PREAMBLE
This examination syllabus is drawn from the Senior School Health Education curriculum and directed towards empowering students to have correct, adequate and timely information that will make them acquire attitude and practices which will restore, maintain and promote positive health.
Since Health Education is skill-based and involves knowledge, belief, attitude and practices, evidence of involvement in practical work will be determined through practical test. It is therefore, essential that the examination syllabus is used in conjunction with the Teaching curriculum.
OBJECTIVES
This examination syllabus is designed to assess the extent to which candidates have been able to:
acquire basic knowledge of the human body and necessary skills for maintenance of health; acquire positive health practices in the school and community;
(3) identify and show the ecological relationship between man and his environment as a basis for preventing diseases;
(4) make observations and draw inferences from practical experiences that ay have implications for health;
(5) develop readiness necessary for professional training in health related careers.
SCHEMEOF EXAMINATION
There will be three papers – Papers 1, 2, and 3, all of which must be taken. Papers 1 and 2 will be a composite paper to be taken at one sitting.
PAPER 1 - Will consist of fifty multiple choice objective questions, all of which must be taken in 1hour for 50 marks.
PAPER 2 - Will consist of two sections, Sections A and B.
Section A will consist of six short-structured questions, all of which must be answered for 30 marks.Section B will consist of three essay questions out of which candidates will be required to answer two questions for 40 marks. The paper will last 1 hour.
PAPER 3 - Will be a practical test for school candidates and test of Practical for private candidates. The paper will last for 1¾ hours and will carry 80 marks.The paper will last for 13/4 hrs and will carry 80 marks.
DETAILED SYLLABUS
A. HISTORY AND DEVELOPMENT OF HEALTH EDUCATION : Students should visit to observe community, health 1. Meaning and setting for health Education. facility and work place base, health education programmes and services.(a) Meaning
(b) Setting:
(i) home-based; (ii) school-based; (iii) community-based; (iv) health facility-based; (v) work place-based.
(c) Meaning of health promotion. B. HUMAN ANATOMY AND PHYSIOLOGY
1. Cells and tissues of Human Body.
(a) Types of cell: (i) somatic cells; Structure of a typical animal cell and functions of its (ii) sex cells. parts should be discussed.
(b) Cell division: (i) Mitosis; Differences between mitosis and meiosis should be (ii) Meiosis emphasized.
(c) Cell differentiation: Formation of tissues, Organs and Systems.
CONTENTS
Mention should be made of epithelial, connective and muscular tissue, an organ and a system should be explained.
NOTES
(d) Growth and development Sense Organs
(a) Structure and functions of the following sense organs:
(i) eye; (ii) ear; (iii) skin; (iv) nose; (v) tongue.
3. Systems of the Body
(a) Skeletal system and muscles
(i) The general plan of the axial and appendicular skeleton.
(ii) Functions of the skeletal system.
(iii) Joints: Structures and types.
(iv) Structures and types of muscles tissues.
(v) Movement.
Differences between growth and development should be emphasized.
(2) Factors that affect growth and development should be discussed.
Accommodation should be discussed.
Process of hearing and balancing should be discussed
A chart/model of a human skeleton should be examined.
Types of bones that make up the mammalian skeleton should be identified.
Emphasis should be on synovial joint.
(2) Location of the different types of joint should be identified.
(3) Specific examples should be used to illustrate the classes of levers.
The three different types of muscles should be discussed in relation to their functions. Reference should be made to origin and insertion of (b) Circulatory System muscles in relation to movement. (i) Structure and functions. (I) Heart Candidates should examine the heart of a dissected mammal. (II) Blood and lymph vessels Pulse rate should be counted. The web of a toad/frog should be examined with a hand lens to observe the capillaries. The importance of lymph nodes should be mentioned. (ii) Composition of blood and lymph Prepared slides of blood should be observed under microscope. (iii) (I) Blood and lymph Pulmonary and systemic circulation should be circulation emphasized. (II) Process of blood clotting (iv) Blood groups, rhesus factors The relevance of these factors in relation to blood hemoglobin, genotype. transfusion should be mentioned. (v) Diseases disorder of the (1) Heredity aspect of sickle cell and haemophilia circulatory system and their should be discussed. causes; sickle cell anaemia, (2) Prevention of anaemia and arteriosclerosis leukaemia, haemophilia should be discussed. arteriosclerosis, hypertension, coronary thrombosis and stroke. (c) Digestive system (i) Organs of the digestive system Candidates should examine the alimentary canal of a and their functions. dissected mammal. The location and function of accessory organs of digestion should be emphasized.
