Health

Syllabus

Primary
Grades 3, 4 & 5

Standards Based

Junior Primary
‘FREE ISSUE Papua New Guinea
NOT FOR SALE’
Department of Education
 Health
Syllabus

Primary
Grades 3, 4 & 5

Standards Based

Papua New Guinea

Department of Education
Primary
Primary

Issued free to schools by the Department of Education

First Edition

Published in 2017 by the Department of Education, Papua New Guinea.

© Copyright 2017, Department of Education, Papua New Guinea.

All rights reserved. No part of this publication may be reproduced, stored

in a retrieval system or transmitted by any form or by any means
electronic, mechanical, photocopying, recording or otherwise without the
prior written permission of the publisher.

Graphic Design & Layout by David Kuki Gerega

ISBN 978-9980-86-574-8

Acknowledgements
This Primary Grades 3, 4 & 5 Syllabus was written by the Curriculum
Development Division of the Department of Education and coordinated by
Elizabeth Moli with assistance from the Subject Curriculum Group (SCG).

Teachers, School Inspectors, Teachers College Lecturers, community

members and representatives from Non-Government Organizations,
(NGOs) assisted in the development of this Syllabus through many
workshops, meetings and consultations. They are all acknowledged for
their support and contributions.

The Subject Advisory Committee (SAC) and Board of Studies (BOS) are
acknowledged for their recommendation and endorsement respectively of
this Primary syllabus.

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 Health Syllabus

Contents
Secretary’s Message............................................................................................ iv
Introduction.......................................................................................................... 1
Rationale.............................................................................................................. 2
Aims..................................................................................................................... 3
National Benchmarks.......................................................................................... 4
Curriculum Principles.......................................................................................... 7
Content Overview................................................................................................ 11
Content Standards.............................................................................................. 13
Content Expansion..............................................................................................15
Assessment and Reporting ................................................................................ 27
Glossary............................................................................................................... 30
References........................................................................................................... 32

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Primary
Primary

Secretary’s Message
The development of the Primary Health Syllabus is a direct response to the
government’s directive through the Outcomes Based Education (OBE) exit
report, (Czuba 2013). The report recommended for the phasing out of
Outcomes Based Curriculum (OBC) and the introduction of Standards
Based Curriculum (SBC) to raise standards in teaching and learning at all
levels of schooling. The designing of courses in the curriculum have been
done through reviewing, aligning, re-aligning and repositioning of the
existing content in order to cater for the shift in the pedagogy.

Health is an important subject under Personal Development key

Learning Area in the implementation of SBC. Good Health and academic
success go hand in hand. Healthy children make better students and
better students become successful adults and productive members of their
communities

Health Syllabus addresses the contents in relation to physical, mental,

emotional and social aspects that are expected to be taught from grades
3, 4 & 5. The study of Health subject should encourage the students to
improve their hygiene, prevent diseases and reduce health related risky
behaviours. It will also develop health knowledge, attitudes and skills that
foster academic achievement, increase attendance rates and
improve behaviour at school.

Teachers are encouraged to use the guided lessons in the teacher guides
and other relevant resources to generate creative teaching and learning
activities to deliver the Health content to the students.

I commend and approve this Health Syllabus for grades 3, 4 & 5 to be used
in all Primary Schools throughout Papua New Guinea.

..............................................
DR. UKE W. KOMBRA, PhD
Secretary for Education

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 Health Syllabus

Introduction
The Health Education curriculum has undergone a shift from Outcomes
Based Curriculum to Standards Based Curriculum to address the
government’s call to respond to the public outcry on the dropping
standards in students performance.

The Health syllabus has learning experiences that enable students, as

individuals and as members of society to make informed decisions, adjust
behaviours and change social conditions in ways that are health
enhancing and increasing health literacy.

A primary goal of the health education standards is to improve academic

achievement, health literacy and a sustainable lifelong learning for all
students in Papua New Guinea. It provides the opportunity to make
substantial and significant improvement in health education in Papua New
Guinea thus, raising standards for students to meet the demands of today
and value healthy lifestyle.

