive Effects
The Immune
Adulthood
Into
Transition
Assertiveness
Issues
Sexual Health
Peer Pressure
Keeping well
Effects Of The Dealing With
Risk Taking
My decisions
HIV/AIDS And
Body Image
Hygiene
Safe all over
Keeping clean
Keeping fit
Myself
My food
Theme - Keeping me safe
Theme - all about me
My Body
Social Health
Physical Health
Precautions
Taking
Me
Parenthood
Parenting
Family Life
Conflict in
Family
Roles in the
Families
About
My family
My community
Agencies
Help
Values
Relationships
Long Term
Relationships
in
Communication
Friendships
in
Men’s Rights
Women’s and
Opportunities
Responsibility Equal
Friendship
New
Beginning
My friends
Theme - My relationships
Emotional Health
Secondary Stages
Sexual Health Education Audit
Education Support Service 262
S6
S5
S4
Lifestyle
Influences Of
Home
The Future
Driving
Responsible
Safety In The
The Media
Planning For
(Future)
Transition
Media
Effects Of The
Adulthood
Into
Bereavement
Citizenship
Women’s And
Men’s Health
Friendships
in
Society
Multi-Racial
Our
Men’s Rights
Women’s and
Youth Rights
Opportunities
for others
Community
Friendship
Consideration
My
Responsibility Equal
Groups in
Beginning
My community
New
My friends
Me And The
Road Users
My family
Law
Me
S3
Keeping well
My Rights
Healthy
My decisions
Theme - My relationships
Emotional Health
S2
S1
Safe all over
Keeping clean
Keeping fit
Myself
My food
Theme - Keeping me safe
Theme - all about me
My Body
Social Health
Physical Health
Secondary Stages
Citizenship Audit
Education Support Service 263
Theme:
Topic:
Unit:
All about me
Myself
Personal Health
Secondary 1
Desirable Outcomes
Pupils will learn about the main aspects of Health — Physical Health, Social Health and Emotional Health
Links
5-14 Health Education
Glasgow Children's Services Plan (Page 67)
The Oral Health Strategy for Scotland: Scottish Office
Eating for Health - A Diet Action Plan for Scotland: Scottish Office
Creating Tomorrow's Glasgow — Glasgow Alliance Strategy
Content
Suggested Activities/Resources
Explore what is health.
Brainstorm ‘What is Health?’
Physical Health
Not merely an absence from illness.
Fitness/Healthy Body/Appropriate weight for height/
Healthy Skin/Healthy Hair.
Social Health
The ability to relate to people/Interaction/Meaningful
relationships.
Pupils could write down all of the characteristics which
they believe to be important for physical health.
Teacher could encourage children to visualise a very
healthy looking person. (Not necessarily a 'good
looking' person).
Class discussion about the importance of good friends.
The difference between a friend and a good friend.
Why some people prefer their own company.
Discussion about environmental issues which impact
on health.
Mental/Emotional Health
Ability to cope/Contentedness/Self esteem/In touch
with emotions/Ability to make decisions/The impact of
religious beliefs.
Pupils could list a range of charecteristics which they
feel are important for emotional well-being.
Discussion around how these impact on a person's
health.
Discussion — ‘Are you healthy or not?’
Education Support Service 265
Theme:
Topic:
Unit:
All About Me
My Body
Reproduction And Puberty
Secondary 1
Desirable Outcomes
Pupils should be able to identify parts of the human reproductive systems.
Pupils should know the facts of human reproduction
Links
Health Behaviours of Scottish School children
Science Curriculum
Religious Education Curriculum
Personal Relationships and Developing Sexuality — University of Strathclyde, Faculty of Education
Content
Suggested Activities/Resources
Clearly presented diagrams of the Sex Organs
and Reproductive System, with relative sizes,
positions and orientations of organs.
Reference: The Ultimate Human Body CD ROM.
Sexual Health Matters for Young Men and
Women (HEBS).
The Condom Guide (HEBS).
Clarify misconceptions about sexual body parts
Size related to function of a penis
Sensitive area of women's genitals on clitoris not
vagina.
Reference: Sexual Health Curriculum — Vegetable
Game, GGHB Health Promotion Youth
Team.
Reproductive Process
Reproductive sexual organs//Ovulation /Sperm
Production/Intercourse
Conception/Gestation/Birth/Parental Care/
Contraception.
Sex Education Footpack — FPA
How Sex Works — FPA
A Clear Comprehensive Guide To Growing up
Physically, Emotionally and Sexually.
Physical Changes at puberty
Increased growth rate, Development of sex organs,
Growth of body hair, Change in body shape, Girls
begin to menstruate, Boys- Deeper voices/wet dreams/
erections.
Some people grow at different rates to others. Early/
late developers — all normal.
Group discussion on different growth rates amongst
teenagers and how all of these are 'normal'. Pupils
could talk about physical characteristics which they
notice amongst older teenagers.
Discussion could focus on how teenage highs and lows
eventually settle in adulthood.
Education Support Service 266
Theme:
Topic:
Unit:
All About Me
My Food
Healthier Diet
Secondary 1
Desirable Outcomes
Pupils should know the 9 targets recommended for a healthier diet.
Pupils should be aware of the different food groups and their contribution to health.
Links
Home Economics Curriculum
Eating for Health — A Diet Action Plan for Scotland (Page 40): Scottish Office.
5-14 Health Education
5-14 Technology
Content
Suggested Activities/Resources
Lesson 1
The relationship between food, health and growth.
(The body needs the nutrients in food to grow/to be
protected form illness/to have energy. Nutrients as
such are not mentioned until later).
The diet should be built up from a balance of different
foods and food groups.
Pupils could discuss types of food eaten at different
stages of life (e.g. babies live on milk for 4 months —
formula or breast milk — advantages in latter).
Reference: Nutrition books from Home Economics
Department.
‘Balance of Good Health’ gives 5
categories of food — HEBS.
Lesson 2
The 9 Dietary Targets
(Scottish OfficeTargets for 2005)
Eat more fruit and vegetables
Eat more bread (especially wholemeal)
Eat more breakfast cereals
Eat less fat especially saturated fat
Eat less salt
Eat less sugar
Increase numbers of mothers who breastfeed
Eat more starchy foods
Eat more fish.
Pupils should make up a diet plan for 3 days making
sure that all food types in the targets are featured
while showing a good variety of foods in the diet.
Education Support Service 267
Theme:
Topic:
Unit:
All About Me
Keeping Fit
Exercise And Fitness
Secondary 1
Desirable Outcomes
Pupils will understand the meaning of fitness and know how they can become fitter.
Links
Creating Tomorrow's Glasgow — Glasgow Alliance Strategy
Glasgow Healthy City Partnership priority
Working Together For A Healthier Scotland
Physical Education Curriculum
5-14 Expressive Arts
Content
What is fitness?
Improved aerobic endurance/Health/Self confidence/
Enjoyment.
Benefits of Exercise
Appearance/Weight Control/Enjoyment/Self
Confidence/Making Friends/Relaxation/Co operation/
Strengthens the heart/Increase in oxygen to brain helps concentration.
Effects of exercise on the body - Explain F.I.T.A.
Lungs/Heart/Circulation/Muscles/Bones/Joints.
Reduced risk of Obesity/Heart Disease/Arthritis/
Osteoporosis.
Suggested Activities/Resources
Pupils could write down what happens during exercise
(sweat, etc.) Teacher could demonstrate how to take a
pulse.
Pupils could profile a 'Sports Personality'
by listing all their physical attributes and their exercise
routine.
Pupils could write all their favourite exercises and what
their benefits are.
FITA
— basis for fitness
Frequency — Need to exercise 4 times/week
Intensity — To push up heart rate
Time
— 20 minutes minimum
Activity — e.g. jogging/walking etc.
Pupils' fitness could be tested by taking the pulse rate
could be taken before and after exercise at P.E. time
and repeating for several weeks — is there any
improvment? Possible use of ‘Thistle Award’ scheme.
Education Support Service 268
Theme:
Topic:
Unit:
Keeping Me Safe
Keeping Clean
General Hygiene
Secondary 1
Desirable Outcomes
Pupils should be able to list the factors which are important to hygiene.
Links
Home Economics Curriculum
5-14 Health Education
Working Together For A Healthier Scotland
Content
Suggested Activities/Resources
General Hygiene
Factors affecting good hygiene
•Wash hands after visiting toilet
• Cover cuts with clean bandage
• Use handkerchief when sneezing
• Wash hands when preparing food
• Tie hair back when preparing food.
Pupils could make posters for food areas in school with
some of the information from the list of factors
affecting good hygiene.
Pupils could draw up a list of ‘Rules For Good Hygiene
in a Food Area’.
Puberty
Changes to Our Bodies
• physical changes
• emotional changes
• importance of hygiene.
Personal Hygiene
Wash all over every day
Brush your teeth twice a day
Visit the dentist regularly
Wash hair regularly
Change underwear daily
Brush or comb hair
Use anti-perspirant/deodorant daily.
Issues require to be dealt with sensitively.
Reference: ‘Puberty and the Body’, Sexual Health
Curriculum, GGHB.
Pupils could work in small groups to discuss issues
relating to personal
hygiene. This could be based on
commercial products which are
advertised to improve personal hygiene.
Discussion could focus on use, cost and
value for money of these products.
Reference: What Happens at Puberty? HEBS.
Looking Good, Feeling Good HEBS.
Education Support Service 269
Theme:
Topic:
Unit:
Keeping Me Safe
Safe All Over
Risk Taking
Secondary 1
Desirable Outcomes
Pupils will be able to list many of the risks open to them and how danger could be avoided.
Links
Health Behaviours of Scottish Schoolchildren
Glasgow Children's Services Plan (Page 113)
Working Together For Glasgow's Health
Content
Suggested Activities/Resources
Why Take Risks
Risks are part of growing and developing. Positive risktaking, e.g. skiing, mountain-biking.
Negative risk-taking, e.g. running across roads in front
of traffic.
Types of risks teenagers take in relation to…
Drugs/Alcohol/Personal Safety/Gambling/Sex/
Smoking/Friends/School.
Some risks are more difficult than others.
The pros and cons of risk-taking. What information is
needed to make decisions? At what stage of decisionmaking do you feel comfortable to go take action?
Other factors: peer pressure/to fit in with the crowd/
low self esteem/fear of ridicule or bullying.
The up-side of taking risks.
Achievement, fulfilment, increased self esteem,
develop new skills.
The down-side of taking risks.
Accidents/First Aid/Fatalities/Panic/Abuse/Addiction.
Class could work in groups to suggest several types of
risks young people might take. The headings suggested
might be used as a guide.
Reference: Various activities from ‘More Than a
Game’ pack — GGHB Health Promotion
Youth Team.
Role Play
1 Two pupils discuss whether or not to join another
two in going to buy alcopops before a party.
2 Ecstasy is readily available in the local area. Three
teenagers discuss whether to buy some. One of
them has already tried it.
Teacher led discussion focussing on the fact that many
risks carry a penalty and many young people are often
unaware of the dangers.
Pupils may refer to instances which they know of.
Education Support Service 270
Theme:
Topic:
Unit:
Keeping Me Safe
My Decisions
Peer Pressure
Secondary 1
Desirable Outcomes
Pupils should be aware of who their peers are, and the kinds of peer pressure they may be open to.
Links
Working Together For A Healthier Scotland.