(i) Digestive enzymes should be discussed in relation to
(ii) Process of digestion substrates and end-product.
(iii) Absorption, assimilation and metabolism.
(iv) Diseases/disorders of the digestive system and their prevention.
(d) Excretory System
(i) Structure and functions of the kidney and skin.
(ii) Process of urine formation.
(e) Respiratory System
(i) Structure and functions of the respiratory system
(ii) Process of respiration
(I) Mechanism of breathing
(II) Gaseous exchange.
Mentioned should be made of tissue respiration in relation to metabolism.
(2) Osmosis and diffusion should be demonstrated and their importance in absorption should be emphasized.
Importance of proper eating habits and the effects of over-eating and under-eating should be discussed.
Candidates should examine the parts of the urinary system of a dissected mammal.
(2) Candidates should examine prepared slides of the skin under the microscope.
Reference should be made to the excretory functions of the lungs. The use of dialysis machine for kidney failure should be mentioned.
Candidates should examine the respiratory organs of a dissected mammals.
Experiment to demonstrate the inhalation and exhalation of air should be performed.
Total, compIemental and residual air should be explained. Experiment to show that expired air contains more carbon dioxide and water vapour should be performed.
(III) Tissue/Cellular respiration.
(iii) Diseases/disorders of the respiratory system and their control.
(f) Nervous System: (i) Structure and functions of the The brain, spinal cord and nerves should be discussed. components of the nervous system (ii) Voluntary and involuntary actions The reflex arc should be studied.
(iii) Diseases/disorders of the nervous system. (g) Endocrine System: Location of the different endocrine glands, (1) Characteristics of endocrine glands should the hormones produced and their mentioned. functions. (2) Charts/models should be used to study the (h) Homeostasis location of the glands. (3) The effects of over- and under – secretion of hormones should be emphasized. Physiological factors affecting (1) Body temperature, blood sugar level, water homeostatis balance, electrolytes balance, pH and blood pressure should be highlighted. (2) Candidates should test urine with litmus paper 4. Posture and Postural Defects. and also, count pulse rate. (i) Definition; (3) Mention should be made of the positive and (ii) Characteristics of correct posture. negative feed back control system. Posture should be related to the following: sitting; (iii) Determination of correct postures standing; walking and lifting. (iv) Types of postural defects: The roles of nutrition and exercise as determinants of Flat foot; scoliosis, kyphosis and correct posture should be discussed. lordosis (1) The causes of postural defects e.g. habits, accidents, heredity and diseases should be discussed. (2) The roles of orthopaedic hospital and (v) Effects of incorrect posture on physical physiotherapy unit in the correction of postural appearance, position and functions of defect should be mentioned. body organs.
C. PERSONAL HEALTH 1. Meaning and importance of physical health. 2. Personal hygiene 3. Promotion and maintenance of health: (a) Definition Care of body parts including the teeth, mouth, hair, (b) Factors and their roles in the maintenance of hands and nails should be discussed. health. 4. Health Screening
(a) Eye defects and their corrections. Myopia; Hypermetropia; The use of snellen chart for vision screening should be Astigmatism; mentioned. The roles of eye specialist in the Presbyopia; correction of the defects should be discussed. Squints (cross eye). (b) Auditory defects Otitis media should be mentioned (c) Conductive impairment The use of tuning fork; audiometer, guitar strings and wrist watch in auditory screening should be (ii) Neurosensory impairment mentioned. Also, mention should be made of the sign (iii) Disorder of the skin language.
(iv) Care of the eye, ear and skin.
Dental health education Meaning and types
(ii) Types of human teeth (iii) Teeth diseases Dental caries and gingivitis should be Structure and functions of the different types of teeth mentioned. should be discussed.
D. COMMUNITY HEALTH
Community health services Definition Providers:
(i) Orthodox services e.g. primary health care; (ii) Traditional services e.g. bone setters, Advantages and disadvantages of traditional medicine birth attendance. should be mentioned. (c) Community efforts in health promotion.
