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. 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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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

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 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)
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