Western cape infusion of hiv aids life skills with the curriculum pc hendricks
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WESTERN CAPE Infusion of HIV & AIDS Life Skills with the Curriculum: PC Hendricks PowerPoint PPT Presentation


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WESTERN CAPE Infusion of HIV & AIDS Life Skills with the Curriculum: PC Hendricks. SOCIALISATION OF THE NATURAL BEING. SOCIETY. SOCIETY. SOCIETY. SPIRITUAL BEING. PSYCHOLOGICAL BEING. PHYSIOLOGICAL BEING. SOCIETY. SOCIETY. SOCIETY. SOCIETY. Needs to develop a context:

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WESTERN CAPE Infusion of HIV & AIDS Life Skills with the Curriculum: PC Hendricks

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WESTERN CAPEInfusion of HIV & AIDS Life Skills with the Curriculum: PC Hendricks


SOCIALISATION OF THE NATURAL BEING

SOCIETY

SOCIETY

SOCIETY

SPIRITUAL

BEING

PSYCHOLOGICAL

BEING

PHYSIOLOGICAL

BEING

SOCIETY

SOCIETY

SOCIETY


SOCIETY

Needs to develop a context:

  • A healthy natural, built and cultural environment; and

  • Positive role-models.


THE CURRICULUM

  • INTEGRATED FOCUS

    • Mind

    • Body

    • Spirit

  • MESSAGING

    • Explicit Curriculum

      (personal experiences, sensory experiences)

    • Implicit Curriculum

      (hidden curriculum, subliminal messaging)

    • Null / Nil Curriculum

      (What is the curriculum not saying?)

  • PRINCIPLE ONE (GET)

    • Human Rights, Social Justice, Inclusivity and A Healthy Environment

  • FOUNDATION

    • The South African Constitution


  • PSYCHOLOGICAL BEING

    • Mental

    • Emotional

    • Intellectual

    SOCIAL BEING

    • Cultural Environment

    • Natural Environment

    • Built Environment

    PHYSIOLOGICAL BEING

    • Physical Activity & Fitness

    • Nutrition

    • Medical Self-care

    • Physical Environment

    • Stress Prevention & Management

    SPIRITUAL BEING

    • Unifying Force (purpose or meaning to life)

    • Interrelatedness of Humanity

    • Investing in Others

    • Good Citizenship / Patriotism

    • Conflict Management / Conflict Resolution

    THE CURRICULUM AND THE HUMAN BEING

    INCLUSIVITY

    HUMAN RIGHTS

    HEALTHY LIVING

    LIFELONG LEARNING

    A HEALTHY ENVIRONMENT

    BALANCED LIFESTYLE

    LIFELONG ACTIVITY

    SOCIAL JUSTICE

    INTEGRATION


    FROM CURRICULUM TO COMMUNITY(SOCIALISATION OF THE HUMAN BEING)


    CONTEXTUALISATION


    THE ASSESSMENT STANDARD PYRAMID

    ACTION RESEARCH

    PROBLEM SOLVING

    [ RESOURCES ]

    [ CONTENT ]

    SITUATION

    [ LESSON ]

    [ CONTEXT ]

    A HEALTHY ENVIRONMENT


    ACHIEVEASSESSMENT STANDARDSTHROUGH:

    • ACTION RESEARCH

    • PROBLEM SOLVING

    • CONTEXTUALISATION (e.g. A Healthy Environment)


    MORALDEVELOPMENT


    LEVEL OF OFFENDING & RISKY BEHAVIOUR

    MORAL EDUCATION

    MORAL EDUCATION and KOHLBERG’S STAGES

    Stage 1 :Avoid Punishment

    • GOALS :

    • encourage learners to develop to next stage.

    • PROCESSES:

    • internalisation;

    • discussion of moral dilemmas to stimulate moral development;

    • ponder contradictions in their present level of reasoning; and

    • contextualisation.

    • OUTCOMES:

    • learners able to make integrated moral choices;

    • moral reasoning and thinking more internalised; and

    • better understanding of virtues, rules and norms.

    HIGH RISK : Easily Loses Control and Acts Out

    Stage 2 :Seek Reward

    Stage 3 :Gain Approval / Avoid Disapproval from Significant Others

    MODERATE RISK: Abides by certain Standards / Rules

    Stage 4 :Conform to Society’s Rules

    LEVELS OF MORAL REASONING

    Stage 5 : Community Rights versus Individual Rights

    LOW RISK: Able to Desist and Control

    Stage 6 : Ethical Principles and Individual Conscience


    MORAL DILEMMA

    • A moral dilemma arises when a person is in a choice situation in which s/he cannot satisfy the dictates of morality.

    • The person who faces the problem can have two choices. Either choice that the person makes, somebody can get hurt.

    • The problem has no clear right or wrong resolution.

    • The person is placed in a “Catch 22” situation.

    • Many moral dilemmas are dilemmas because of a certain kind of conflict between the "rightness" or "wrongness" of the actions and the "goodness" or "badness" of the consequences of the actions.


    MORAL REASONING

    • The best way to handle a dilemma is to look at what is the “right” and the “wrong” choice.

    • If one is going to do what is “right” and take a stand on principle, despite undoubtedly bad consequences, then one better be sure that the principle is true, otherwise, for example, many may die for nothing.

    • You should also look at who benefits the most (in a good way) from your choice.

    • Your choice must always be based on justice and fairness.

    • The end envisioned must be for good and humane outcomes.


    THE IMPLEMENTATION PROCESS(Contextualisation & Moral Development)

    • Trained 150 lead facilitators in contextualisation and moral development concepts and implementation;

    • Further developing these 150 lead facilitators through on-the-job training;

    • From 01 April 2008, the lead facilitators will take their allocated schools through the process;

    • The office-based lead facilitators will do the monitoring and evaluation of the process.


    CLASSROOM-BASED ACTIVITIES

    (LIFESTYLE LESSONS)

    SCHOOL ENRICHMENT-BASED ACTIVITIES

    (STREET BEAT)

    COMMUNITY-BASED ACTIVITIES

    (LIFELONG ACTIVITY)

    • Lesson Plans

    • Role Play Simulation

    • LTSM

    • Website

    • Physical Activities

    • Creative Writing

    • Creative Arts

    • Voice Training / Vocals

    • Journalism

    • Movement / Recreation

    • Anthology of Poems / Lyrics

    • Arts

    • Cassette Disc / DVD

    • Newsletter

    • Sport

    CONTRIBUTING TOWARDS A HEALTHY ENVIRONMENT(Ongoing)


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