- Health Promotion and Maintenance and Social Care in Action

Topics Explanatory Notes seeking information and participating

in the decision making

5B Health and social care services and agencies 1. Health and social care services agencies:

government departments’ and non-government organisations’ (e.g.

NGOs) provision of health care and social care services

2. Types of services

 Health services: General Practices, hospital, dental services, chiropody, physiotherapy, occupational therapy, community health services, dietetic advice, etc.

 Social services: residential care, day care and home care, community services, counseling etc.

3. Other modes of services: mutual aid groups, support groups on Internet, hotlines, clanship or hometown association etc.

4. Purposes of service – preventive (primary care, education), intervention, curative, maintenance, emergencies (first aid, medical care), rehabilitation (shelter workshops, drug addicts, gamblers, mental illness)

5. Forms of service delivery, e.g. integrated vs. specialised services, centre-based vs.

outreach, home-based, residential services 6. New trends in the delivery of health

services and social care services, e.g.

 Community based: focus at district level, long term care

 Community development – empowering a local community by

 To identify different types of health and social care services

 To understand the aims and the work of different service agencies

 To compare different forms of service delivery

 To explore the new trends in the delivery of health services and social care services

Topics Explanatory Notes professionals to address local concerns

and provide support and care

5C Mental health as a personal predicament and as linked to the social context 1. The importance of mental health and the

characteristics of an emotionally healthy person

2. Factors that influence the mental health of individuals

3. Stress

 What is stress?

 Types of stress: eustress (positive stress) and distress (negative stress)

 Stressors (causes e.g. work, studies)

 Stress reaction

 Strategies for coping with stress 4. Some types of mental problems/disorders:

depression, phobias, Post-traumatic Stress Disorder, schizophrenia etc.

5. Social isolation / exclusion and mental illness

6. Possible impact of poor mental health and stress:

 Suicide

 Productivity / efficiency loss,

 Burden on family members 7. Mental health services:

 Deinstitutionalization

 Rehabilitation service

 Family care and support

 Integration into the community 8. Ways to maintain good mental health:

positive self-image, social support, stress management etc.

 To understand the importance of mental health and describe the characteristics of an

emotionally healthy person

 To analyse the factors that influence the mental health of individuals and lead to the prevalence of mental health problems in the community

 To acquire skills for stress management

 To identify the main types of mental health disorders

 To explore how to enhance personal mental health

Topics Explanatory Notes 5D Leadership in health and social care

1. Team building and team work in and across professional, voluntary and private health and social care

 Roles of team leader and members

 Core mission

 Communication systems and network

 Mutual respect

 Conflict management 2. Communication skills

 Types of communication

 Communicating with different people, e.g. one’s health provider, patients, health and social care providers

 Communication when working in teams

 Barriers to communication, factors enhancing or hindering the

effectiveness of communication

 Strategies to overcome the barriers and ways of enhancing the effectiveness of communication

3. Organisational skills

 Competence to plan, coordinate, organise, conduct and evaluate tasks / events related to health and social care services

 To set priorities for the tasks 4. Skills in interpreting information

 Use of research findings in health and social care and its significance

 Data interpretation and verification

 Analyzing information on health products, health promotion, social care service delivery

 To develop the enabling skills in health promotion and the provision of care services, including

 team-building and team work

 communication skills

 organizational skills

 skills in interpreting information

 To apply the above skills to study related health and social issues / problems and carry out project / service learning

2.4.2 Time allocation

The total lesson time for the three-year curriculum is around 250 hours². The estimated time allocation for the compulsory and the elective parts is shown below:

Compulsory Part Proposed

Percentage of Time Allocated

Sub-total: 60%

1. Personal Development, Social Care and Health Across the

Lifespan 12%

2. Health and Social Care in the Local and the Global Contexts 12%

3. Responding to Needs in the Areas of Health and Social Care 12%

4. Promotion and Maintenance of Health and Social Care in the

Community 12%

5. Health Promotion and Maintenance and Social Care in Action 12%

Elective Part

(Select any two modules) Proposed

Percentage of Time Allocated

Sub-total: 40%

1. Extended Study on Health Promotion and Health Maintenance

Services 20%

2. Extended Study on Community and Social Care Services 20%

3. Current Issues of Health and Social Care 20%

The above proposed percentages of time are to be seen as rough estimates for teachers’

general reference. Adjustments can be made flexibly based on the background, knowledge base and abilities of students in individual schools. The topics listed are not meant to be taught in isolation within the specified percentage times. Their interrelationships with other topics in the compulsory or elective parts are to be covered whenever appropriate.

2 The lesson time for Liberal Studies and each elective subject is 250 hours (or 10% of the total allocation time) for planning purpose, and schools have the flexibility to allocate lesson time at their discretion in order to enhance learning and teaching effectiveness and cater for students’ needs.

“250 hours” is the planning parameter for each elective subject to meet local curriculum needs as well as requirements of international benchmarking. In view of the need to cater for schools with students of various abilities and interests, particularly the lower achievers, “270 hours” was recommended to facilitate schools’

planning at the initial stage and to provide more time for teachers to attempt various teaching methods for the SS curriculum. Based on the calculation of each elective subject taking up 10% of the total allocation time, 2500 hours is the basis for planning the 3-year senior secondary curriculum. This concurs with the reality check and feedback collected from schools in the short-term review, and a flexible range of 2400±200 hours is recommended to further cater for school and learner diversity.

As always, the amount of time spent in learning and teaching is governed by a variety of factors, including whole-school curriculum planning, learners’ abilities and needs, students’ prior knowledge, teaching and assessment strategies, teaching styles and the number of subjects offered. Schools should exercise professional judgement and flexibility over time allocation to achieve specific curriculum aims and objectives as well as to suit students' specific needs and the school context.