The Health Education content standards are consistent and aligned to the
expectations of the main National Curriculum standards aimed at
preparing students to be able to collaborate and compete with their peers
in their communities and wider society. The standards define the essential
skills and knowledge that all students need and are expected to gain in
order to become “health-literate” from grades 3-5.

Four characteristics are identified as essential to health-literacy.

Health-literate individuals are;

• Critical thinkers and problem solvers when confronted with health

problems and issues,

• S
 elf-directed learners who have the competence to use basic health
information and services in health-enhancing ways,

• E
 ffective communicators who organise and convey beliefs, ideas, and
information about health issues,

• R
 esponsible and productive citizens who help ensure that their
communities are kept healthy, safe, and secure.

Primary Health is timetabled for 90 minutes per week for grades 3, 4 and 5.
Teachers can use the time allocated to do their lessons and program
according to their school’s needs.

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Primary

Rationale
The Primary Health Syllabus reflects the dynamic and multidimensional
nature of health and the influence of culture and lifestyle habits,
relationships, health services and the environment on the lives and health
of Papua New Guineans and other societies at large. The syllabus offers
students opportunities to develop knowledge, skills, attitudes and values
necessary for making informed decisions about:

• Improving their own personal health

• Promoting health in their communities.

Health curriculum comes under the Personal Development Learning Area

in which students study and reflect about the impact of life style behavior
and environmental factors. This will enable them to take appropriate
actions to reduce health problems to manage their own and other persons
health. The standards set enable schools to develop locally relevant and
integrated programs to address such problems.

Primary students should become more capable of managing their thoughts,

emotions and social behavior. They are confronted with many health issues
related to their personal identity, lifestyle habits, interpersonal relationships,
community health services and factors in their physical
environment. They must be challenged to take action to promote their own
health and the health of their families and others in the community.

The Primary Health Syllabus contains the standards for all Papua New
Guinean students to demonstrate. The implementation of this syllabus will
contribute to the Papua New Guinea vision 2050 to be a “A Smart, Wise,
Fair, Healthy and Happy Society” and the goals of the National
Curriculum and will assist in enhancing the health status of Papua New
Guinea societies.

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 Health Syllabus

Aims
The Health Education curriculum aims to develop attitudes, concepts,
intellectual skills and manipulative skills that will help the students to
understand and solve problems in their world recognising their particular
significance in the changing society of PNG. The course also aims to
develop an understanding of the health beliefs and attitudes of the past,
present and possible futures, in relation to health practices for the
individuals and the community.

The aims of the Primary Health Education curriculum are to:

• H
 elp students to know and understand their bodies, their health and the
health of others,

• H
 elp students to understand how their community affects their health
and the health of others,

• Develop in the student and community positive health habits,

• Teach students to value and practice of good health,

• Healthy happy members of their families and communities and

• D
 evelop students to acquire basic life skills to apply in life when
challenged with health issues.

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Primary

National Benchmarks
Benchmarking takes place at the end of Elementary 2, Grade 5 and
Grade 8.The benchmarks are derived from the standards from that phase.

Grade 3

By the end of grade three the students studying Health under each of the
four strands below can;

Growth and Development

• K
 now physical changes and body features that are associated with
growth and development,
• D
 emonstrate actions, behaviours, and attitudes that support positive
interactions with various groups,
• E
 xplore individual’s identity and promote positive values and morals in
their interaction with others,
• Know some common jobs of family members and other people in the
community.

Individual and Community Health

• K
 now harmful substances such as drugs, alcohol and use refusal skills
to avoid them,
• Identify everyday health habits that help protect and promote personal
health,
• K
 now unsafe situations at school and make plans to reduce harm and
promote health,
• Identify health products and community health workers to promote
health at home.
Nutrition

• Understand the benefits of eating from the food groups,

• Know how to assist to prepare healthy meals,
• Know how to keep food safe from harmful germs and bacteria.

Safety and First Aid

• Know hazardous situations and how to respond to unsafe and

emergency situations,

• Deal with unsafe and emergency situations in the home.