School health programme (a) Definition Awareness campaign should be discussed. (b) Components
(i) Skill-based health education
(ii) Healthful school environment
(iii) School feeding services Both physical and biological environment should be (iv) School health and nutrition services discussed.
(v) School, home and community relationship.
(c) Goals and Objectives. (d) Linkages for promotion (initiatives)
(i) Health Promoting School (HPS) (ii) Child-Friendly School (CFS) (iii) Focusing resources on Effective Schools Health (FRESH) (iv) Life Skills (LS) (v) Education for All (EFA) Family health Meaning
(b) Different aspects of family health: Matenal and child health (c) Family size and budgeting
4. Ageing and death education
(a) Definition and features of the elderly.
(b) Ways of relating with the elderly.
(c) Meaning of grief and death.
(d) Common causes of death.
5. Epidemiology and vital statistics
(a) Definitions
(b) Components of vital statistics
(i) Birth rate
(ii) Mortality rate
(iii) Morbidity rate
(c) Uses of the major components of vital statistics. E. ENVIRONMENTAL HEALTH
Housing.
(a) Criteria for good housing to include siting, ventilation, lighting and sanitation.
(b) Components of a standard house.
2. Water supply
(a) Definition and sources
(b) Purification and uses.
3. Waste disposal
(a) Meaning
(b) Types: (i) refuse; (ii) Sewage.
(c) Methods 4. Pollution
(a) Meaning
(b) Types: air, water, soil and noise.
Antenatal care, immunization, oral rehydration therapy (ORT), breast feeding and safe motherhood should be discussed.
Candidates should be able to define epidemiology, vital statistics and population dynamics.
The importance and use of health records should be stressed.
Effects of poor sanitation and pest infestation in home should be discussed.
Effects of substandard housing on health should be discussed.
Sources should include rain, borehole, rivers, streams, springs, well pond, pipe borne water
Advantages and disadvantages of each method should be discussed.
(c) Meaning and sources of pollutants.
(d) Health consequences of pollution.
(C) Industrial occupation (a) Meaning
(b) Programmes: Industrial health services The need for health care and rehabilitation should be (c) Occupation hazard discussed. (D) Pests and vectors control The need for health insurance schemes should be (a) Meaning stressed. (b) Habitats of pests and vectors Students should be able to identify to differentiate (c) Harmful effects and control. between pests and vectors.
F. NUTRITION AND FOOD NUTRIENTS Nutrition
(i) Classes, sources and functions of food Tests for starch, simple and complex sugars, proteins nutrients. and fats should be carried out. Local example of sources of food nutrients should be (ii) Caloric value of food nutrients mentioned. 2. Balanced/adequate diets Caloric needs in relations to age, occupation and (a) Definition health condition should be discussed. (b) Classification Food deficiency diseases should be emphasized. (c) Nutritional problems Factors responsible for unbalanced diet and effects 3. Factors influencing feeding habits/choice of associated with poor diet should be discussed. foods Factors should include: availability, religion education, 4. Water age, belief, health condition and cost The role of water in relation to nutrition should be 5. Nutritional processes: ingestion, digestion, discussed. absorption, assimilation and metabolism and defecation/ejection. 6. Beverages Negative and positive effects should be stressed. (a) Definition Nutritional value of non-alcoholic beverages should be (b) Types and effects stressed. 7. Diet for different group of people: children, Charts should be used to show diets for the different male adolescent; female adolescent; groups of people. athletes; pregnant woman; adult and aged. 8. Food hygiene, preservation and storage (a) Meaning and Principles of food hygiene Food handling; cleanliness of cooking utensils and surroundings should be discussed. Effects of poor (b) Effects of methods of food preparation food handling should be stressed. on nutrients. Effects of washing, boiling, frying, baking and (c) Methods of food preservation: roasting should be discussed. Smoking/drying/dehydration, Freezing/refrigeration, addition of The processes, advantages and disadvantages of chemicals/sugar salts, each method should be discussed. Bottling/pickling/canning.