Working Together For Glasgow's Health (Page 27)
Content
Peer Groups
People of the same age are peers/not always friends/
not necessarily known to you. Young people want to fit
in. Friends can have positive influences, giving
encouragement and support.
Peer Pressure
To conform to group rules — Bullying/ Drinking/
Smoking/Gambling/Taking Risks/Truanting/Taking
Drugs — not always explicit, can be a desire to fit in.
Resisting Negative Peer Pressure
Building Self Esteem — Standing up for oneself, being
an individual.
Strategies for resisting peer pressure:
Assertiveness — being able to say no without being
offensive.
Good communication skills — Using the correct
language/listening skills.
Suggested Activities/Resources
Pupils could write down three groups of peers,
1 those with whom they are friends
2 those whom they know slightly
3 all others in the same age groups.
Pupils could then discuss (in pairs) what kind of peer
pressure teenagers are put under from the three
different groups.
Reference: ‘The World Of Drugs’ — TACADE
‘Drugwise Too’
‘Skills For Life’ — TACADE — Unit PD3 —
Making Sense
Pupils could practise self esteem building by writing
positive ‘I’ statements…
e.g ‘I am good at…’
Pupils could work on scripts which might help young
people to resist unwanted pressure.
Not all young people are put under peer pressure at all
times, often they seek out people who are like
themselves in groups.
Education Support Service 271
Theme:
Topic:
Unit:
Keeping Me Safe
Keeping Well
Rest And Sleep
Secondary 1
Desirable Outcomes
Pupils should be able to list all the reasons for needing rest and sleep.
Links
Working Together For Glasgow's Health
Glasgow Alliance Strategy — Creating Tomorrow's Glasgow
Content
Suggested Activities/Resources
The difference between rest and sleep
Rest
Mental break/Release from
normal events/Winding down/Types of rest/relaxation
— Reading/Having a bath/Watching TV…
Sleep
Needed for growth and body repair
People need different amounts, young people need
more to grow.
Helps brain to function properly.
Types of sleep — Deep sleep/light sleep/Rapid Eye
Movement (When dreaming)/Both types needed for
health.
Pupils could practice some simple relaxation techniques,
• Tense and subsequently relax individual parts of the
body from the head down.
• Practise breathing in fully and slowly exhaling to
release all carbon dioxide.
(There are many others which could be used)
Pupils could write a page entitled
‘How much sleep I need’
These could then be used as the basis for class
discussion. Teacher could highlight reasons for people
needing different amounts of sleep — and refer to how
pupils feel when they have not had enough sleep, e.g.
when going on holiday.
Education Support Service 272
Theme:
Topic:
Unit:
My Relationships
Me
Personal Profile
Secondary 1
Desirable Outcomes
Pupils will have an increased awareness of themselves and of their self-esteem.
Links
Equal Opportunities Policy Principles and Practice — Glasgow City Council
Content
Suggested Activities/Resources
Personal Achievement, Skills, Strengths, Weaknesses
and Worries.
Pupils complete a ‘Boaster Poster’ of strengths, skills
and achievements.
Pupils could write down some of their worries,
weaknesses and concerns for their own personal
reference. Pupils could refer to their ‘Progress File’ for
achievements.
Goal Setting, Action Planning.
Pupils to set health goals for their First Year in
Secondary for diet, exercise, relaxation, smoking,
alcohol, drugs, teeth, hygiene, road safety.
Self Image — Giving and receiving compliments.
Friendship Groups — Pupils could try to compliment
each other and practise taking and giving compliments in
a mature adult manner. (Teacher direction needed).
Communicating feelings and emotions.
Identify and name all types of emotions.
Identify own emotions.
Pupils should consider —
things that make them happy/sad, things that make
them feel good about themselves/bad about
themselves, how others make them feel in different
situations, how they let others know how they are
feeling, ownership of own behaviour rather than
blaming others.
Education Support Service 273
Theme:
Topic:
Unit:
My Relationships
My Family
About Families
Secondary 1
Desirable Outcomes
Pupils will appreciate that there are different types of families, each providing different support systems.
Links
Working Together For Glasgow's Health (Page 27)
Glasgow Healthy City Partnership priority
Content
Suggested Activities/Resources
Types of families
Nuclear/Single Parent/Extended/Single Child/Siblings/
Fostering/Adoption/Community families/Travelling
Families.
Pupils could draw out their own family tree or one of a
family known to them, e.g. a family from a TV soap
drama.
Support provided by families
Physical — Home/Warmth/Clothing
Emotional — Someone to care and listen
Social
— Friendship/Support/Fun
Pupils could write 5 things they like about their family
and 5 things they would like to change about their
family.
This could be the focus for discussion — the advantages
and disadvantages of different types of families.
Education Support Service 274
Theme:
Topic:
Unit:
My Relationships
My Friends
Beginning New Friendships
Secondary 1
Desirable Outcomes
Pupils will think about new friendships and their value.
Links
‘Creating Tomorrow's Glasgow’, Glasgow Alliance Strategy.
Working Together For Glasgow's Health (Page 27)
Content
Suggested Activities/Resources
Support and Value of friendships
Emotional support/Comfort when in need
Someone who cares/Someone to listen/Someone to
talk to…
Making, Maintaining and Ending friendships
Pupils could work in groups to answer some of the
following…
What new friendships have you developed since
coming to High School?
How many friends are you ‘close’ to?
What do you think that being a ‘close’ friend really
means?
How do people make new friends?
How do you make new friends?
What things can a person do to keep friends?
What can a person do to destroy a friendship?
(e.g. exert peer group pressure).
Feelings/Support
A broken friendship is difficult to come to terms with.
Who can help? Discuss.
A True Friend
Pupils draw up an advertisement for a ‘true friend’,
including qualities required.
What is a true friend?
What is the difference between a friend and an
acquaintance?
What qualities does a true friend have?
Education Support Service 275
Theme:
Topic:
Unit:
My Relationships
My Community
Groups In My Community
Secondary 1
Desirable Outcomes
Pupils will discuss issues about themselves in relation to their communities.
Links
5-14 Environmental Studies — Technology
Working Together For Glasgow's Health (Page 61)
Content
Suggested Activities/Resources
Community Groups
Cubs and scouts
Youth Clubs
Guides/Brownies
Church Groups
Pupils could write about the aims and services
provided by community groups. The advantages and
disadvantages of belonging to such groups, and the
benefit to the rest of the community of belonging to
these groups.
Voluntary Organisations
Oxfam/Children in Need/Barnardos/Childline
Pupils could discuss the value of charity organisations
and ways to support them.
Groups to provide care in the community
Social Workers
Community Police
Psychological Services
Children's Homes
Pupils could discuss in groups which facilities they take
part in as young people and how there are some areas
which have few worthwhile facilities for young people.
Pupils could write about their ideal town — what kinds
of community activities would they like to have?
These could form the basis for letters to pupils local
councillors requesting improved facilities.
Education Support Service 276
Theme:
Topic:
Unit:
All About Me
Myself
Mental Health
Secondary 2
Desirable Outcomes
Pupils will be aware of the concept of mental health.
Pupils will discuss the relationship between mental health and self esteem.
Links
The Glasgow Children's Services Plan (Pages 67-80)
Equal Opportunities Policy and Principles and Practice — Glasgow City Council
Creating Tomorrow's Glasgow — Glasgow Alliance Strategy
Mental Health and Illness in Greater Glasgow — GGHB
Content
Suggested Activities/Resources
What is Mental Health?
• A capacity to enter into and sustain mutually
satisfying personal relationships.
• Continuing progression of psychological
development.
• An ability to play and learn so that attainments are
appropriate for age and intellectual level.
• A moral sense of right and wrong.
• The degree of psychological distress and
maladaptive behaviour being within normal limits
for child's age and context.
Pupils could discuss the meaning of mental health by
discussing a what makes us physically healthy, and, b
what makes us mentally and emotionally healthy. A lot
of teacher help required.
What causes unhappiness amongst young
people?
Pupils could share experiences and explore feelings
about these and other relevant areas.
Private work or small group work would be more
conducive to honesty and frankness.
• Coping with changes
• Low self esteem
• Peer group pressure
• Stress (from parents/friends/school…).
Suggested Pupil Task:
Use the following terms to write a few sentences about
‘Mental Health’.
(Having friends/Being content/Ability to play/Knowing
right from wrong).
Pupils should be encouraged to use good Listening
skills in engaging with peers. These could be practiced
beforehand
For example — Eye contact/nodding head/agreeable
sounds/not interrupting/asking appropriate
questions/looking interested.
Education Support Service 278
Theme:
Topic:
Unit:
All About Me
My Body
Transitions
Secondary 2
Desirable Outcomes
Pupils will be aware of changes which may occur when moving from childhood to being a teenager.
Links
Primary Secondary Liaison Programme
Towards a Healthier Scotland — White Paper on Health, Scottish Office
Content
Suggested Activities/Resources
Acceptance that everyone is unique.
• physical differences, e.g. height, weight, skin and
hair colour.
• emotional differences, e.g. confident, shy,
inadequate.
Pupils could discuss the range of factors which make
people different and unique.
Ask the pupils to consider the changes they have gone
through recently. What is different about these
changes in different people?
In small groups pupils can discuss, ‘It's O.K. to be
different’.
Puberty is difficult
Reference ‘Everyone's Different’ — Sexual Health
Curriculum, GGHB, Health Promotion Youth Team.
Different rates of development.
Stigma
Empathy
Ask pupils to reflect on - Names/Labels they have
heard/used about themselves and others. How did
they feel about it?
Increased Self Esteem
Individually, pupils list 10 things they like about the
changes experienced during puberty.
Education Support Service 279
Theme:
Topic:
Unit:
All About Me
My Food
Food And Health
Secondary 2
Desirable Outcomes
A Pupils will know which illnesses are linked to poor diet.
B Pupils will know about safe hygienic food practices.
Links
Home Economics Curriculum
Scotland's Health — A Challenge to us All
5-14 Technology
5-14 Health Education
Working Together For A Healthier Scotland — (Page 40)
Working Together For Glasgow's Health
Content
Suggested Activities/Resources
A Health in Glasgow — Diet and Ill Health — Diet
related diseases:
Coronary Heart Disease (Excess fat)
Cancer (e.g. Lack of fibre — colon cancer)
Strokes (Excess salt)
High Blood Pressure (Excess salt and fat)
Obesity (Excess sugar, fat and starches)
Dental Decay (Excess sugar)
Allergies (‘E’ factors, nuts, eggs, etc.)
Pupils could use a variety of reference materials to
investigate the health statisitics in Glasgow and why
our unhealthy diet can lead to illness.
B Safe Hygienic Practices in Handling and
Storing Food.
Always wash hands after toilet
Tie back long hair
Cover cuts
Do not sneeze or cough near food
Keep all food clean, cool and covered
Pupils could write down all the rules required for safe
hygienic practices when working with food. Pupils
could make food safety posters for display in food
areas of the school.
References: The Balance of Good Health. (HEBS)
Skills in Home Economics
(Jenny Ridwell and Louise Davies).
Education Support Service 280
Theme:
Topic:
Unit:
All About Me
Keeping Fit
Relaxation
Secondary 2
Desirable Outcomes
Pupils will know the importance of rest and relaxation to the relief of stress.
Links
Creating Tomorrow's Glasgow — Glasgow Alliance Strategy
Working Together For A Healthier Scotland
Physical Education Curriculum
5-14 Expressive Arts
Content
Suggested Activities/Resources
Difference between Rest and Relaxation
Resting activities compared to relaxation activities.