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 Health Syllabus
Grade 4

By the end of grade four the students studying Health under each of the
four strands below can;

Growth and Development

• Understand different stages of growth and changes from birth,

• K
 now different types of relationships and standards of behaviour
considered appropriate for these relationships,

• U
 nderstand the similarities and differences in their beliefs and cultural
practice,

• U
 nderstand the relationship between their roles, responsibilities,
interests, abilities and their daily activities.

Individual and Community Health

• Know the effect of harmful substances on personal health,

• Know how to make wise choices about the harmful substance used,

• Promote behaviour that can improve the health of others at school,

• Know unsafe situations at school and be able to reduce harm and

promote health,

• K
 now health products and services and be able to access services in
critical times.

Nutrition

• K
 now the benefits of eating from the food groups and prepare healthy
meals,

• Know how to keep food safe from harm.

Safety and First Aid

• U
 nderstand safe and unsafe situations and know how to reduce risk of
injuries,

• Deal with unsafe and emergency situations in the school and

community.

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Primary

Grade 5

By the end of grade five the students studying Health under each of the
four strands below can;

Growth and Development

• K
 now secondary changes at puberty that are associated with growth
and development stages,

• Know how to handle the puberty changes that is part of their growth,

• Manage the influence of individuals and groups on attitudes and

behaviours,

• Understand the importance of personal values and attitudes that

influences individual’s identify,

• Set goals to develop an individual’s career interest and ability to

perform a particular activity or job.

Individual and Community Health

• Know impact of harmful substances on young people,

• Recommend for positive actions to encourage healthy choices,

• K
 now causes of common illnesses and promote behaviour that reduces
health risks,

• E
 xplore health services and products in the community and know how
to care for the services.

Nutrition

• K
 now the nutritional value of different foods and promote healthy food
choices,

• K
 now the food groups and how much portions to eat from each food
group.

Safety and First Aid

• Know how to deal with unsafe and emergency situations in the

community,

• Know how to provide care and respond to unsafe or risky situations and
behaviour.

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 Health Syllabus

Curriculum Principles
Curriculum principles identify, describe and focus attention on the
important concerns that must be addressed when developing the
curriculum at all levels of schooling. They are based on significant
cultural, social and educational values and beliefs.

The principles of the Standards Based Curriculum (SBC) include the

following:

• A
 clear focus on the exit of learning attainment of the national
benchmarks after each grade level
• A
 clear, understandable, consistent and progressive learning
development
• C
 ompliment the National Education Standards that are aligned to
career pathways and lifelong living after school
• B
 uilt upon the strengths and weaknesses of the Outcomes Based
Curriculum learning outcomes.

The PNG National Curriculum Standards are based on the following

underpinning principles:

1. Integral Human Development

2. Our Way of Life
3. Teaching and learning
4. Health Guiding Principles.

1. Integral Human Development

The Philosophy of Education for Papua New Guinea as described in the

Matane Report acknowledges the National Goals and Directive Principles
in the National Constitution and is consistent with Vision 2050 and
Education for Sustainable Development.

Papua New Guinea is a rapidly changing society and faces many

challenges. To face these effectively, an individual must strive to become
an integrated person and to work with others to create a better
community. The process of integral human development calls for a
National Curriculum, which helps individuals to:

• identify their basic human needs

• analyse situations in terms of these needs
• see these needs in the context of spiritual and social values of the
community and
• take responsible actions based on these needs.
The success of a National Curriculum requires the integrated involvement
of all agents of education such as the home, church, school, and
community. Within the National Curriculum, teachers must integrate

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Primary

The right to healthy living

Health provides opportunities for students to enhance their physical,

social, emotional and mental health. It also provides opportunities for
students to understand the interrelationship between the environment and
health and to acquire the skills that enable them to contribute to the health
status of their community, including its environment.

Health Education allows schools to address health issues of local

relevance and of importance to people in Papua New Guinea and helps
students to develop skills to promote their own health and the health of
their community. Ultimately, students learn attitudes; skills and knowledge
that will help them become productive, healthy and contented citizens of
Papua New Guinea and other regions of the globe.

