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Section 3
This section sets out what school managers have to do in order to create good conditions for planning and teaching effective health education programmes. It also identifies key factors in pupil progression in health education as well as the characteristics of good practice. The importance of monitoring and evaluating provision and the connections to education authority policies are also addressed.
3.1 A strategic whole-school approach to taking responsibility for health
Health-promoting schools are characterised by the high value they place on the good health of staff and pupils, resulting in concern for people as individuals and in the provision of stimulating, safe and healthy conditions for the life and work of the whole-school community. Such a background provides powerful support for health education undertaken as part of the curriculum. The attainment targets for health education can be more effectively addressed where the life of a school as a whole contributes to the outcome of taking responsibility for health. The aims identified for health education should be firmly embedded within the overall aims of the school.
Learning to take responsibility for health does not only happen in the classroom but is also determined by the extent to which the school shows that health promotion is an important part of its daily life. Therefore, key questions for school managers are: 'To what extent do the organisation and practices of the school foster positive attitudes to health?' and 'What staff development is required to consolidate sound practice across the school?'
With appropriate planning, the whole life of the school can promote health. This can be achieved, in the first instance, by ensuring there is a coordination of cross-curricular contributions. In most schools, health education will be principally addressed in PSD programmes. Health Education can also be taught as a separate programme. However, sensible links can be made to other curriculum areas. Whatever approach is adopted teachers should ensure there is a clear focus on progression. In a more general way, pupils' enthusiasm for environmental health and sustainability issues can be a vehicle for actively involving pupils in improving the immediate environment of the school. Examples of such action are litter control, recycling schemes and making the school grounds safe and comfortable to play in. School health services, extra-curricular activities and community involvement programmes provide further opportunities to support health education. This whole-school approach is best developed in consultation with staff, pupils and parents.
3.2 The ethos of the school
As with all aspects of the curriculum, a positive ethos in the school enhances the quality of the classroom experiences for young people and staff. The characteristics, values and behaviours of all members of the school community contribute to the ethos, with positive relationships between and among staff and pupils being crucial elements. Mutual trust, self-esteem and respect are values that can be communicated in every aspect of a school: a school where discrimination and intolerance have no place and where pupils, staff and parents are consulted on key decisions affecting their everyday contribution to the work of the school. [RETURN TO 5-14 ONLINE] [BACK] [INDEX] [NEXT]
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