Pupils could list all the activities which they do to rest
and what they do to relax.
Pupils might practise some easy
relaxation techniques, e.g. rolling their head slowly
round their shoulders, tensing body parts from top to
bottom and systematically relaxing them.
Causes of Stress amongst teenagers
Pressure — from peers/school/family/other people
Worry about appearance/grades/ability/being liked.
Bullying or being bullied
Not living up to expectations.
Pupils could write an anonymous note containing one
issue which they think teenagers worry about. The
notes could be gathered and the issues tackled either
as a whole class or small groups.
The focus could be on how to stop stress and promote
relaxation.
Education Support Service 281
Theme:
Topic:
Unit:
Keeping Me Safe
Keeping Clean
Oral Health
Secondary 2
Desirable Outcomes
Pupils will learn about good oral health
Links
Home Economics Curriculum
Working Together For A Healthier Scotland
Oral Health Strategy For Scotland — Scottish Office
Content
Suggested Activities/Resources
Importance of teeth
Appearance, smile, eating, speaking.
Dental Diseases
Tooth Decay — Sugars are food for bacteria in mouth.
The bacteria produce acid. Acid attacks the outer
enamel causing dental caries.
Gum Disease — First sign could be bleeding gums/
Caused by build up of bacteria/Needs immediate
treatment to prevent serious disease/Certain people
have tendency to gum disease — genetic.
Dental Hygiene
Brushing — twice daily, circular movements/smallmedium headed brush/fluoride toothpaste.
Flossing — not until after 13 years. Follow directions.
Visiting dentist — every 6 months, early stages of
decay seen and treated before damage widespread,
free for children.
Prevention of Decay — Minimise exposure to sugar — if
sugar is eaten it should all be eaten at the same time
of day then brush teeth. Sugary drinks — even low
sugar drinks are very damaging.
Reference: Two Diseases Tooth Decay — HEBS
Further information from Community
Dental Service.
Detect plaque by use of disclosing tablets.
Volunteers to carry this out, then brush teeth
afterwards to remove. New toothbrushes to be used
which pupils take home afterwards.
Diet Analysis to show source and frequency of sugars
in diet.
Education Support Service 282
Theme:
Topic:
Unit:
Keeping Me Safe
Safe All Over
Illicit Drugs 1
Secondary 2
Desirable Outcomes
Pupils will develop their knowledge about illicit drugs
Links
Working Together For A Healthier Scotland. (Chapter 2)
Glasgow Children's Services Plan (Page 113)
Greater Glasgow Drug Action Team Strategy 1999-2003
Tackling Drugs in Scotland — Action in Partnership
Content
Suggested Activities/Resources
What Do Pupils Already Know About Drugs?
What do they need to know?
What information do they have which might be wrong?
Reference: ‘The World of Drugs’ TACADE
Unit 1 — Learning About Drugs
Drugs Quiz at end of pack.
What is the difference between use, misuse and no use
— in relation to drugs?
Reference: ‘The World of Drugs’ TACADE
Unit 2 — Striking A Balance
Education Support Service 283
Theme:
Topic:
Unit:
Keeping Me Safe
My Decisions
Alcohol And Tobacco
Secondary 2
Desirable Outcomes
Pupils will learn about the use and misuse of alcohol and tobacco.
Links
Working Together For Glasgow's Health
Glasgow Children's Services Plan — Impact of Drugs and Alcohol
Greater Glasgow Drug Action Team Strategy 1999-2003
Content
Suggested Activities/Resources
Social Aspect of Alcohol
Family/Friendship gatherings/Parties.
Alcohol is provided.
References: Alcohol and Tobacco Units from,
Types of alcohol
Alcoholic content/costs/availability…
Units per drink.
Effects of Alcohol
Depressant/Getting drunk/Hangover/ Effect on
organs…
Learning to be a Moderate Drinker
Saying no
‘More than a Game’ Pack
GGHB Health Promotion Youth Team
and
Drugs Curriculum
GGHB Health Promotion Youth Team
‘Questions and Answers —
Know the Facts’
a leaflet guide to alcohol units
GGHB Resource Library
Reasons for Tobacco use
Addiction/Saying No/Stop Smoking/Costs of smoking.
Health Issues related to tobacco
Lung Cancer/Bronchitis/Premature Death/Coughing/
Ageing Skin/Smell/Nicotine Stain…
Education Support Service 284
Theme:
Topic:
Unit:
Keeping Me Safe
Keeping Well
Positive Effects Of A Healthy Lifestyle
Secondary 2
Desirable Outcomes
Pupils should be able to list all the factors associated with a healthy lifestyle.
Links
Working Together For Glasgow's Health
Working Together For A Healthy Scotland
Towards a Healthier Scotland — White Paper — Scottish Office
Content
Feeling Good
Absence of illness/Feeling full of energy/Being happy/
Being content/Being positive about life.
Looking Good
Shiny hair/good muscle tone/good shape/healthy
weight for height/good teeth/good posture.
Energetic/Enthusiastic
Having energy to get through the day/being
enthusiastic when appropriate and having enough
energy to do more.
Generally Well
Resistant to continual colds/headaches/minor
illnesses/waking up feeling rested and well.
Compare being healthy and being unhealthy.
Suggested Activities/Resources
Brainstorm with class to make up an image of how a
healthy person feels.
If listing these on blackboard, they could be written in
a circle around the words ‘Feeling Healthy’. This
eliminates any chance of pupils perceiving the list as
an order of priority.
Pupils could role play several situations which highlight
the differences between how a healthy person feels
and how an unhealthy person feels.
Reference: Sexual Health Curriculum
‘What is Perfect?’ —
GGHB Health Promotion Youth Team
Education Support Service 285
Theme:
Topic:
Unit:
My Relationships
Me
My Rights
Secondary 2
Desirable Outcomes
Pupils should know about their rights and responsibilities as a teenager.
Links
Glasgow Children's Services Plan
Promoting Personal Safety and Child Protection in the Curriculum — Scottish Office
Content
Suggested Activities/Resources
Rights
To be heard/To have a voice/To free medical and
dental treatment/To have a place in school/To have a
place to stay/To be safe at home and elsewhere/To
have a part time job at age 13…
Don't have to give any information to the police except
name and address.
To free legal advice.
Discussion on pupils’ rights and responsibilities and
how they affect their lives.
Pupils could construct a survey of opinion amongst
their friends about their responsibilities and what
other young people feel about these.
Responsibilities
To attend school until age 16
To live with parent/guardian until age 16
To uphold the Law
Reference: ‘Youth Rights’
‘The Rights of the Child’
Scottish Child Law Centre (0800 317 500)
Education Support Service 286
Theme:
Topic:
Unit:
My Relationships
My Family
Roles In The Family
Secondary 2
Desirable Outcomes
Pupils will explore different roles within the family.
Links
Glasgow Children's Services Plan
Content
Suggested Activities/Resources
Challenging traditional family roles
Traditional role of mothers as carers/childminder/
cleaner/cook.
Traditional role of father as breadwinner/
disciplinarian/decision maker.
Both parents often now work and these traditional
roles are reversed/combined.
Challenges for single parents.
Pupils could role play several family situations…
• Mother as breadwinner/father as homemaker.
• Father as breadwinner, children as homemakers.
• Parent unemployed, children participate in all
decisions.
Children's Roles
Do they get everything done for them?
Do they participate in decision making?
If so, how far and which decisions are they involved in?
Do they have a role in managing household duties
(Shopping/Cleaning/Cooking)?
Role as young carers.
Pupils might then consider questions such as…
1 How appropriate are traditional stereotyped roles?
2 How involved should children be in homemaking?
3 What household decisions should children
participate in?
Education Support Service 287
Theme:
Topic:
Unit:
My Relationships
My friends
Responsibility In Friendships
Secondary 2
Desirable Outcomes
Pupils will discuss the types of responsibilities in friendships.
Links
‘Creating Tomorrow's Glasgow’, Glasgow Alliance Strategy
Working Together For Glasgow's Health
Content
Suggested Activities/Resources
Responsibilities and Characteristics
Being a good friend.
Reliable/Honest/Helpful/Trustworthy/Thoughtful/
Kind/Good fun/Understanding/Loyal.
Pupils could write down their most valued characteristics
of a good friend.
They could then write what the worst characteristics of
a friend would be.
Different friendships by gender.
How are they Different?
Why Friendships Fail
Being let down/Gossip/Being unreliable/Being selfish
/Being thoughtless.
Discussion in Groups.
How to keep a friendship going.
How to lose a friend.
Discuss then report back.
Education Support Service 288
Theme:
Topic:
Unit:
Relationships
My Community
Equal Opportunities
Secondary 2
Desirable Outcomes
Pupils will learn about issues relating to equality of opportunity for everyone in the community.
Links
Equal Opportunities — Policy, Principles and Practice — Glasgow City Council
Glasgow Children's Services Plan
Content
Suggested Activities/Resources
What is equality of opportunity?
All people should be treated equally regardless of
their…
Age/Sex/Physical ability/Disability/Religion/Wealth/
Sexual Orientation/Intelligence/Appearance.
Pupils could answer all of these questions either
individually or in groups. Responses should be
discussed and/or chaellenged to encourage open
mindedness. Pupils should learn not only to tolerate
other people's differences but to understand and
respect them.
Discrimination can affect how we treat others.
Group Work
Are boys treated differently to girls? Why is this so? Is
this Fair?
Are elderly people treated differently?
Are people with physical handicaps treated differently?
Are people from different religions/cultures treated
differently?
Are gays/lesbians treated differently?
What about the less intelligent?
What about people who wear glasses?
What about very tall or very small people?
Why is it that anything other than ‘average’ is often
treated with suspicion ?
Are young people treated differently from adults?
Pupils could draw up a list of points which could be
incorporated into an Equal Opportunities Policy for
pupils in their school. This could be presented to the
Year Group Head as a way ahead.
Parents and other teachers could form part of the
consultation group.
Education Support Service 289
Theme:
Topic:
Unit:
All About Me
Myself
Healthy Lifestyle — Now
Secondary 3
Desirable Outcomes
Pupils should be able to list the factors affecting personal health.
Links
Home Economics Standard Grade
Working Together for a Healthier Scotland — Page 23
Creating Tomorrow's Glasgow — Glasgow Alliance Strategy.
Content
Suggested Activities/Resources
What is Health?
• Core areas — Physical, Mental, Social Spiritual.
• Physical Health
(Good varied diet/Enough sleep/Rest/Daily exercise/
Not Smoking/Absence of illness/Feeling good)
• Mental Health
(Ability to play and learn/contentment…)
• Social Health
(Good relationships/appropriate social behaviour)
• Spiritual Health
Linked to religion for some people
Introductory activity: Brainstorm ‘What is Health?’
Suggested Pupil Task
Produce a 'Personal Health Profile’ of your own health
with details of your Physical Health, your Mental
Health, your Social Health and your Spiritual health.
Use this to highlight several targets to aim for to
improve your health.
Factors affecting health
Biological or Genetic factors
• Social Factors (Housing/Facilities/Sports facilities.
• Economic Factors — Money for food/travelling/
clothing/heating
• Faith/Beliefs
• Education
• Employment
• Environment
Each pupil could write several factors from their own
family which they see as biologically/socially/
economically related to their health, either using subheadings or in a general sense.
Pupils could discuss which of these they have control
over and which they themselves could improve and
how.