2. Our Way of Life

Cultural Relevance

This Health Education Syllabus provides opportunities for students to

engage in health topics and content that is relevant, real and sensitive to
the socio-cultural background of Papua New Guinean students. The
Content Standards provide the scope for teachers to choose health issues
of specific local relevance and for students to learn about and celebrate
health practices of traditional and current life.

Topics of a sensitive nature, such as in the area of growth and

development and relationships, must be shaped thoughtfully and
carefully. Respect for relevant social taboos is essential and will influence
the way in which these issues are addressed as part of the Health
program.

3. Teaching and Learning

Standards for teaching and learning

Health and hygiene ideas should be explored in ways that stimulate

curiosity, create enjoyment of Health, and develop depth of
understanding. Students learn best when they;

• Build new concepts on what is already known,

• Recognise an immediate use or need for what is to be learned,
• Use ideas and skills in a coordinated way to solve real problems.

Students should be actively engaged in doing meaningful Health

activities, discussing Health concepts and applying it in interesting,
thought-provoking situations. An effective health program is based on a
carefully designed set of content standards that are clear and specific,
focused, and articulated over time as a coherent sequence.

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 Health Syllabus

The sequence of topics and performances should be based on what is

known about how students’ Health knowledge, skill, and understanding
develop over time. This requires teachers who have a deep knowledge of
Health Education as a learning area.

Catering for diversity

Gender

The Department of Education Gender Equality in education Policy

(NDOE, 2003) recommends that no students in the education system of
Papua New Guinea will be disadvantaged on the basis of gender. To
implement the policy, teachers have responsibility to use and promote
gender equality practices in their classrooms and with the wider
community.

In gender inclusive environment students :

• S hould be involved in all activities through formal and structured

learning settings
• The curriculum should be inclusive that it caters for all gender and
social issues that enhances the students’ learning
• Share and equally participate in activities, involving all students
• Show respect for other students and their contributions in the learning
environment
• A safe, challenging learning environment which is socially and
culturally supportive
• Program that recognises the contributions to society of both women
and men.

4. Health Guiding Principles

Health education is an integral part of the education program for all
students. A comprehensive health education program is designed to
promote healthy living and discourage health-risk behaviours among all
students.

Sound health education programs include structured learning

opportunities that engage students as active learners. Through quality
instructional approaches, learners increase essential knowledge and
are encouraged to compare and contrast their beliefs and perceptions
about health issues. Schools are in a unique and powerful position to
improve health outcomes for youths.

Today’s young people are confronted with health, educational, and

social challenges not experienced to the same degree by previous
generations; violence, alcohol and other drug use, obesity, unintended
pregnancy, sexually transmitted diseases infections, and disrupted
family environments can compromise academic success and health.

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 Primary

Students should have an opportunity to practice essential skills to

maintain healthy lifestyles. Such a foundation is reflected in the health
education content standards.

Teachers are encouraged to enrich their students’ instructional

environments and learning opportunities by:

• Using appropriate life skills to address health issues

• U
 nderstand essential health concepts and apply in appropriate
situations that sustain their personal health and their livelihood

• Apply and practice good health hygiene that promotes healthy lifestyle

• Develop good acceptable behaviour to be a responsible citizen.

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 Health Syllabus

Content Overview
The Health course is organised into 4 strands which is a convenient way.
Each strand identifies a particular aspect of Health that shows a
progression of learning from one grade to another. The units allow the
content to be more clearly specified and described in the Content
Standards. Within each Strand and Units in Grades 3, 4 and 5, the
sequence of learning is developmental. The context for learning at each
grade becomes more complex from one grade to the next. The following
contexts have been identified for each grade:

• G
 rade 3: Everyday health habits and actions to enhance health in and
around the family home

• G
 rade 4: Specific personal health behaviour, skills and actions to
enhance health in and around the school

• G
 rade 5: Managing specific adolescent health issues and actions to
enhance health in the local community.

Strand 1: Growth and Development

This strand embraces the physical, social, emotional and mental aspects
of personal health and how these are influenced by biological factors and
individual health choices. This strand also nurtures in students, practical
and thinking skills that enable them to enhance their own and other
people’s personal health.

Strand 2: Individual and Community Health

This strand embraces aspects of the social and physical environment that
influence the health of individuals and communities. It also nurtures the
skills that enable students to take action to promote healthier social and
physical environments

Strand 3: Nutrition

This strand discusses how an individual can relate to and make decisions
on his or her healthy diet and good eating habits. The students will be able
to know the value of food obtained from the different sources such as
gardens, stores and rivers. The students are expected to prepare food
using various styles of cooking and practice serving balanced meals and
demonstrating appropriate manners at during meal times. They should
understand and have knowledge of different food groups for different
groups of people. Students will also do projects on health promotion to
prepare and grow vegetables.

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 Primary

Strand 4: Safety and First Aid

Precaution is a good guide to safety and good health. Obeying rules help us
to be cautious. In this strand the students are able to review safety rules that
exist on roads, water, air and during the times of natural hazards. Common
sense such as how to behave at different situations, whether at sea, road, air,
playgrounds or climbing a tree. Children will be guided to obey and practice
safety rules for their own protection.

Students will be drilled using safety first aid kits to practice these
simple skills in emergency situations. They will also apply first aid to care for
sores, scratches, headaches, swelling or stomach ache and applying
common sense where appropriate.

Strands Grade 3 Grade 4 Grade 5

Units
Growth & Development • My Body • My Body • My Body
• Relationship • Relationship • Relationship
• C
 ulture, Values and •C ulture, Values and • C
 ulture, Values and
Morals Morals Morals
• My Career Interest • My Career Interest • My Career Interest
Individual and Community • A
 lcohol and • A
 lcohol and • A
 lcohol and
Health Substance Abuse Substance Abuse Substance Abuse
•  rotection Against
P •  rotection against
P •  rotection from
P
Disease Disease Disease
• Healthy environment • Healthy environment •  ealthy
H
• Health services • Health services environment
• Health services
Nutrition • Food and Growth • Food and Growth • Food and Growth
• Food and Hygiene • Food and Hygiene • Food and Hygiene
Safety and First Aid • Safety • Safety • Safety
• First Aid • First Aid • First Aid

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 Health Syllabus

Content Standards
Grade 3 Grade 4 Grade 5
Strand: Growth and Development
3.1.1 Identify physical changes and 4.1.1 Demonstrate an understanding 5.1.1 Explore and identify
body features that are of different stages of growth s econdary changes at
associated with growth and and changes since birth. puberty that are associated
development. with growth and development
stages and discuss ways to
address the related changes.
3.1.2 S
 uggest and demonstrate 4.1.2 E xplore different types of 5.1.2 Develop strategies to
a
 ctions, behaviours, and r elationship and standards of m anage the influence of
attitudes that support b ehaviour considered individuals and groups on
positive interactions with appropriate for these attitudes and behaviours.
various groups. relationships.
3.1.3 D emonstrate an 4.1.3 D
 emonstrate an understanding 5.1.3 Demonstrate an
u nderstanding of the individual of the similarities and u
 nderstanding of the
identity and promote positive differences in their beliefs and importance of personal
v alues and morals in their cultural practices to those of values, attitudes and other
interaction with others. others. influences that identify them
as individuals
3.1.4 Explore and identify some 4.1.4 D
 emonstrate an 5.1.4 Demonstrate an
common jobs of family u
 nderstanding of the u
 nderstanding that setting
members and other people in relationship between their goals can further develop
community roles, responsibilities, an individual’s interest and
interests, abilities and their ability to perform a particular
daily activities activity or job
Grade 3 Grade 4 Grade 5
Strand : Individual and Community Health
3.2.1. Identify these harmful 4.2.1. Understand and describe the 5.2.1. Evaluate the impact of
s ubstances such as drugs, effect of harmful substances harmful substances
alcohol and discuss how to on personal health and on people and take action to
avoid them. demonstrate ways to make encourage healthy choices.
wise choices about their use.
3.2.2 Justify and demonstrate a 4.2.2 Justify and promote behaviour 5.2.2. Identify causes of
range of everyday health that can improve the health of c ommon illnesses and take
habits that help protect and others at school. action to promote behaviour
promote personal health. that reduces health risks.
3.2.3 Discuss the need to care for 4.2.3 Survey unsafe situations at 5.2.3 Assess unsafe situations
their homes and demonstrate school, make plans and take in the community and take
actions to keep them healthy. action to reduce harm and action to reduce harm and
promote health. promote health.
3.2.4 E
 xplain how health products 4.2.4 A
 ssess the availability of 5.2.4 Identify health services and
and people in the community health products and services products in the community
help to promote Health in the in the school and propose and plan ways to assist and
home. ways of improving student care for the services.
access.
Grade 3 Grade 4 Grade 5
Strand : Nutrition
3.3.1 Understand the value of foods 4.3.1: Explain the benefits of 5.3.1 Assess the nutritional value
and know how to prepare a eating from the four food of different foods and take
healthy diet and demonstrate groups and assist in preparing action to promote healthy
good eating habits. healthy meals food choices
3.3.2 Identify and explore 4.3.2 Identify and explore 5.3.2 Describe the ways and
o pportunities for handling and o pportunities on how to keep r easons of keeping food
p
 reparation of food in a more food safe from harmful insects. products safe to eat.
healthy way.

