Health education for Senior Secondary School 3 (SSS3) in Nigeria provides 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 SSS3 is meticulously structured to provide students with essential information about various health issues. Key focus areas include personal hygiene, nutrition, disease prevention, health promotion, and health insurance. 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.
The WASSCE is a big exam that SSS3 students need to pass to go to university or start their careers, and the Lagos state unified scheme of work for SSS3 Health Education is designed to help students do well on this exam. Good Health education helps students take charge of their health and wellness and equips them with useful skills for the WASSCE and their career development.
SSS3 students in Nigeria are assessed in Health Education through continuous assessments and the WASSCE. Continuous assessments include class tests, assignments, oral presentations, projects, and class participation. The WASSCE consists of multiple-choice questions, essays, and practicals. These assessments evaluate a range of skills, ensuring holistic evaluation, skill development, preparation for higher education and careers, and identifying areas for improvement.
| Health Education Scheme of Work for Senior Secondary Schools 3 (SSS3) | ||
| CLASS | S.S.S.3 | |
| SUBJECT | HEALTH EDUCATION | |
| TERM | First Term | |
| WEEK | TOPICS | Learning Objectives |
| 1 | PIONEERS OF HEALTH SCIENCE AND HEALTH EDUCATION | By the end of the lesson, students should be able to: i. define the pioneers of health and health education ii. tabulate the year of birth, countries and discuss their contributions |
| 2 | SYSTEMS OF THE BODY’S ENDOCRINE SYSTEM | By the end of the lesson, students should be able to: i. define endocrine system ii. state the functions and characteristics iii. draw and label a diagram showing the various endocrine glands iv. identify hormones produced and their functions v. highlight diseases of the endocrine system |
| 3 | SKELENTAL SYSTEM | By the end of the lesson, students should be able to: i. define and describe the skelental system ii. identify human skelenton among others iii. list the classes of human skeleton iv. outline functions of the skeleton v. differentiate between a human and chimpanzee skeleton vi. draw and label the human skeleton vii. describe joints viii. mention types of joints ix. locate the types of lever in the human joint x. discuss levers and principles of levers |
| 4 | SKELENTAL SYSTEM | By the end of the lesson, students should be able to: i. define and describe the skelental system ii. identify human skelenton among others iii. list the classes of human skeleton iv. outline functions of the skeleton v. differentiate between a human and chimpanzee skeleton vi. draw and label the human skeleton vii. describe joints viii. mention types of joints ix. locate the types of lever in the human joint x. discuss levers and principles of levers |
| 5 | POSTURE AND POSTURE DEFECTS | By the end of the lesson, students should be able to: i. define posture and posture defects ii. state characteristics of correct postures iii. highlight postural defects iv. identify effects of incorrect posture on physical appearance v. demonstrate correct posture |
| 6 | HEALTH MAINTENANCE AND PROMOTION | By the end of the lesson, students should be able to: i. define health promotion ii. state factors essential for health promotion iii. verify importance of health promotion |
| 7 | MID-TERM BREAK | |
| 8 | DENTAL HEALTH | By the end of the lesson, students should be able to: i. define dental health ii. identify types of human teeth iii. draw and label the dental formula iv. highlight teeth disease and state prevention v. identify dentist to demonstrate how to brush teeth and discuss dental care |
| 9 | EPIDEMIOLOGY AND VITAL STATISTICS/HEALTH | By the end of the lesson, students should be able to: i. define epidemiology vital statistics ii. highlight components of vital statistics-fertility, birth, death, morbidity rates iii. state sources and uses of major compounds of vital statistics iv. discuss meaning of endemic, epidemic, sporadic, in relation to communication diseases |
| 10 | EPIDEMIOLOGY AND VITAL STATISTICS/HEALTH | By the end of the lesson, students should be able to: i. define epidemiology vital statistics ii. highlight components of vital statistics-fertility, birth, death, morbidity rates iii. state sources and uses of major compounds of vital statistics iv. discuss meaning of endemic, epidemic, sporadic, in relation to communication diseases |
| 11 | REVISION | |
| 12 | EXAMINATION | |
| CLASS | SS3 | |
| SUBJECT | HEALTH EDUCATION | |
| TERM | SECOND TERM | |
| WEEK | TOPICS | LEARNING OBJECTIVES |
| 1 | PEST AND VECTOR CONTROL | By the end of the lesson, students should be able to: i. define pests and vectors ii. state the differences between pests and vectors iii. highlight habitats of pests and vectors iv. discuss harmful effects of pest and vectors v. identify the control and preventive measures of pests and vectors |
| 2 | DISABILITY AND REHABILITATION | By the end of the lesson, students should be able to: i. define disability and rehabilitation ii. identify types of disability eg primary, secondary, tertiary iii. state the prevention of disabilities iv. discuss possible rehabilitation in Nigeria eg medical, social, vocational, etc |
| 3 | PATHOGENS AND PARASITES | By the end of the lesson, students should be able to: i. define pathogens and parasites ii. highlight types of pathogens and parasites and examples of the diseases they cause iii. classify pathogens and parasites |
| 4 | PATHOGENS AND PARASITES | By the end of the lesson, students should be able to: i. define pathogens and parasites ii. highlight types of pathogens and parasites and examples of the diseases they cause iii. classify pathogens and parasites |
| 5 | FOOD HYGIENE, PREVENTION AND STORAGE | By the end of the lesson, students should be able to: i. explain food hygiene ii. list agents that cause food poisoning iii. discuss ways of preventing poisoning of food |
| 6 | HEALTH INSURANCE AND ADVERTISEMENT OF HEALTH PRODUCTS AND SERVICES | By the end of the lesson, students should be able to: i. define health insurance ii. discuss the importance of health insurance iii. explain the influence of advertisement on health products and consumer services |
At the end of the SSS3 session, students can;
The recommended Health Education textbooks for SSS3 include but are not limited to the following:
NERDC 2008 (Publisher)