Education Support Service 291
Theme:
Topic:
Unit:
All about Me
My Body
Information On Sexual Health
Secondary 3
Desirable Outcomes
Pupils will explore and be aware of sources of useful information on sexual health.
Links
Health Behaviours of Scottish Schoolchildren
Towards a Healthier Scotland — White Paper on Health — Scottish Office.
Working Towards a Healthier Scotland — Green Paper — Scottish Office.
Content
Suggested Activities/Resources
Sources of Messages about Sex
This should include family, school, carers, churches,
T.V., the Law, G.P., nurse, friends, magazines,
newspapers, library books, internet.
Information from birth throughout life.
• sexual identity
• behaviours
Whole Group Brainstorm — Where do we get
messages about sex from?
Pupils discuss ‘Have these messages influenced what
we think today’?
Conflicting Messages
Should they be accepted or rejected?
How is reliability gauged?
In small groups, discuss
• Is the information we get from each source reliable/
unreliable? Explain.
• Do the messages contradict?
Choosing our Values and Beliefs about Sex
Gives increased confidence and self esteem.
Whole Group Discussion — Which are the best sources
for sexual health advice?
Education Support Service 292
Theme:
Topic:
Unit:
All About Me
My Food
Food Choices
Secondary 3
Desirable Outcomes
Pupils will be able to name the 5 nutrients and list their functions.
Pupils will be able to list the factors affecting healthy food choices.
Links
Home Economics Curriculum
Scotland's Health — A Challenge to us all
Working Together For A Healthier Scotland (Page 13)
Content
Suggested Activities/Resources
The 5 Nutrients and their functions
Protein
Carbohydrate
Fat
Vitamins
Minerals
—
—
—
—
—
For growth and tissue repair.
For energy
For warmth and energy
Many specific functions
As vitamins — general health.
(e.g. Calcium — healthy bones,
Iron
— healthy blood )
Fibre
— for regular bowel movements
Water
— for body fluids and body temp.
Fibre and water are not nutrients.
Reference: Nutrition books from Home Economics
department.
The Balance of Good Health — HEBS
Pupils could investigate each nutrient in turn and try to
establish in which foods they are found and in which
proportions within a healthy diet.
Factors affecting food choice
Money availability
Cooking time/preparation time
Skill of the cook
Habit — family patterns
Food availability — season of the year
Cooking facilities
Motivation of the cook
Pupils could record their diet for several days and
comment on why they either chose or were given those
specific foods to eat. They could then evaluate whether
their diet is balanced — relating to targets.
Case Study:
Investigate and write down the types of meals which
might be eaten by the following people:
• A young student living alone
• A pensioner living alone
• A Family of six with 2 incomes
Why are these particular foods eaten?
Education Support Service 293
Theme:
Topic:
Unit:
All About Me
Keeping Fit
Leisure Activities
Secondary 3
Desirable Outcomes
Pupils will identify how leisure time might be used constructively.
Links
Working Together For A Healthier Scotland
Physical Education Curriculum
Working Together For Glasgow's Health
Content
Suggested Activities/Resources
Appreciation of the value of leisure time
Balance of time — work/rest/play
Class discussion on how vital leisure time is to health.
Pupils should be encouraged to explore their own ways
of switching off, and they should know that everyone
has a right to personal time.
Constructive use of leisure time
Active use — Sports — football, netball, basketball
etc./Shopping/Dancing/Walking.
Passive use — Hot Bath/Listening to music/Chatting to
friends/Watching T.V.
Pupils should write down several ways in which they
use their leisure time.
Discuss how leisure time is used. Is it all for passive
activities and if so how might some active pursuits be
added?
Reference: Hassle Free Exercise — HEBS Leaflet
Education Support Service 294
Theme:
Topic:
Unit:
Keeping Me Safe
Keeping Clean
Illicit Drugs 2
Secondary 3
Desirable Outcomes
Pupils will have an awareness of the way drugs, personal and situational factors can influence the effects of drugs.
Links
Greater Glasgow Drug Action Team Strategy 1999-2003.
Tackling Drugs in Scotland-Action in Partnership, Scottish Office.
Content
Suggested Activities/Resources
Different types of drugs
Categories — uppers, downers, hallucinagenics,
medicinal.
Brainstorm — Types of Drugs.
Effects of Drugs
Research/Discuss — Effects of drugs on the body, short
and long-term.
The Drug Triangle
Factors affecting the influence of a drug.
Discuss how different situations may influence the
effect drugs have on (young) people.
Drug
Who you are with
Where you are
• strangers
• dangerous people and places.
Pressures to take drugs
Knowing what the pressures are.
Resisting the pressures.
Role-play/Drama — act out different scenarios to show
ways to resist taking drugs. (Pupils could think up
scenarios and then act them out).
References: World of Drugs, Units 4&5, TACADE.
Education Support Service 295
Theme:
Topic:
Unit:
Keeping Me Safe
Safe All Over
Alcohol Use
Secondary 3
Desirable Outcomes
Pupils will have an increased awareness of the influence alcohol can have on them.
Links
Greater Glasgow Drug Action Team Strategy 1999-2003
Content
Suggested Activities/Resources
Young People's decision to try alcohol/Illegality/
How/where purchased?
Discuss:
Pressures to try alcohol.
Acceptability of alcohol.
Availability of Alcohol (local shops, etc.).
Becoming dependent/starts as a habit.
Discuss:
Attitudes to alcohol.
Gender differences.
How much is too much.
Effects of Alcohol
Research/Discuss:
Behavioural Changes.
Safety concerns/Dangers (including effects on health).
Decisions
• Empowerment
• Confidence
• Right to make own choice.
View ‘Drink Talking — Young Scots on Alcohol’ (HEBS)
video. Discuss contents and strategies for making
good decisions.
Reference: Drugs Curriculum, GGHB Health
Promotion Youth Team.
Education Support Service 296
Theme:
Topic:
Unit:
Keeping Me Safe
My Decisions
Sexual Health Issues
Secondary 3
Desirable Outcomes
Pupils will discuss issues surrounding the start of sexual relationships and sexual health concerns.
Links
Health Behaviours of Scottish School children.
Working Together For A Healthier Scotland
Towards a Healthier Scotland — White Paper — Scottish Office
Content
Suggested Activities/Resources
Deciding to have a Sexual Relationships
Pupils should be encouraged to be confident. They
should be aware that not all young people are having
sex all of the time, even although the media implies
that this is the case.
Pupils could discuss in groups issues surrounding the
decision to have a sexual relationship. They could use
familiar TV soap situations to de-personalise this — for
those who might find it difficult to discuss openly.
Maturity/Responsibility for consequences/Changes in
relationships/Gossip/Deciding to wait…
Reference: Sexual Health Curriculum,
GGHB Health Promotion Youth Team.
Sexual Health
Risks/Responsibilities/Contraception/Sexually
Transmitted Infections/Pregnancy/Psychological
Feelings/How to cope if the relationship breaks up.
Add Hepatitis C Virus to sexually transmitted
infections as it is transmitted in similar fashion to HIV
and infection from both can occur.
Education Support Service 297
Theme:
Topic:
Unit:
Keeping Me Safe
Keeping Well
Well People
Secondary 3
Desirable Outcomes
Pupils will be able to list all the factors associated with being a well person.
Links
Glasgow Children's Services Plan
Greater Glasgow Drug Action Team Strategy 1999-2003
Eating for Health — Diet Action Plan for Scotland, Scottish Office
Content
Suggested Activities/Resources
Being well means…
Not feeling ill/sick too often
Not smoking
Only drinking moderately
Eating a healthy balanced diet with a wide variety of
foods
Taking regular exercise
Being positive about life
Having good skin, healthy hair, clear eyes, good teeth,
strong nails.
Being clean
Having regular bowel movements
Being the appropriate weight for height.
Having rewarding friendships
Pupils could profile a well person by choosing a friend,
relative or celebrity whom they believe to be fit and well.
They could write a detailed profile of the person with
reference to all of the main areas mentioned.
Alternatively, pupils could carry out a health profile of
themselves. They could refer to areas they might need
to improve in order to become a well person or even in
order to get fitter.
Discussion could focus on the use and misuse of
alcohol.
Education Support Service 298
Theme:
Topic:
Unit:
My Relationships
Me
Me And The Law
Secondary 3
Desirable Outcomes
Pupils will know about the legal rights of a young person.
Links
Glasgow Children's Services Plan
Content
Suggested Activities/Resources
Dealing with Authority Figures
People in authority have a job to do.
What manner do some people in authority portray?
(Body language…)
Types of authority figures
(School, Community, Home, Church)
Visit to class from Head Teacher or Head of Year
Group, to outline to pupils the need for managers/
bosses, and why often they are perceived as being ‘the
bad guys’.
The Police and young people
Relationship between police and the young
Community police have a remit to work with young
people
Curfews limiting young people's ability to be out of
doors
Getting searched
Being arrested and held in jail
Laws affecting young people
(The Children Scotland Act 1995)
Young people have a legal right to…
• Care and Protection
• Services to meet basic needs
• To take an active part in decision making
These are based on the UN Convention of the Rights of
the Child.
Visit to class from Community Police.
Class discussion with police to analyse their role in
relating to young people.
Pupils could discuss the three areas and what they
actually mean for each individual.
Reference: ‘Youth Rights’
‘The Rights of the Child’
Scottish Child Law Centre
Education Support Service 299
Theme:
Topic:
Unit:
My Relationships
My Family
Conflict In The Family
Secondary 3
Desirable Outcomes
Pupils should explore areas of conflict in family life and learn several strategies to deal with it.
Links
Glasgow Children's Services Plan
Content
Suggested Activities/Resources
Potential causes of conflict
Money/Spending/Cleaning/Cooking/Going out/
Clothes to wear/Sibling Rivalry…
Pupils could write down some of their personal
experiences of family conflict. This could be written at
the back of their own personal diary/notebook — for
their own personal use. Some class discussion could
follow.
Coping with conflict
Developing consideration, tolerance and mutual trust.
Teenagers could discuss how to improve consideration
for others. Pupils could role play various situations to
practise this.
Reducing conflict situations
Think before you act.
Always try to reason before getting angry.
Count to 10 and then speak.
Try to put yourself in the other person's shoes and hear
their opinion.
Listen attentively.
Discussion
‘What is Tolerance?’
Pupils and teacher could discuss how to learn
techniques for tolerance.
Reference: All In The Same Boat — GGHB
Education Support Service 300
Theme:
Topic:
Unit:
My Relationships
My Friends
Communications In Relationships
Secondary 3
Desirable Outcomes
Pupils should know the importance of good communication skills in relationships.
Links
Working Together For Glasgow's Health
Content
Suggested Activities/Resources
What are communication skills?
Role Play
Listening (Actively)
Speaking
Ownership of feelings — not blaming others for how we
feel
Empathising — putting yourself in another's shoes
Paying attention when listening
1 A husband reads the newspaper as the wife and
child go about doing things and trying to talk to
him. He ignores them and the wife gets angry.
2 Three friends are talking to each other but nobody
is really listening.
Role Play to practise good communication skills
1 Being a good listener… (Eye contact, nodding,
affirmative sounds and gestures, body gestures).
2 Speaking clearly… Practise saying exactly what is
meant (i.e. Being very assertive) Try not to ‘slag’ or
be hurtful, also try not to say something which
could be taken the wrong way.
Education Support Service 301
Theme:
Topic:
Unit:
Relationships
My Community
Consideration For Others
Secondary 3
Desirable Outcomes
Pupils will discuss how becoming a responsible citizen requires consideration for others in the community.
