Basic Science and Health Education for Primary Schools Uganda (UNICEF, 1992, 162 p.): Linking Volume 1 and 2 of Basic Science and Health Education Teacher's Guide

Basic Science and Health Education for Primary Schools Uganda (UNICEF, 1992, 162 p.)

		(introduction...)
		Acknowledgements
		Foreword
		Linking Volume 1 and 2 of Basic Science and Health Education Teacher's Guide
		Introduction to Book
		CHAPTER 1. My Health and Other People's
		CHAPTER 2. Caring for Our Bodies
		CHAPTER 3. Causes of Accidents
		CHAPTER 4. Names and Sources of Food
		CHAPTER 5. The Importance of Immunisation
		CHAPTER 6. Cleaning Things We Use
		CHAPTER 7. Family Relationships and Interactions
		CHAPTER 8. The Six Immunisable Diseases
		CHAPTER 9. Food Hygiene
		CHAPTER 10. Helping Others to Keep Healthy
		CHAPTER 11. Worms, Diarrhoea and Dehydration
		CHAPTER 12. Safety and Accident Prevention
		CHAPTER 13. Germs and Prevention of Disease
		CHAPTER 14. Working together for Good Health
		CHAPTER 15. Topic: Keeping Clean
		CHAPTER 16. Malaria, Trachoma and Sleeping Sickness
		CHAPTER 17. First Aid for Common Accidents
		CHAPTER 18. Food Preservation and Contamination
		CHAPTER 19. Injuries and Their Care
		CHAPTER 20. Digestive System
		CHAPTER 21. Nutrition, Health and Disease
		CHAPTER 22. Worms

Linking Volume 1 and 2 of Basic Science and Health Education Teacher's Guide

The Teachers Guide, Vol. 1 lays the foundation of Health Education knowledge, skills, attitudes and practices. It is on this foundation that Teachers Guide Vol. 2 develop further knowledge skills, attitude and practices taught in upper grades P5, 6, 7.

In teaching health education, continuity, consistance and practicability are very important factors which the teacher needs to keep in mind all the time so that the learner can properly develop good health behaviours.

Consequently, it is necessary for all teachers of Health Education to continuously study both Vol 1 and 2 of the Teachers Guide to be aware of the content development from P1 to P7.

This will facilitate a proper linkage between lower and upper primary levels.

This linkage will be cemented further if teachers would meet occasionally and compare their schemes of work and lessons together for the benefit of the pupils.

Since Vol. 2 has been in the schools long before Vol. 1. The approach and practices already acquired by pupils should not be disrupted but rather carefully accommodated unless there is a strong reason not to adhere to such established approach or practice.