Health Management and Social Care
Appendix 1 Example 1
Appendix 1
Assessment Performance tasks:
1. Students identify the changes and
transitions across the lifespan and classify them into different categories – a list of changes/ transitions.
2. Students discuss with each other and select the three most important changes that affect them.
Other evidence:
Prompts: Identify the changes that affect you most and explain why.
Learning and teaching Learning activities:
1. Teacher lead students to identify what the major stages of life are.
2. Students are then asked to compile a list of changes/transitions associated with the various stages, and identify the three most important ones.
3. In groups of four, students compare their choices with those of their classmates, discuss and explain the similarities and differences, and revise their choices if necessary.
4. Students explain how their choices influence their personal development and present their ideas to the class.
Role of teacher: facilitator Role of students: active learners
Example 2
Topics
1C Positive responses to different life events 2A Social security
3A Risk factors to health (smoking) 5C Strategies for coping with stress Level: S4
Duration: 12 periods (each of 40 mins.)
Prior knowledge: Web-searching skills; basic knowledge about care services providers.
Scenario – Ken’s problems
Ken has been feeling frustrated for several weeks, and is behaving totally differently from before.
He looks tired and is not interested in doing anything. He has become rude and unwilling to learn and submit his assignments. His academic performance has dropped sharply. As Ken’s friend, you try to find out the reasons behind these changes by talking with him. You find that Ken’s father passed away a month ago. His family has lost its main financial support and cannot even afford to pay for the funeral. Ken has had to take a part-time job as a newspaper delivery boy early each morning before he goes to school. Also, his relationship with his younger brother has got worse. He feels angry as his brother has still asked for a new mobile phone in these
circumstances. Ken smokes as he thinks this will ease the stress he is experiencing. He even wants to leave school and work for his family though he has the potential to study at university.
He doesn’t know who can help him to solve all these problems. These events have made Ken feel “blue” about his life.
Desired Results Goals:
To analyse and apply knowledge and concepts learned in HMSC to solve problems given in novice scenarios
Understanding:
Students will understand:
1. that changes are inevitable and living a successful life involves coping with change.
2. the importance of positive attitude towards problems in life.
3. the harmful effects of stress on health.
4. the ways of getting support from the Government and NGOs when needed.
Essential questions:
1. What are Ken’s problems?
2. What suggestions would you make to Ken for dealing with his problems?
3. Why is it important to have a positive attitude towards problems in life?
4. What kinds of support are provided by the Government or NGOs to help people like Ken?
5. In what ways does smoking affect our health?
6. How can we cope with stress?
Knowledge
1. Students will know ways to cope with stress.
2. Students can identify the types of caring services provided by the Government and NGOs and how to get the services.
3. Students will understand how smoking affects our health.
4. Students will know the importance of positive response in facing problems.
Skills
1. Information-searching and screening.
2. Comparing and discriminating between ideas.
3. Relating knowledge from several areas.
4. Generalising from given facts.
5. Effective communication – expressing, criticising and presenting ideas.
Values and attitudes
1. To realise the importance of a positive attitude towards life events.
2. To understand the situations of others and care about them.
Assessment Performance tasks:
1. A concept map with the identified problems and suggested solutions for Ken’s case.
2. An anti-smoking pamphlet, focusing on the harmful effects on health.
3. Messages posted in the knowledge-building platform.
4. Reflective writing about positive attitudes towards life events.
5. A flowchart showing the possible ways for Ken to get support.
Other evidence:
Prompts: Identify the changes that affect you most and explain why.
K
Learning and teaching Learning activities
Activity 1
1. Students in groups are asked to read carefully and discuss the scenario.
2. By providing appropriate responses, prompts and feedback, students are guided to identify the major problems faced by Ken.
3. Students draw a concept map to show Ken’s main problems and suggest possible solutions.
Activity 2 (Using the identified problems to extend the learning activities – 8 periods) The possible problems identified may be used to introduce the following topics.
Problem 1: Death of his father – Topic 1C: Positive response to different life events
Case study – students are guided to browse examples of Life Fighter showing the importance of positive attitudes towards life problems and write a reflective essay of 300 words.
Problem 2: Need for support – Topic: 2A Social security system
Authentic learning – The teacher introduces the basic concepts of a social security system, and students are then asked to identify the types of support Ken can ask for in the Hong Kong social security system and draw a flowchart to show possible ways of getting it.
Problem 3: Smoking – Topic 3A: Risk factors to health
Pamphlet design – Students are asked to design a pamphlet focusing on delivering the message that smoking has harmful effects on health.
Problem 4: Stress – Topic 5C: Strategies for coping with stress
Knowledge-building – Students, in groups of 8, are required to create a knowledge-building platform (e.g. Knowledge Forum, newsgroups) and express their ideas/experience in coping with stress. Students are expected to explore strategies for coping with stress (through the process of prompts and feedback, discussion, argument, evaluation etc.) and present their findings in the last lesson.
Activity 3 – (2 periods)
After Activity 2, students are asked to rethink and revise the concept map they drew during Activity 1.
Extended learning activities:
1. Investigate the trends in smoking over the last 20 years in Hong Kong.
2. Identify the strengths and weaknesses of the existing social security system in Hong Kong.
3. Conduct interviews to investigate the common causes of stress and how the informants have coped with it.
Learning as co-construction Meaningful learning
Learning as a process
Role of teacher: facilitator Role of students: active learners
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