Links
Working Together For Glasgow's Health (Page 61)
Content
Suggested Activities/Resources
Dealing with people in the community
People from different cultures
People from different religions
People with different amounts of wealth
(Very rich/very poor)
People who are able bodied and disabled
People with different family backgrounds
Pupils could discuss situations which may arise with
each of the groups and how our community might
resolve or tackle them.
Pupils could draw up a list of how different cultures
enrich our society. This could be used as the basis for
outlining how to tackle inequality of opportunity. Pupils
could refer to the need for a pupil Equal Opportunities
Policy.
Contentious community issues in Glasgow
Bigotry (e.g. related to football teams)
Racism
How do we unknowingly contribute to either of these?
Leaving people out of the group.
Talking in terms implying the norm is young, white,
male…
Blatant bullying (Name calling/Physical abuse)
Territoriality
Pupils could discuss how their attitudes might be
considered racist or bigotted. Most people believe they
are neither.
How could racism or bigotry be stopped?
How can young people affect older people/parents
who might have racist/bigotted views?
Education Support Service 302
Theme:
Topic:
Unit:
All About Me
Myself
Healthy Lifestyle (Future)
Secondary 4
Desirable Outcomes
Pupils should be able to list the factors which will affect their health in later life.
Links
Home Economics — Standard Grade
The Glasgow Children's Services Plan — Page 30
Working Together for a Healthier Scotland — Page 23
Content
Factors Affecting Health in Adulthood
• Employment/Income — affecting travel housing,
leisure, diet, fitness, lifestyle.
• Friends/Social Life/Social Relationships
• Lifestyle (where you live, holidays, leisure pursuits,
luxuries)
• Global Environment
• Individual beliefs
• Individual behaviours
• Age
• Sex
• Education
• Genetic Makeup
Independence and Budgeting
Money required for…
Mortgage/Rent
Fuel
Clothes
Food
Travel
Leisure
Savings
Others (Telephone/Holidays/etc.)
Suggested Activities/Resources
Brainstorm — factors affecting adult health. (Headings
can be used as a guide).
Pupil Discussion — Which factors are within an
individual's control and which are not?
Pupils could make up a Master Plan of their ideal
lifestyle, how they would like their life to be when they
are older (i.e. where they hope to be in 10 years time).
Try to make this as realistic as possible.
Brainstorm — ‘As an adult what would you need
money for?’
Discuss
Which are essential for good health?
Which are luxury items?
Pupils could research/estimate how much money
would be needed to lead their ideal lifestyle (above).
Empowerment
Making Choices
Education Support Service 304
Theme:
Topic:
Unit:
All About Me
My Body
Investigating Sexual Health
Secondary 4
Desirable Outcomes
Pupils will gain an awareness of the meaning of sexual health and how to keep sexual body parts healthy.
Links
Health Behaviours of Scottish Schoolchidren
Biology — Standard Grade
Working Together For A Healthier Scotland
Content
Suggested Activities/Resources
Components of Sexual Health?
Physical
• body parts
• disease prevention and cure
Brainstorm — ‘What is Sexual Health?’
(What are its components?)
Social
• reproductive
• enjoyment
• personal and social beliefs
• religion
• control
What do we need to do to look after our body and be
sexually healthy?
Emotional
• freedom from shame and guilt
• psychological factors
What social pressures are there around making
decisions about sexual health?
Is sexual health the same for everyone?
• knowledge
• values
• attitudes
• behaviour
Keeping the Sexual Body Parts Healthy
Awareness of thrush/cystitis/cervical cancer/
urethritis/testicular cancer…
Self examination as a means of early detection.
Affirming and accepting that everyone is different.
Encourage support for those who are worried about
differences.
Discussion Groups/Workshops
What are the difficult decisions we have to make
about sexual health? How do we feel about making
them?
How much influence do other people's opinions have
on our decisions about sexual health?
Reference: Getting the Help You Need Periods —
FPA leaflet
Also see ‘Sexual Health Curriculum’ —
GGHB Health Promotion Youth Team
Education Support Service 305
Theme:
Topic:
Unit:
All About Me
My food
Food Choices And Health
Secondary 4
Desirable Outcomes
Pupils will revise the Dietary Targets for 2005 (Covered in S1)
Pupils will investigate health claims on food packaging.
Links
Home Economics Curriculum
Eating for Health — A Diet Action Plan for Scotland: Scottish Office.
Content
Suggested Activities/Resources
The Dietary Targets for 2005
Eat more Fruit & Vegetables
Eat more Bread
Eat more Breakfast Cereals
Eat less Fat — especially Saturated Fat
Eat less Salt
Eat less Sugar
Increase numbers who Breastfeed
Eat more Starchy foods.
Eat more Fish
Reference: Skills in Home Economics
Jenny Ridwell and Louise Davies.
Pupils could investigate a variety of food labels, either
from their own homes, or, from an investigation in the
local supermarket.
They could write down as many health claims on food
packaging as possible.
Health Claims on Food Packets
Lower Fat
Reduced Sugar
Healthier Choice
No Fat
No Sugar
Higher Fibre
Questions to ask:
Reduced by how much to how much?
What does it mean to the average consumer?
What else might be added?
Do weight quantities mean anything?
As there is currently no specific legislation covering
health claims on food products, pupils could draw the
conclusion that raised awareness amongst the public
is now even more necessary.
Pupils could go on to prepare explanatory leaflets for
the public outlining the concerns over these health
claims.
Education Support Service 306
Theme:
Topic:
Unit:
All About Me
Keeping Fit
Fit For The Future
Secondary 4
Desirable Outcomes
Pupils will evaluate their own fitness levels.
Links
Working Together For A Healthier Scotland
Glasgow Healthy City Partnership priority
Creating Tomorrow's Glasgow — Glasgow Alliance Strategy
Physical Education Curriculum
Content
Suggested Activities/Resources
Individual's State of Health
Fitness Testing
(Aerobic endurance/Muscular endurance)
Access to facilities and equipment
Appropriate clothing
Warming up and cooling down
F.I.T.A. (Frequency/Intensity/Time/Activity)
Eurofit Test
For aerobic endurance —
20 minute shuttle run test, otherwise named the ‘Leger
Test’.
Circuit for muscular endurance.
For muscular endurance —
Examples are:
Sit ups/Step ups/Squats/Press up /Shuttle runs.
Fitness Testing
Measurement of reaction time
Measurement of recovery time
Importance of food and drink
Monitoring development and performance
Target Setting
Measurement of aerobic endurance
Measurement of flexibility
Measurement of muscular endurance
(Circuit training)
Eurofit 20 minute shuttle run test for aerobic
endurance. (PE department)
Education Support Service 307
Theme:
Topic:
Unit:
Keeping Me Safe
Keeping Clean
Body Image
Secondary 4
Desirable Outcomes
Pupils will be aware how men and women are represented in the media and what effects this portrayal has.
Links
Glasgow Children's Services Plan
‘Creating Tomorrow's Glasgow’ — Glasgow Alliance Strategy
Content
Suggested Activities/Resources
Images of Men and Women in the Media
• the ‘ideal’ man
• the ‘ideal’ woman
Brainstorm:The qualities of the ideal man/woman.
Discuss how this compares with
• images in the media
• real life, e.g. family and friends
Pressures to Conform
• influence of media on us
• fear of being seen as different
• lack of confidence
• following conventions/fashion.
Being Accepted
• everyone is different
• beauty is skin deep
• everyone is equal
• everyone is important
Discuss/Debate
• the impact of advertising
• designer labelling
• eating disorders and body image
• physical activity and body image
Ask pupils to list 5 things they like about themselves.
Discuss the various responses.
Repeat the brainstorm at the start to see how the
impression of the ideal man/woman may have changed.
Education Support Service 308
Theme:
Topic:
Unit:
Keeping Me Safe
Safe All Over
Road Users
Secondary 4
Desirable Outcomes
Pupils will investigate a range of options and issues surrounding commuting to and from school.
Links
Glasgow Children's Services Plan (Page 109)
Glasgow City Council Road Safety Plan
Content
Suggested Activities/Resources
Modes of travel to and from school
Includes
• walking
• lifts from parents, etc.
• bus, train, taxi
• cycling
Brainstorm — The modes of transport.
Issues
1 Safety
• Highway Code
• Green Cross Code
• Increased risk of accidents
• Stranger danger
• Overcrowding
• Not wearing seat belts
Take each and explore the health, safety and
environmental issues surrounding each.
2 Environment.
• pollution
• weather
• congestion
Cycle and Road Safety Resources
available from
Road Safety Unit
20 Cadogan Street
Glasgow
G2 7AD
(287 9043)
3 Active Commuting
• walking to school
• cycling to school
• health promoting
Debate:
The health benefits of active commuting versus safety
and environmental factors.
(Use as an example different routes to come to school).
Education Support Service 309
Theme:
Topic:
Unit:
Keeping Me Safe
My Decisions
Assertiveness
Secondary 4
Desirable Outcomes
Pupils will learn about the benefits of being assertive and practice being assertive in a variety of situations.
Links
Glasgow Children's Services Plan
‘Creating Tomorrow's Glasgow’ — Glasgow Alliance Strategy
Content
Suggested Activities/Resources
What is Assertiveness
Brainstorm
• respect
• responsibility
• self esteem
• saying ‘no’
What is Assertiveness?
It's O.K. to say ‘No’
Difficulties in saying ‘No’
• positive communication
• what influences our decision to say no.
• non-verbal communication
• negotiation
Discuss. Does it depend on
• situations (where, who?)
• expectations
• pressure
• emotions
• confidence
Additional points for discussion
• body language
• clarity
Discuss responses
Small Group Exercise
Ask each group to identify 3 situations where saying
‘no’ is difficult, then to discuss strategies for dealing
with each situation. Report back to rest of class.
Reference: Sexual Health Curriculum
(GGHB Health Promotion Youth Team)
Unit S4.2 Communication.
Education Support Service 310
Theme:
Topic:
Unit:
Keeping Me Safe
Keeping Well
Stress Management
Secondary 4
Desirable Outcomes
Pupils will learn about the causes and symptoms of stress and strategies for coping with stress.
Links
Glasgow Children's Services Plan
Content
Suggested Activities/Resources
Causes of Stress
(Can depend on age and stage of life)
Young People — peer pressure/pressure to be
successful/pressure to be attractive/clever/witty/
popular/well liked…
exam stress/ill health/family
problems/money problems.
Symptoms of stress
Can be very varied
Overeating/mood swings/hot sweats/headaches/
dizziness/constant tiredness/shakiness/over reacting
to situations/tiredness/insomnia…
Class discussion
The teacher could encourage pupils to think of areas in
their lives which can often be stressful. In groups,
pupils could talk about their symptoms of stress and
how each member deals with it.
Pupils could brainstorm ideas for how to cut down on
stress.
Coping with stress
Trying to establish cause
Talking it through/writing down how you feel
Try to find ways of reducing stress (Exercise)
Practise relaxation — get more exercise.
Education Support Service 311
Theme:
Topic:
Unit:
My Relationships
Me
Citizenship
Secondary 4
Desirable Outcomes
Pupils should know all of the issues involved in becoming a responsible citizen.
Links
‘Creating Tomorrow's Glasgow’ — Glasgow Alliance Strategy
Content
Suggested Activities/Resources
What is a citizen?
Being legally entitled to live in a country.
(Either through birth or marriage)
Being a responsible person upholding the laws of the
land.
Behaving in appropriate ways according to social
rules.
Pupils could share experiences of being on holiday or
living in different countries. Pupils from different
cultural backgrounds should be encouraged to share
their experiences of how other people behave and
pupils should be encouraged to celebrate and respect
the differences.
Codes of Behaviour
Upholding the law
Social codes of behaviour
Manners and Courtesy
Cultural codes
Shaking hands
Pupils could construct their own Codes of Conduct for
various situations, e.g. the school canteen, the local
buses and going to a football game.
Cultural Expectations
It is expected that adults will bring children up as good
citizens behaving in appropriate ways in our
community. Multi cultural Britain means that different
cultures inter relate within our society thus enriching
our community.
Education Support Service 312
Theme:
Topic:
Unit:
My Relationships
My Family
Parenting
Secondary 4
Desirable Outcomes
Pupils should know the expectations of the parenting role and about the needs of a child as well as those of a
parent.
Links
Health Behaviours of Scottish Schoolchildren
Working Together For Glasgow's Health
Content
Suggested Activities/Resources
Needs of the child
Physical
Diet/Dental Health/Day to Day Care/Safety/Dealing
with sick child/First Aid/Sleep/Hygiene.
Emotional
Physical expression of love and affection/Routine/
Discipline.
Social
Communication Skills.
Parent/Toddler group/Playgroup/Nursery.
Quality Time.
Intellectual
Play
Importance of new challenges.
(Child will seek out new challenges — parent should set
these up in a controlled way).
Cost of play equipment — ‘real’ toys.
Needs of Parent
Financial, Social, Emotional, Intellectual, Physical.
Visit from health visitor
Discuss with pupils that child care
philosophies have changed dramatically.
Many ideas adopted by our parents are now
considered out of date - new parents need to think for
themselves.
Pupils could work in groups to discuss all aspects of
child care and what they mean, e.g. breast versus
bottle feeding.
Reference: Sexual Health Matters for Young Women
HEBS leaflet.
Pupils make a list of parents needs, reasons for them,
and, how these needs could be met. Collate class
findings and discuss.
Education Support Service 313
Theme:
Topic:
Unit:
My Relationships
My friends
Long Term Relationships
Secondary 4
Desirable Outcomes
Pupils will discuss issues relating to having a relationship.
Links
Personal and Social Education curriculum
Religious Education curriculum
Content
Suggested Activities/Resources
Desirable Qualities in a partner
Pupils could write a list of all the qualities they feel to
be important in a boy or girl friend.
Class could then discuss the different opinions.
Marriage and other adult relationships
Working at relationships
The importance of communication
Respecting each other's differences
The meaning of a partner for life
Reasons for divorces
Influences of culture and religion in forming relationships
Influences of upbringing in forming stable reltionships
Single Sex Relationships
Class Discussion
Pupils and teacher could discuss as a class or divide
into groups to focus on each individual area mentioned.
References: Speaker from Marriage Counselling
Service, or, (Scottish) Marriage Care
‘Partner Auction’
Sexual Health Curriculum
GGHB Health Promotion Youth Team
Education Support Service 314
Theme:
Topic:
Unit:
Relationships
My community
Youth Rights
Secondary 4
Desirable Outcomes
Pupils will discuss basic youth rights.
Links
Glasgow Children's Services Plan (Pages 9-13)
‘Creating Tomorrow's Glasgow’ — Glasgow Alliance Strategy
Content
Suggested Activities/Resources
Young People's Rights
Non discrimination
Best Interest
Their Views Heard
Reference: The Rights of the Child BAPS
Civil and Political
Name and nationality.
Freedom of expression.
Freedom of thought, conscience and religion.
Meeting other people.
Privacy/Confidentiality, Access to information.
Protection from violence and harmful treatment.
Appropriate treatment for breaking the law.
Health Publication Unit
Storage Centre
Heywood Storts
Manchester Road
Heywood
Lancashire
Young people's rights could be discussed.
Pupils could design scenarios where young people will
have to exploit what their rights are in particular
situations.
Standard of living
Day to Day Care.
Health and Health Care.
Participation.
Healthy Environmental.
Education Support Service 315
Theme:
Topic:
Unit:
All About Me
Myself
Planning For Strengths
Secondary 5
Desirable Outcomes
Students will identify their achievements and strengths in planning their future.
Students will explore different types of behaviour.
Links
Equal Opportunities Policy, Principles and Practice.
Content
Personal Strengths and Achievements
• Academic
• Vocational
• Sporting
• Personal
• Occupational
• Other
Types of Behaviour
• Aggressive Behaviour: competitive, attempt to gain
power over others, no respect for others’ feelings.
• Assertive Behaviour: genuine respect for others,
accept own and others' weaknesses, accept
responsibilty for own behaviour, anchored in selfesteem, not a blamer.
• Manipulative Behaviour: indirect behaviour
e.g. indirect aggression through sarcasm, not honest
about feelings, no respect for others.
• Passive Behaviour: see yourself as victim of
unfairness, opt out of decision making, feel sorry for
yourself, low self-esteem, put other people's desires
before your own.
Suggested Activities/Resources
Students could update their Record Of Achievement.
All students should try to find several strengths under
each of the headings. Certificates of merit could be
used.
Students could look at the characteristics of each type
of behaviour and try to evaluate their own dominant
type.
Discussion.
Do you see this as a strength?
Why?
Education Support Service 317
Theme:
Topic:
Unit:
All About Me
My Body
Sexually Transmitted Infections (STI)
Secondary 5
Desirable Outcomes
Students should know what Sexually Transmitted Infections are and how they could be avoided.
Links
Health Behaviours of Scottish Schoolchildren
Glasgow Children's Services Plan
Content
Suggested Activities/Resources
Range of STI's
Brainstorm — What are STI's?
Signs and Symptoms.
Research — What are the signs and symptoms?
Stopping the Spread of Infection
Safer sex practices
e.g. — no sexual activity
— single partner
— condom
Accessing Help
• range of facilities available
• barriers to access
Note: Raise awareness of Hepititis C Virus when
dealing with HIV as both have similar methods
of transmission and people can be infected
with both.
Discuss the various methods of safer sexual practice,
and, the pros and cons of each.
Brainstorm/Research — What are the services and
what are their functions?
References: Biology/Human Biology/Health texts.
Young Scot materials.
Leaflets from Family Planning Association.
Links with ‘My Relationships — Me — Taking
Precautions’.
Sexual Health Curriculum, GGHB Health
Promotion Youth Team.
‘Signs and Symptoms’, ‘Where to Get
Help’, ‘Barriers to Accessing Help’ and
other exercises from the pack.
Education Support Service 318
Theme:
Topic:
Unit:
All about Me
My Food
Independence And Food Choice
Secondary 5
Desirable Outcomes
Students will know which foods are nourishing, quick to prepare and inexpensive.
Students will know how our food choices now affect our health in later life.
Links
Home Economics — Standard and Higher Grade
Eating for Health — A Diet Action Plan for Scotland: Scottish Office.
Content
Suggested Activities/Resources
Nourishing, Quick to prepare, Inexpensive Foods:
Pasta/Rice/Potatoes/Bread/Cheese/Eggs/Tuna Fish/
Beans/Vegetables/Some Meats/Breakfast Cereals/
Some Frozen foods.
Reference: Recipe books from school library
Students select case studies and carry them out
individually.
Case Study 1
You only have £3 to cook for yourself and a friend for 2
days. Using recipe books, write down what you could
eat for breakfast, lunch and dinner. Try to cost the
foods and prepare them (if feasible).
Food choices and health
High fat diet
— Coronary Heart Disease
High salt intake
— Strokes/High blood pressure
High sugar intake
— Dental Caries
Low fibre intake
— Diverticulitis/Cancer of the
colon
High Sugar/Fat intake — Obesity
Low fruit & Veg
— Older people more prone to
angina attacks
Consideration could be given to the genetic link in
dietary diseases —
i.e. family shape/links with physical activity/food
intolerance.
Case Study 2
You have several foods in your cupboard. Plan the
meals you would make for 2 days.
Foods available:
2 Eggs/Half bread loaf/Pasta/2 Potatoes/Half pint
Milk/1 tin Beans/Margarine/Piece of cheese/Tin Tuna
fish.
Students could discuss lifestyle factors and how dietary
diseases occur.
Education Support Service 319
Theme:
Topic:
Unit:
All About Me
Keeping Fit
Fitness In Adult Life
Secondary 5
Desirable Outcomes
Pupils will discuss the physical and psychological effects of exercise.
Links
Creating Tomorrow's Glasgow — Glasgow Alliance Strategy
Glasgow Healthy City Partnership priority
Working Together For A Healthier Scotland
Physical Education Curriculum
Content
Suggested Activities/Resources
Physical Effects of Exercise
Better aerobic endurance
Improved muscular strength
Improved muscular endurance.
Aerobics/Football/Badminton/Basketball/Dancing/
Circuit Training/Netball/Swimming/Weights/Aerobic
equipment/Treadmills/Rowing Machines/Bikes.
Social/Psychological Effects of Exercise
Improved performance in activities
therefore confidence.
Linked to improved performance in class
Better able to relax.
Meeting people/making friends.
Able to join a club at place of work/college/university.
Make use of weight rooms at University or College.
Join in work teams/University teams.
Trip to local college or sports centre.
Taught how to use weights room and aerobic
equipment.
Education Support Service 320
Theme:
Topic:
Unit:
Keeping me Safe
Keeping Clean
Influences Of The Media
Secondary 5
Desirable Outcomes
Students will investigate how the media portray young people.
Students will investigate how advertising affects the products we buy.
Links
Equal Opportunities Policy, Principles and Practice.
Content
Suggested Activities/Resources
How advertising affects us
Designer Labels compared to High Street Labels
(Cosmetics/Clothes/Accessories)
Quality/Cost/Value for money.
Peer Pressure to buy Designer labels.
Group Work
Students could write down 10 items which could be
bought with both a Designer and a High Street label.
Comparisons could be drawn under some of the
following headings,
Function
Shape
Appearance
Durability
Colour
Size
Safety Features
Debate
Advertising does work otherwise
companies would not spend thousands of pounds on it.
What do teenagers think?
Students design an advert for a product which
promotes good health.
Education Support Service 321
Theme:
Topic:
Unit:
Keeping Me Safe
Safe All Over
Responsible Driving
Secondary 5
Desirable Outcomes
Students will be aware of the issues involved in being a safe and responsible driver.
Links
Working Together For A Healthier Scotland (Page 53)
Glasgow Children's Services Plan
Glasgow City Council Road Safety Plan
Content
Legal Driving
Passing a driving test/Driving Lessons/Highway Code/
Licences/Road Tax/Insurance/Buying a Car/MOT/Not
drinking and driving.
Responsible Driving
Using lead free petrol/Observing Speed limits/Safety
of vehicle/Exhaust Fumes
Safety of other road users/Overtaking/Parking.
Safe Driving
Dangerous conditions/Hazards on the road/Speeding/
Accidents/Driving too close (Tailgating)/Road Rage.
The Law and Drink Driving
Even one drink is too much. Do not accept a lift with a
drunk driver. Always plan how to get home on a night
out. Leave the car at home. Care when driving the
morning after-alcohol still in bloodstream. Media
campaigns.
Suggested Activities/Resources
Reference: The Highway Code
Students could share their knowledge and
experiences of driving lessons/Costs of
running a car/Insuring a car for a young
person.
