Western cape infusion of hiv aids life skills with the curriculum pc hendricks
This presentation is the property of its rightful owner.
Sponsored Links
1 / 15

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


  • 51 Views
  • Uploaded on
  • Presentation posted in: General

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:

Download Presentation

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

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Western cape infusion of hiv aids life skills with the curriculum pc hendricks

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


Socialisation of the natural being

SOCIALISATION OF THE NATURAL BEING

SOCIETY

SOCIETY

SOCIETY

SPIRITUAL

BEING

PSYCHOLOGICAL

BEING

PHYSIOLOGICAL

BEING

SOCIETY

SOCIETY

SOCIETY


Society

SOCIETY

Needs to develop a context:

  • A healthy natural, built and cultural environment; and

  • Positive role-models.


The curriculum

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


  • The curriculum and the human being

    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

    FROM CURRICULUM TO COMMUNITY(SOCIALISATION OF THE HUMAN BEING)


    Contextualisation

    CONTEXTUALISATION


    The assessment standard pyramid

    THE ASSESSMENT STANDARD PYRAMID

    ACTION RESEARCH

    PROBLEM SOLVING

    [ RESOURCES ]

    [ CONTENT ]

    SITUATION

    [ LESSON ]

    [ CONTEXT ]

    A HEALTHY ENVIRONMENT


    Achieve assessment standards through

    ACHIEVEASSESSMENT STANDARDSTHROUGH:

    • ACTION RESEARCH

    • PROBLEM SOLVING

    • CONTEXTUALISATION (e.g. A Healthy Environment)


    Moral development

    MORALDEVELOPMENT


    Moral education and kohlberg s stages

    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

    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

    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

    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.


    Contributing towards a healthy environment ongoing

    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)


  • Login