Health education for Senior Secondary School 1 (SSS1) in Nigeria gives students the knowledge and skills necessary to maintain and improve their health. It aims to equip students with the understanding required to make informed decisions about their health, develop positive health behaviors, and contribute to the health and well-being of their communities
The Lagos State Unified Scheme of Work for Health Education in SS1 is meticulously structured to provide students with essential information about various health issues. Key focus areas include physical exercise, nutrition, first aid, and reproductive health. By covering these topics at this level, students equip themselves with the skills needed to maintain optimal health and prevent common health problems prevalent in the community.
At the end of the SSS1 session, students can;
Assessment methods for health education in SSS1 in Nigeria include written exams to evaluate students’ understanding of health concepts, practical activities to demonstrate skills in hygiene and first aid, group discussions and presentations to assess communication and teamwork, and projects or assignments that require research and application of health knowledge. These methods aim to ensure a comprehensive evaluation of both theoretical knowledge and practical abilities.
| LAGOS STATE MINISTRY OF EDUCATION: UNIFIED SCHEMES OF WORK FOR SENIOR SECONDARY SCHOOLS | ||
| Health Education Scheme of Work for Senior Secondary Schools 1(SSS1) | ||
| CLASS | S.S.S.1 | |
| SUBJECT | HEALTH EDUCATION | |
| TERM | First Term | |
| WEEK | TOPICS | Learning Objectives |
| 1 | THE CONCEPT OF HEALTH EDUCATION | By the end of the lesson, students should be able to: i. define health ii. define the concept of health education iii. highlight factors that promote good health iv. differentiate between health and health education |
| 2 | HEALTH EDUCATION IN NIGERIA | By the end of the lesson, students should be able to: i. discuss the history of health education in Nigeria ii. summarize the philosophy of health education in Nigeria iii. mention the pioneers of health education in Nigeria iv. identify prevalent health education issues in Nigeria eg polio, lasar fever |
| 3 | PHYSICAL HEALTH AND HYGIENE | By the end of the lesson, students should be able to: i. define physical health ii. enumerate factors that influence physical health eg diet, heredity, etc iii. define hygiene iv. demonstrate how to take care of visible body parts eg teeth, hair, nail, etc |
| 4 | THE SKELENTAL SYSTEM | By the end of the lesson, students should be able to: i. describe the skelenton ii. identify human skelenton among the displayed skelenton iii. differentiate between bones and cartilage iv. identify major bones of the body and their location v. itemize importance of skelenton to humans vi. identify major bone disorders and remedies |
| 5 | THE MUSCULAR SYSTEM | By the end of the lesson, students should be able to: i. define muscles ii. mention types of muscles involved in physical activities iii. highlight importance of muscles to the human body iv. list injuries of the muscles eg strain, wound, muscle cramp, etc v. identify the properties of muscles |
| 6 | CELLS AND TISSUES OF THE HUMAN BODY | By the end of the lesson, students should be able to: i. define cells and tissues ii. explain the difference between cell, tissues, organs and system iii. mention types of cells eg sex cells, bone cells, etc iv. discuss cell division v. tabulate differences between mitosis and meiosis |
| 7 | MID-TERM BREAK | |
| 8 | SENSORY ORGANS | By the end of the lesson, students should be able to: i. describe sensory organs ii. list the sensory organs of the human body iii. discuss functions of the sensory organs iv. mention types of eye, ear, skin defects and their conditions |
| 9 | HEALTH SERVICES | By the end of the lesson, students should be able to: i. define the term health service ii. outline common types of health services eg traditional, family, school iii. specify importance of health services iv. highlight various health services provided by the school |
| 10 | THEORY OF WELLNESS | By the end of the lesson, students should be able to: i. define wellness ii. explain branches of wellness eg occupational, financial, social, etc iii. highlight factors that promote general wellness iv. discuss the importance of general wellness in Nigerian Secondary School v. identify the dimensions of wellness |
| 11 | PHYSICAL EXERCISES AND HEALTH | By the end of the lesson, students should be able to: i. define physical exercise ii. enumerate the importance of physical exercise iii. outline categories of physical exercise eg low intensity, medium intensity, high intensity iv. highlight influence of physical exercise on human health status |
| 12 | REVISION/EXAMINATION | |
| CLASS | SS1 | |
| SUBJECT | HEALTH EDUCATION | |
| TERM | SECOND TERM | |
| WEEK | TOPICS | LEARNING OBJECTIVES |
| 1 | REVISION | |
| 2 | HOUSING AND ENVIRONMENT | By the end of the lesson, students should be able to: i. define a house ii. explain the concept of environment iii. state the factors to be considered when choosing a house iv. identify governmental bodies that regulate housing and environment in Nigeria |
| 3 | WATER SUPPLY | By the end of the lesson, students should be able to: i. explain the concept of water ii. identify the two sources of water iii. state the qualities of water iv. enumerate the types of water supply v. highlight the different ways of purifying water vi. list methods of water storage system |