Road Safety Officer
Students could discuss issues such as those highlighted
on ‘Police, Camera, Action’ TV programme.
Extracts from newspapers about road accidents and
information from the Internet could form the basis of
discussion on safe and responsible driving.
Teacher led discussion about how much alcohol is too
much/how drinking affects driving performance/how
drivers who have had alcoholic drinks believe they are
still capable of driving well/what happens in a
breathtest/the penalties of drink driving.
Education Support Service 322
Theme:
Topic:
Unit:
Keeping Me Safe
My decisions
Transitions Into Adulthood
Secondary 5
Desirable Outcomes
Students will be aware of changes in approaches to life as they become adults.
Links
Health Behaviours of Scottish Schoolchildren
Working Together For Glasgow's Health
Towards a Healthier Scotland — White Paper — Scottish Office
Content
Suggested Activities/Resources
Psychological Changes
From childhood into adulthood
Opinions and attitudes change — about others and
about issues.
Increased self awareness/self realisation
Increases world/political awareness
Knowledge that your decisions can drastically alter the
pattern of your life.
Students will be at varying levels of maturity with
differing experiences of life. Group discussion could
highlight different experiences and how people deal
with different situations.
Students could list some of the decisions they have had
to make so far which have affected their future in any
way.
Learning from Experience
The value of reflection and review of the past/present/
future.
Recognising the value of learning from experiences
(your own and other people's).
Students could work in small friendship groups to
reflect on how they reacted to different situations as a
young child, as a teenager, and as a young adult. They
may also look at their experiences to date and explain
why they behaved in a particular way at that time.
Education Support Service 323
Theme:
Topic:
Unit:
Keeping Me Safe
Keeping Well
First Aid
Secondary 5
Desirable Outcomes
Students will have an understanding of basic life-saving techniques.
Links
Working Together For A Healthier Scotland
Working Together For Glasgow's Health
Towards a Healthier Scotland — White Paper — Scottish Office
Content
Emergency Life Support
Students will focus on the emergency life support (ELS)
action plan.
Sequence of action:
• check person for response
i.e. check Airway
Breathing
Circulation
• get help, phone ambulance if necessary.
• commence C.P.R. if unconscious but not breathing.
• place in recovery position if breathing.
• keep checking ‘ABC’.
Suggested Activities/Resources
Arrange demonstration from school first aider, school
nurse or St. Andrew's Ambulance service.
Discussion. Possible role-play.
Arrange talk from St. Andrew's Ambulance Service
and/or British Heart Foundation.
Education Support Service 324
Theme:
Topic:
Unit:
My Relationships
Me
Taking Precautions
Secondary 5
Desirable Outcomes
Students will learn about contraception.
Links
Glasgow Children's Services Plan
Health Behaviours of Scottish Schoolchildren
Content
Why use Contraception?
High risk of pregnancy virtually any time of the
monthly cycle.
Can become pregnant ‘first time’.
Health risks from STI’s. (Include risks from HCV when
dealing with HIV).
Types of Contraception
Oral — Advantages/disadvantages/health scares.
Diaphragm/Coil.
Male Pill — Reliability of person taking it.
Billings/Rhythm Methods.
Responsibilities of Male /Female
What if it goes wrong?
Teenage Relationships and Contraception
When is a relationship ‘serious’?
When is the right time to have sex?
Pressure to have sex.
Things boys say to encourage girls to have sex
(perhaps against their better judgement).
Suggested Activities/Resources
Reference: Sexual Health Matters For Young Men
and Women — Sex Health Curriculum.
Students could role play a situation where teenagers
are discussing the pressures they can be put under to
have sex, and what types of contraception are
available to them.
Teacher could highlight the fact that lots of teenagers
may not actually be emotionally ready for a physical
relationship but often do so because of pressure.
Discussion could focus on the benefits of waiting until
you are older.
What are some of the things boys say about sex - to
their friends?
What about the gossip surrounding people's sex lives?
HCV = Hepatitis C Virus
Education Support Service 325
Theme:
Topic:
Unit:
My Relationships
My Family
Women’s And Men’s Health
Secondary 5
Desirable Outcomes
Students will explore different aspects of women and men's health, including threat to health of domestic violence.
Links
‘Creating Tomorrow's Glasgow’ — Glasgow Alliance Strategy
Health Education in Scottish Schools — HMI
Content
Appearance and Health
Fashion and personal dress choice
Fitness trends
Body Image — Media influences/Tall and slim for
women/Muscle toned for men.
Diet and food trends.
Anorexia Nervosa and Bulimia
Common in men as well as women - psychological
disorder. Can be very serious - even fatal.
Obsession with themselves - Very skilled at pretending
or lying about how much food is being eaten.
Anorexia is a total refusal to eat. Bulimia is overeating
followed by purging. Often the two illnesses go hand in
hand.
Suggested Activities/Resources
Students could discuss their own feelings about fitness
trends/body image/media pressures etc.
Eating disorders are very widespread especially
amongst young people. Few people ever admit this —
even to themselves. Students could share their own
experiences or knowledge of people with eating
disorders.
Discussion might focus on why young people believe
that eating disorders are relatively widespread.
Treatment often involves psychiatric therapy. There are
few experts in Scotland - GP's sometimes try to help,
but this is a serious longterm problem. Often it never
goes away.
Domestic Violence
Very serious - physical/mental abuse —
what to do about it.
Class discussion on domestic violence.
Resources used where possible to deal with sensitive
issues.
Education Support Service 326
Theme:
Topic:
Unit:
My Relationships
My Friends
Values
Secondary 5
Desirable Outcomes
Students will explore some of their own values and recognise that values are formed by each individual.
Links
Health Behaviours of Scottish Schoolchildren.
‘Towards a Healthier Scotland’, White Paper, Scottish Office
Glasgow Children's Services Plan
Content
Suggested Activities/Resources
Exploring our Values
Where do our values come from?
Changing our mind.
Do values play a part in decision making?
Discuss:
What do we mean by values?
What values are important to us?
Have ‘agree/disagree/don't know’ cards. Prepare a
range of statements which students can discuss and
place under the appropriate ‘agree/disagree/don't
know’ headings. (e.g. People under 16 should not have
sex. People under 16 should not smoke. People who
take drugs should be ignored).
Conflicting Values
People as individuals.
Negotiation.
Discuss:
From the results where do people disagree/agree.
Why?
How do you feel when someone disagrees with you?
How do we resolve conflicting values?
Education Support Service 327
Theme:
Topic:
Unit:
Relationships
My Community
Women’s And Men’s Rights
Secondary 5
Desirable Outcomes
Students will discuss issues relating to women and men's rights.
Links
Equal Opportunities — Policy, Principles and Practice — Glasgow City Council
Content
The Sex Discrimination Act
Makes it unlawful to discriminate against people for
their differences.
Current status of equality for women and men?
What is feminism?
How has the women's rights movement affected men?
What is sexism? This can include taught/learned
behaviour which implies that males are superior in
society.
Assumptions based on males rather than females.
Stereotyped images in language/literature.
Suggested Activities/Resources
Students could review job advertisments in papers to
examine possible areas of sex discrimination.
They may also look at which gender they believe the
job to be aimed at.
Discussion about examples of sexism from students'
own experiences. How can sexist attitudes be reduced/
minimised?
Students could discuss issues relating to why they have
made these assumptions.
How women lag behind
(The glass ceiling)
Women's salaries still lag behind men's
Many employed in domestic jobs which are considered
less important and therefore are paid less.
Women and Men in Pornography
What messages given to opposite sex?
e.g. ‘Degrading’ to gender taking part. Exploitation of
either sex.
How does the image of women/men in pornography
affect the role of women/men in society?
How affected? How do I feel about this?
Groups discuss and debate. Responses collated.
Education Support Service 328
Theme:
Topic:
Unit:
All about Me
Myself
Planning For The Future
Secondary 6
Desirable Outcomes
Students should know about preparing to live independently.
Links
Home Economics — Higher Grade
Working together for a Healthier Scotland — Page 23
Content
Independent Living
• Types of accommodation for students
• Sharing a flat (Advantages/Disadvantages)
• Paying the bills (Rent/Phone/Food/Heat)
• Keeping it clean — Rota?
• Hidden costs of living independently
• Emotional Support
What it means to be a student
• Types of courses available (College/University)
• Work Expectations
• Financial Implications
• Changing courses — Guidance at University
• Fresher's Week/Social Activities.
• Student Loans
Suggested Activities/Resources
Former Pupils now either in employment at University
or unemployed could be invited as visiting speakers.
Students could use school library to access careers
information and write to colleges for details of courses.
What it means to be unemployed
• Living on restricted income
• Benefits
• Trying to find a job (Any job?)
What it means to work
• Apprenticeships
• Short/Long term contracts
• Salaries/PAYE/Tax
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Theme:
Topic:
Unit:
All About Me
My Body
Body Art And Cosmetic Surgery
Secondary 6
Desirable Outcomes
Students should be aware of the advantages and health implications of body art and cosmetic surgery.
Links
Working Together For A Healthier Scotland
Health Behaviours of Scottish Schoolchildren
Working Together For Glasgow's Health
Content
Suggested Activities/Resources
Types of Body Art
Tattoos
Piercing
Hair Art, e.g. dreadlocks
Brainstorm — Range of types of body art and cosmetic
surgery.
Cosmetic Surgery
• beauty: cosmetic reasons
• perceived need (not necessarily valid)
• emotional health, e.g. nose surgery, removal of moles
• necessary, e.g. removal of cleft palate
• spur of the moment decision
Cultural Requirements
Examples:
• neck rings (Africa)
• rings around ears (America)
• rings in lip (Africa)
• circumcision (Jewish faith, Somalia)
Discussion
• Advantages of each.
• Limitations/disadvantages of each
• Legal issues
• Health issues
• Safety Issues
• Hygiene issues
Research: Surgery/Piercing required for different
cultures.
Presentation of findings.
Discussion
What do you think of the various cultural
requirements. Do you agree with them? Explain.
Education Support Service 331
Theme:
Topic:
Unit:
All About Me
My Food
Eating On A Budget
Secondary 6
Desirable Outcomes
Students should gain an appreciation of ensuring value for money in relation to food.
Links
Home Economics — Higher Grade
Eating for Health — A Diet Action Plan for Scotland: Scottish Office.
Content
Types of eating out venues — Advantages/
Disadvantages
Carry Out/Take Away
Food Vans
Cafe/Restaurant
Bar Food
Issues to Consider
Cost (Food cost, Service charge)
Variety of Foods (including from different cultures)
Social Interaction
Food Safety Regulations
Time to wait for food
Nutritional content of foods
Aesthetics of establishment
Comparing the cost of eating out with home
made foods.
Suggested Activities/Resources
Discussion about variety of eating out venues and their
relative advantages and disadvantages, and, students’
experiences of these.
Students could access the Internet to review newspaper
articles relating to unhealthy food practices in restaurants
etc. Clippings from articles relating to food poisoning
outbreaks etc. could be used to highlight the need for
vigilance in choosing a place to eat.
Students could undertake a costing exercise of their
favourite take away or restaurant food. They could
then try to compare this as far as possible with the
home made equivalent.
If this is not feasible, pupils could discuss shop and
restaurant prices, and, how to make the most of their
money.
Education Support Service 332
Theme:
Topic:
Unit:
All About Me
Keeping Fit
Leisure Pursuits In Adult Life
Secondary 6
Desirable Outcomes
Pupils will become aware of local facilities and clubs available for adult leisure time.
Links
Creating Tomorrow's Glasgow — Glasgow Alliance Strategy
Fit for Life — GCC/GGHB/SPT/University of Glasgow
Health Education in Scottish Schools — HMI
Physical Education Curriculum
Content
Suggested Activities/Resources
Develop knowledge and skills to allow individuals to
pursue their own favourite activity.
Aerobics/Step Aerobics/Dancing/Football/Netball/
Swimming/Multi- Gym or Weights/Rowing Machines/etc.
Correct, appropriate use of equipment.
Possible use of local facilities - swimming pools pitches - athletic tracks - golf ranges.
Alternative leisure pursuits (including non-physical).
Resultant mental well-being.
Group Discussion on range of activities together with
benefits and local facilities.
Education Support Service 333
Theme:
Topic:
Unit:
Keeping Me Safe
Keeping Clean
HIV/AIDS And Immune System
Secondary 6
Desirable Outcomes
Students will learn about HIV/AIDS and its effects on the immune system.
Links
Working Together For A Healthier Scotland
Health Behaviours of Scottish School children
Higher Biology/Human Biology courses
Content
Sexually Transmitted Infections
• range
• signs and symptoms.
Focussing on HIV
1 Transmission
Routes of transmission, paricularly sexual practices,
infected blood, shared needles. (Highlight that this
also applies to Hepatitis C Virus [HCV] — see 6
below).
2 Prevention
• safer sex practices
• condom use
• avoid blood contact.
3 The Immune System
• how it works
• how HIV affects it.
4 Development to AIDS
5 Attitudes to HIV/AIDS
6 Hepatitis C Virus infection — health risks,
transmission similar to HIV, prevention methods
similar to HIV, prevention methods similar to HIV.
Suggested Activities/Resources
Research/Discuss:
The range of STI’s.
How would you know if you had one?
(Symptoms of each).
(Include HCV as it can be transmitted along with HIV).
HIV is the most widely known STI
Research/ Discuss:
• how it is transmitted.
• how it can be prevented.
• does everyone with HIV contract AIDS.
Explore group attitudes to HIV/AIDS
Debate:
Should people with HIV be allowed to lead full/active
lives?
HCV = research/find out activity.
Headings from content 6.
References: More than a Game —
GGHB Health Promotion Youth Team.
Good Sex Healthy Sex — HEBS leaflet.
Sexual Health Matters For Young Women
HEBS Leaflet.
‘ESCAPE AIDS’
Education Support Service 334
Theme:
Topic:
Unit:
Keeping Me Safe
Safe All Over
Safety In The Home
Secondary 6
Desirable Outcomes
Students will be aware of the types of accidents which can occur in the home, and how these could be avoided.
Links
Home Economics — Higher Grade
Glasgow Children’s Services Plan (Page 49)
Promoting Personal Safety and Child Protection in the Curriculum, Scottish Office.
Content
Accidents in the Home — Statistics
Children under 5 most at risk
Elderly people come close second.
Most Common — Falls/Choking/Burns/Scalds/
Electrocution/Suffocation/Poisoning/Cot Death.
(Research from Australia on cot death related to
second hand use of matresses. Bacteria from prior use
ferment when heated and emit poisonous fumes).
Preventing accidents
Care required especially with babies and elderly —
Especially… lighting on stairs/Sharp knives/Flexes
trailing/Boiling liquids/Dangerous chemicals/Drugs/
Things lying around the floor.
…
Suggested Activities/Resources
Visit from Home Safety Officer
Discussion about prevention of accidents in the home.
Students could evaluate current research on cot death.
(Internet?)
Students could investigate statistics for incidents of
accidents in the home.
Education Support Service 335
Theme:
Topic:
Unit:
Keeping Me Safe
My Decisions
Effects Of The Media
Secondary 6
Desirable Outcomes
Students will be aware of how the media can affect our lives - particularly through advertising.
Links
Glasgow Children's Services Plan
Glasgow Alliance Strategy-Creating Tomorrow's Glasgow
Content
Advertising and ‘Conspicuous Consumption’
Conspicuous Consumption — the ownership of
designer label items and status symbols which are
purchased more as a symbol to others that this person
has money.
(Although often it is borrowed money - credit cards etc.)
Adverts aimed at young people
What young people want — why?
(Clothes/Car/Holidays/Active social life/Accessories/
To be good looking/To have lots of friends/To have a
boy/girl friend…).
Advertising tactics — using famous people/ theme
tunes/sex/glamour.
Suggested Activities/Resources
Students could role play or discuss the following
situations.
1 You and some friends are going on holiday. Plan
how much money you will need, how much it will
cost and how much spending money you require.
2 A day's shopping with a few friends and a relative
can be fraught with difficulties for young people —
what kind of disagreements could develop?
3 ‘But I really want a car for my 18th’
In the above situations the teacher could encourage
students to consider where all the money might come
from for all of their needs and wants.
Aspirations beyond our means
Problems arise in aspiring beyond means/Debt/
Moneylenders/Keeping up with Jones’…
Where does it lead to?
Students should be made aware of the dangers of
debt.
Discussion of value of student loans.
Education Support Service 336
Theme:
Topic:
Unit:
Keeping Me Safe
Keeping well
Dealing With Pregnancy
Secondary 6
Desirable Outcomes
Students should know about the responsibilities of parenthood, especially of being a teenage parent.
Links
Health Behaviours of Scottish Schoolchildren
Glasgow Children's Services Plan
Working Together For Glasgow’s Health
‘Towards a Healthier Scotland’ — White Paper — Scottish Office
Content
Health in Pregnancy
Folic Acid to prevent neural tube defects - taken
before conception until 12 weeks.
Ante Natal Care - Hospital, local medical centre or GP
surgery
Ante Natal classes - For fathers as well as mothers, gives
information about labour/pain relief/ breastfeeding/
bathing the baby/exercises in pregnancy.
Mood Swings - due to fluctuations in hormones
Diet in pregnancy - not eating for two - quality not
quantity.
Suggested Activities/Resources
Health Visitor Visit
Students could discuss issues from experiences of their
own family/friends having babies.
Reference: ‘All In The Same Boat’ — GGHB
Students could research some of the materials on
pregnancy, and prepare a group response on the
following, ‘Having a baby in your teens… pros and
cons’.
Getting ready for birth
Pain relief/Birth plan/Father's role/Choice of hospital/
The stay in hospital/Baby Blues (Very common because
of sudden 70% drop in hormone levels).
Bringing the baby home
Choice of feeding - Breast is best, also very
demanding - father has a big role.
Sterilising bottles, etc.
Preparing a cot/changing area etc.
Space for all new baby things
Change in social life - babysitters.
Comparative study of breast and bottled milk.
Breast-feeding strategies.
Possible talk from health specialist.
Education Support Service 337
Theme:
Topic:
Unit:
My Relationships
Me
Bereavement
Secondary 6
Desirable Outcomes
Students will discuss issues in relation to bereavement.
Links
Working Together for Glasgow’s Health
Religious Education curriculum
Content
Suggested Activities/Resources
Coping with grief
Everyone is different and copes differently with grief.
Some people need to cry/to talk/to withdraw/to
pretend it has not happened/To ‘run away’.
Mourning — Different cultures mourn in different ways
- wearing black etc…
All types of grieving are normal.
Students will possibly have experienced a death in
their own families. It may be possible to have group or
class discussion focussing on how people cope with
death.
Students could discuss ‘loss’ and how they feel,
eg. losing a pet/divorce, etc.
Helping the Bereaved
Try to find out how they are coping
Do not avoid the subject - they may need to be
prompted to talk.
Be supportive for as long as is needed.
Must also come a point when they need to move on they will need support at this time too.
Dealing with death
First instincts — Panic/disbelief/Feeling of being let
down/anger/injustice.
Moving to gradual acceptance with a deep sense of
loss.
Bereavement Counsellor
It may be appropriate for students to discuss ways of
helping bereaved friends or relatives.
Students and teacher could discuss what happens in
different situations — sudden death and disbelief —
prolonged illness leading to death.
Education Support Service 338
Theme:
Topic:
Unit:
My Relationships
My Family
Parenthood
Secondary 6
Desirable Outcomes
Students will become aware of all of the issues involved in planning to become a parent.
Links
Working Together for a Healthier Scotland
Health Behaviours of Scottish School children
Equal Opportunities Policy Principles and Practice — Glasgow City Council
Content
Health in planned parenthood
Reduced alcohol/eliminate drug use prior to
conception.
Taking Folic Acid before conception — to reduce risk of
neural tube defects
Healthy Diet — especially calcium/protein/iron rich
foods.
General Health — Exercise/Rest…
Stopping Smoking.
Attitudes, Beliefs and Values in relation to
Parenting
Disciplining children (smacking?)
Providing material and emotional support for child.
Putting the child first.
Being ‘Ready’ to be a parent.
Feeding children/Breastfeeding is very demanding —
but lots of advantages.
Single parenting is more demanding.
Suggested Activities/Resources
Health Visitor visit to discuss health issues in planning
for parenthood.
Reference: ‘All in the same boat’ — GGHB
Students could discuss ‘Being Ready to be a Parent’.
Highlight issues such as, personal maturity/the
implications of ‘settling down’ in your teens/being a
teenage parent/having a suitable place to stay/the
dual role — father’s and mother’s role.
Students could investigate the cost of bringing up a
child.
Use catalogues to price all necessities.
‘A day in the life of a new parent’
Discuss:
(‘Simulated Baby’ gives students real life experience of
looking after a baby for 24 hours — may be available to
school).
Education Support Service 339
Theme:
Topic:
Unit:
My Relationships
My Friends
Help Agencies
Secondary 6
Desirable Outcomes
Students should be aware of the agencies who can help and give advice about health.
Links
‘Towards a Healthier Scotland’ — White Paper — Scottish Office
Glasgow Children's Services Plan
Content
Sources of Advice to Help Young People
Brook Advisory Council
Family Planning Association
(Scottish) Marriage Care
Marriage Counselling Service
The Innocents (Help for pregnant young girls)
Community Pharmacies
Suggested Activities/Resources
Brainstorm/Research:
Sources of Information/Support.
Tease out from the list the sources which are
• agencies
• have local offices (check phone book)
What type of support do they offer?
Local Agencies
Are they accessible?
Are they user-friendly? Explain.
Services Provided
Confidential free advice
Pregnancy testing
Counselling
Prescriptions (Contraceptives)
Relationship counselling
Material Help (The Innocents)
Access speakers from any of the groups.
Students could alternatively write to the groups for
information about their services.
Education Support Service 340
Theme:
Topic:
Unit:
Relationships
My Community
Our Multi-Racial Society
Secondary 6
Desirable Outcomes
Students should be aware of the multi-ethnic nature of society.
Links
Equal Opportunities Policy, Principles and Practice — Glasgow City Council
Glasgow Children's Services Plan
Content
Suggested Activities/Resources
Acceptance of Multi-racial society as positive and
enriching.
Students could discuss the meaning of ‘Our Multiracial Society’ and evaluate what they could learn from
other races and cultures.
Structural and Socialising Effects on children of ethnic,
gender and class backgrounds.
Students could consider some of the following:
Where people live, their conditions, their lifestyle and
their ethnic background. (Are there any correlations?)
Discrimination in our town/city…
The wide range of possible contexts for growing up,
especially highlighting differences in physical
surroundings.
Education Support Service 341