G. SAFETY EDUCATION AND FIRST AID Qualities of First Aider should be stressed. Both 1. First Aid standard and improvised kit should be discussed in (a) Meaning/aims and principles of first aid relation to their uses. (b) First aid kit (c) Specific emergency conditions cuts; The causes and characteristics of each condition Wounds; bleeding dislocation; should be discussed. Respective care where fractures; burns; scalds; shocks; applicable should be demonstrated. asphysia/suffocation; poisoning. Agencies involved in First Aid should be discussed. (d) Agencies providing First Aid Services. Mention should include Red Cross Society, Blue Crescent Society, Girls Guide, Boys Scout and Sheriff Guards, Saint John ambulance. (e) Disaster (Local, national and international agencies should be (i) Meaning and types discussed) (ii) Disaster relief activities (f) Accident Relief measures should be discussed. (i) Types and causes (1) Types of accidents in relation to location e.g (ii) Prevention home, road, schools, industries etc. should (g) Disability and rehabilitation be discussed. (2) Safety principles and measures of various (i) Meaning types of accidents should be discussed (ii) Types and prevention. CONTENTS NOTES Mention should include drug abuse, drug
H. DRUG, ALCOHOL AND TOBACCO dependence, drug misuse, drug addiction, self EDUCATION medication, alcoholism, rehabilitation 1. Drug Education This should include oral, injection, inhalation, (a) Terminologies in drug education topical and anal. (b) Classes of drugs commonly abused. Prevention of drug abuse should be highlighted. (c) Ways of taking drugs into the body
(d) Drug abuse and consequences of self medication. Reasons for smoking and the methods of controlling smoking should be discussed.
Behaviour altering chemicals
(a) Tobacco Reasons for drinking alcohol and methods of (i) Components controlling drinking should be discussed.
(ii) Effects of smoking on health.
(b) Alcohol on health
Effects of alcohol on health. Differences in the classes of diseases should be (c) Drugs emphasized. Effects of drug on health
I. COMMUNICABLE AND NON COMMUNICABLE Meaning of the terms: endemic; epidemic and DISEASES pandemic in relation to communicable diseases 1. Diseases should be explained. Meaning and classes of diseases. Each disease should be discussed under the 2. Communicable diseases following headings: (a) Definition (1) Causative agent; (b) Classification of communicable (2) Mode of transmission; diseases. (3) Signs and symptoms; (4) Prevention and control. CONTENTS NOTES (i) Air-borne/Respiratory diseases Common cold, measles, whooping cough, poliomyelitis, tuberculosis and cerebro-spinal The life cycle of the pathogen of each disease meningitis, diphtheria. should be discussed.
(ii) Water/food-borne diseases: Dysentery, cholera, typhoid fever and schistosomiasis, guinea worm The life cycle of each worm should be discussed (iii) Insect-borne diseases: Malaria, yellow with the aid of a chart. fever, trypanosomiasis and filariasis
(iv) Worm infection: (i) Ascaris lumbricoides (round worm)
(ii) Taenia solium (tape worm) (iii) Ancylostoma duodenale (Hook worm)
(iv) Dracunculus medinensis (Guinea worm)
(v) Animal-borne diseases rabies,
leptospoirosis Bacteria, fungi, viruses, protozoa and worms should (vi) Contact diseases diseases ;Gonorrhoea, syphilis, Tinea pedis (athlete/foot), be mentioned as causative agents. Taenia capitis (ringworm) leprosy, scabies and Acquired immune Deficiency Syndrome (AIDS) Reference should be made to immunization (c) Factors necessary for communicable diseases sterilization and isolation. to occur: (i) Causative agent (ii) Susceptible host; (iii) Transmission route (environment) Each disease should be discussed under the (d) Non-communicable diseases: following headings: Types (i) Deficiency (scurvy, pellagra, rickets, (i) Causes; Kwashiorkor, anaemia, beriberi etc) (ii) Symptoms; (ii) Diseases due to growth in cells, heredity (iii) Prevention/control. and normal disorders (cancer, diabetes, epilepsy, haemophilia, heart disease, hypertension. Ulcer, mental illness, sickle cell, rheumatism, infertility, asthma, albinism etc.
J. FAMILY LIFE AND HUMAN SEXUALITY Secondary sexual characteristics in boys and girls EDUCATION should be discussed. 1. Human Reproduction Candidates should observe/study the parts of the (a) Definition of terms: Reproduction; sex reproductive organs in a mammal. Menstrual gametes; ovulation; menstruation; cycle, sex determination, ante-natal care should be fertilization; pregnancy and gestation. discussed. (b) Structures and functions of male and Causes of infertility should be discussed. female reproductive organs. Artificial insemination and text tube babies should (c) Conception, pregnancy, foetal be explained. development and child birth Meaning of sexuality, sexuality education, sexual (d) Diseases disorders of the reproductive reproductive health rights, gender and equality should be discussed. system 2. Human Sexuality Education Difference between assertive and communication skills as applicable to sexuality should be (a) Meaning and importance discussed. Life skills (Assertive Negotiation and communication skills) 3. Family and family member roles. Characteristics of a happy family and the roles of each member should be discussed. Factors (a) The family – Meaning and types influencing family life should be emphasized. (b) Family size 4. Family life challenges: widowhood; single Reference should be made to monogamous, polygamous, single parent, nuclear and extended parenthood, pre-marital and extra-marital family. affairs, in-laws etc. (a) Agencies promoting healthy family Challenges facing family life should be discussed. living Social and emotional causes should be discussed. 5. Family planning and safe motherhood. This should include school, community, religious (a) Meaning and need for family planning group, NGOs, social welfare. Types of birth control methods. The relative reliability, advantages and disadvantages of each method should be discussed. (b) Birth control methods Candidates should be able to distinguish between (c) Safe motherhood family planning and safe motherhood. 5. Population Education Candidates should be able to distinguish between (a) Meaning of population and population population and census. education. Advantages of accurate census should be discussed. (b) Census and its problems (c) Small and large population Meaning and the interrelationship between emotional health and social health should be discussed.
K. EMOTIONAL AND SOCIAL HEALTH 1. Interrelationship The attributes of emotional and social health should 2. Attributes: be discussed. (a) Definition of personality and personality traits Candidates should be able to identify personal (b) Personality problems and solution problems and proffer solutions. 3. Mental health: (a) Definition Candidates should be able to state factors that (b) Promotion promote mental health. (c) Types and prevention (d) Importance Types, causes prevention and management of mental health should be discussed.
L. CONSUMER HEALTH EDUCATION 1. Consumer health products and services Importance of mental and social health should be 2. Laws protecting the consumer discussed. 1. The importance of checking label expiry dates on products before purchase should be highlighted. Various agencies promoting consumers health should be discussed. Mention features of genuine products and services. 3. Factors influencing choice of consumer Various types of health services: traditional medicine, products; Authencity; cost; availability; orthodox medicine, alternative methods of healing accessibility; availability and advertisement. (acupuncture, yoga and faith healing) should be 4. Consumer health care services discussed. 1. Different types of quackery such as 5. Quacks and quackery meaning and types mechanical, electrical, drug and cosmetic and medical quackery should be discussed 2. The danger of quacks and quackery should be highlighted. 6. Health insurance and advertisement of health products and services 1. Meaning and importance of health insurance 2. State of health insurance 7. Nostrum: 3. Advertisement of health products and (a) Definition and types consumer services. (b) Reasons for avoiding nostrum. Types should include: (1) Health tonic; (2) Miracle substances; (3) Magic portions; (4) Amulets and talisman.
Materials needed in Health Education Laboratory/Examination
Models of various organs of the body; Models of various parts of the body e.g. tooth;
3. Human skeleton;
4. Bones of the body;
5. Contraceptive devices;
6. Reagents for testing of starch, protein, fat;
7. Road safety signs;
8. Different types of safety elements; 9. Posters/charts of systems of the body e.g. reproductive, digestive, excretory;
10. First aid box and kits;
11. Fire extinguisher; 12. Sand bucket;
13. Photographs of health facilities and workers e.g. doctors , nurses, dentist at work;
14. Photographs of methods of sewage and refuse disposals;
15. Microscope 16. Stethoscope
17. Preserved worms;
18. Preserved pests and vectors
19. Photographs/posters of various types of communicable and non-communicable diseases; 20. Model/poster showing parts of the body;
21. Materials for personal hygiene e.g. toothpaste, comb, toothbrush; 22. Dissecting set
23. Photographs/posters of accident scenes;
24. Photographs/posters showing methods of food preservation
25. Photographs/posters showing disaster scenes;
26. Safety;
27. Photographs/posters of drugs commonly misused/abused
28. Tobacco products;
29. Hand lens;
30. Real objects/photographs/poster/charts of classes of food; 31. Photographs/posters showing correct postures
32. Photographs/posters showing postural abnormalities;
33. Poster/real object of sphygmomanometer, thermometer, litmus paper snellen chart.