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

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

  2. SOCIALISATION OF THE NATURAL BEING SOCIETY SOCIETY SOCIETY SPIRITUAL BEING PSYCHOLOGICAL BEING PHYSIOLOGICAL BEING SOCIETY SOCIETY SOCIETY

  3. SOCIETY Needs to develop a context: • A healthy natural, built and cultural environment; and • Positive role-models.

  4. 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

  5. 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

  6. FROM CURRICULUM TO COMMUNITY(SOCIALISATION OF THE HUMAN BEING)

  7. CONTEXTUALISATION

  8. THE ASSESSMENT STANDARD PYRAMID ACTION RESEARCH PROBLEM SOLVING [ RESOURCES ] [ CONTENT ] SITUATION [ LESSON ] [ CONTEXT ] A HEALTHY ENVIRONMENT

  9. ACHIEVEASSESSMENT STANDARDSTHROUGH: • ACTION RESEARCH • PROBLEM SOLVING • CONTEXTUALISATION (e.g. A Healthy Environment)

  10. MORALDEVELOPMENT

  11. 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

  12. 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.

  13. 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.

  14. 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.

  15. 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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