| 4 | FOOD AND NUTRITION | By the end of the lesson, students should be able to: i. define the concept of food and nutrition ii. differentiate between nutrient and nutrition iii. identify classes of food with examples iv. test for starch and protein in food samples v. uses of different classes of food in the body |
| 5 | ADEQUATE DIET AND CALORIES | By the end of the lesson, students should be able to: i. define adequate diet and calories ii. state the quantity of calorie needs by different age groups iii. highlight factors affecting individual calorie requirement iv. itemize basic nutritional diseases and their symptoms v. identify the role of adequate diet in health vi. discuss factors influencing feeding eg choice availability, age, etc |
| 6 | FIRST AID | By the end of the lesson, students should be able to: i. define first aid ii. highlight qualities of a good first aider iii. list contents of a first aid box iv. demonstrate the first aid treatment for selected injuries eg fractures, drowning, etc |
| 7 | MID-TERM BREAK | |
| 8 | ACCIDENTS | By the end of the lesson, students should be able to: i. give concept of accidents ii. categorize accidents eg home, school, road, etc iii. explain factors the cause accidents eg recklessness, drunkenness, etc iv. mention ways to prevent accidents in the school |
| 9 | SAFETY EDUCATION | By the end of the lesson, students should be able to: i. define safety education ii. outline safety measures against sport accidents iii. state the meaning of the terms: IDP (Internally Displaced People), Refugees, P.O.W (Prisoners of War), etc |
| 10 | PHYSICAL HEALTH | By the end of the lesson, students should be able to: i. define physical health ii. identify various body forms eg ectomorph, endomorphs, mesomorphs iii. outline ways to corrects body weight iv. calculate body mass index for different categories of somatotype v. |
| 11 | HOMEOSTASIS | By the end of the lesson, students should be able to: i. give the definition of homeostasis and metabolism ii. differentiate between catabolism and anabolism iii. outline measurable areas of body balance eg body temperature, electrolyte balance, etc iv. discuss factors affecting homeostasis |
| 12 | DRUG EDUCATION | By the end of the lesson, students should be able to: i. discuss the definition of drugs ii. differentiate between drug abuse and drug misuse iii. highlight reasons for prevalence of drug abuse iv. mention agencies for combating drug abuse in Nigeria eg NDLEA, NAFDAC v. state problems associated with drug abuse |
| 13 | REVISION/EXAMINATION | |
| CLASS | SS1 | |
| SUBJECT | HEALTH EDUCATION | |
| TERM | THIRD TERM | |
| WEEKS | TOPICS | LEARNING OBJECTIVES |
| 1 | REVISION | |
| 2 | CONTACT DISEASE | By the end of the lesson, students should be able to: i. give definition of contact diseases ii. explain the term sexually transmitted diseases iii. discuss the following examples of STDs: gonorrhea, syphilis, Acquired Immuno Deficiency Syndrome (AIDS) iv. explain other contacts diseases trea-pedis(athlete foot), ringworm, leprosy, scabies under the following sub-heading: causes, symptoms, prevention, cure |
| 3 | NON-COMMUNICABLE DISEASE | By the end of the lesson, students should be able to: i. define non-communicable diseases ii. explain the examples of non-communicable diseases eg epilepsy, anthrax, anemias, diabetes, etc under the following headings: causes, symptoms, prevention/control |
| 4 | HUMAN REPRODUCTION | By the end of the lesson, students should be able to: i. explain the concept of the following: reproduction, sex, gamates, ovulation, menstruation, fertilization amd gestation ii. describe the male and female internal and external reproduction system iii. explain the difference between secondary sexual characteristics in boys and girls iv. explain the term conception, pregnancy, foetus, development and child born v. outline the causes of infertility, artificial insemination and test tubes |
| 5 | FAMILY AND FAMILY HEALTH | By the end of the lesson, students should be able to: i. define family and family health ii. distinguish between family and households iii. explain the types of family eg nuclear, compound, polygamous, joint, etc iv. outline the roles, responsibilities and functions of the family members v. explain the process of marriage and parenthood |
| 6 | HUMAN SEXUAL EDUCATION | By the end of the lesson, students should be able to: i. explain the concept of sexuality education, sexual health, sexual reproductive rights, gender and equality ii. differentiate between assertiveness and communication skills applicable to human sexuality |
| 7 | MID-TERM BREAK | |
| 8 | MENTAL ILLNESS PERSONALITY AND PERSONALITY TRAITS | By the end of the lesson, students should be able to: i. define mental illness ii. enumerate types of mental illness iii. discuss ways of preventing mental illness iv. outline the importance of mental and social health i. define personality and personality traits ii. identify personal problems iii. formulate solutions to personality problems |
| 9 | CONSUMER HEALTH I | By the end of the lesson, students should be able to: i. enumerate factors affecting choice of products and services ii. list major laws protecting consumer health in Nigeria iii. outline agencies promoting consumer health in Nigeria |
| 10 | CONSUMER HEALTH II | By the end of the lesson, students should be able to: i. enumerate the factors influencing choice of products and services ii. list the major laws in protecting consumer health in Nigeria iii. outline agencies protecting consumer health in Nigeria |
| 11 | REVISION | |
| 12 | EXAMINATION | |
The recommended Health Education textbooks for SSS1 include but are not limited to the following:
