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National Curriculum

KS2 SCIENCE Sc2 Life processes and living things

2.2f) About the principle stages of the life cycle of humans

2.5a) About the kinds of protection required by living things and the environment

KS2 SCIENCE Breadth of study

1. During the key stage, pupils should be taught the Knowledge, skills and understanding through:

c) using a range of sources of information and data, including ICT-based sources.

PSHE KS2 Developing a healthy, safer lifestyle

3 Pupils should be taught:

a. what makes a healthy lifestyle, including the benefits of exercise and healthy eating, what affects mental health, and how to make informed choices

b. to recognise the different risks in different situations and then decide how to behave responsibly, including sensible road use, and judging what kind of physical contact is acceptable or unacceptable

c. school rules about health and safety, basic emergency aid procedures and where to get help.

PSHE KS3 Developing a healthy, safer lifestyle

2 Pupils should be taught:

a. how to keep healthy and what influences health, including the media

b. that good relationships and an appropriate balance between work, leisure and exercise can promote physical and mental health

c. to recognise and manage risk and make safer choices about healthy lifestyles, different environments and travel

SCOTLAND Health Education

a. Physical health show an awareness of simple ways of keeping safe, e.g. safe use of medicine

b. identify a range of ways of keeping safe, e.g. from substances that are harmful, safe food preparation, safe road use

c. demonstrate simple decision-making strategies in relation to keeping healthy and safe

d. identify strategies for keeping healthy and safe, e.g. choosing not to use harmful substances.

e. use decision-making skills to demonstrate their ability to make positive health choices, e.g. risk assessment on issues such as substance misuse, wearing of cycle helmets, personal safety.

ICT and Health Education

The national guidelines for ICT 5-14 make the point that ICT skills are most effectively developed when set in context. Pupils should be given opportunities to apply and develop their ICT capability through the use of ICT tools to support their learning in health education. They should be given opportunities to support their work by being taught to:

find things out from a variety of sources, selecting and synthesising the information to meet their needs and developing an ability to question its accuracy, bias and plausibility

develop their ideas using ICT tools to amend and refine their work and enhance its quality and accuracy

exchange and share information, both directly and through electronic media

review, modify and evaluate their work, reflecting critically on its quality as it progresses. Equally, health education can be enhanced by the use of ICT. Research findings on health issues are published regularly and it is important that schools and pupils keep up to date with relevant health issues. ICT and the use of the World Wide Web can allow this to happen. It is also important that pupils can obtain information on health issues in ways that are safe, secure and allow due privacy. All seven strands of ICT are potentially relevant to health education. However, those with the most immediate relevance are:

• collecting and analysing, for example about health services in the local area
• searching and researching, for example gathering data on drugs
• controlling and modelling, for example in a project on health risks in the local area
• creating and presenting, for example the causes and management of social and environmental conditions in respect of health issues.

It is important that, in planning for ICT learning opportunities in health education, the opportunities created are realistic, straightforward and allow the simultaneous development of health studies and ICT skills and knowledge.