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 Primary

Grade 3 Grade 4 Grade 5

Strand : Safety and first aid
3.4.1 U
 nderstand and practice 4.4.1 Demonstrate ways to deal with 5.4.1 Demonstrate and evaluate
simple and basic first aid such unsafe and emergency strategies to deal with unsafe
as care of sores and situations in the school. and emergency situations in
scratches, headaches, the community.
stomach aches, swelling and
where to go for help.
3.4.2 Identify potentially hazardous 4.4.2 Propose ways of responding to 5.5.2 Demonstrate behaviours and
situations and demonstrate situations and behaviors that actions to provide care and
actions to respond to unsafe are harmful, unsafe or risky manage risk in responding to
and emergency situations. after assessing options and unsafe or risky situations and
consequences. behavior.

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 Health Syllabus

Content Expansion
Grade 3

Strand 1 : Growth and Development

Unit 1: My Body
Content Standards 3.1.1 Identify physical changes and body features that are associated with growth and
development.
Performance a. Identify physical changes in weight and height and compare their similarities and
differences.
Standards b. Examine physical characteristics that are shared by self and family.
c. E
 xplain the differences in physical characteristics between themselves and the
opposite sex.
d. Identify differences in certain traits and behaviours of boys and girls.
Assessment Tasks 1. List and describe the physical changes in the body.
2. Identify and match the body parts to the pictures.

Unit 2 : Relationship
Content Standards 3.1.2 Suggest and demonstrate actions, behaviours, and attitudes that support positive
interactions with various groups.
Performance a. L ist and identify a variety of emotions that promotes positive attitudes in different
situations.
Standards b. Describe characteristics of family and others that make each individual unique.
c. D
 escribe and practice manners in situations when/where it is appropriate “Please,”
“Thank you,” “Excuse me,” and “I’m sorry.”
d. Discuss why you feel good and respond positively to “help” other people who need
your help.
Assessment Task 1. Understand and demonstrate positive interactions between families and friends in
different settings.

Unit 3: Culture, Values and Morals

Content Standards 3.1.3 Demonstrate an understanding of the individual identity and to promote positive
values and morals in their interaction with others.
Performance a. Identify personal details such as name, place of birth, parents name, name of their
villages.
Standards b. Discuss the different cultural influences on health values and morals in certain
places.
c. Identify and describe certain values and morals in the family.
d. Identify the difference between values and morals.
Assessment Tasks 1. Discuss the different cultural influences in certain places.
2. Identify and discuss the morals and values and recommend ways to improve at
school.
3. Identify ways to show respect for individual differences.

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 Primary

Strand 1 : Growth and Development

Unit 4: My Career Interests

Content Standards 3.1.4 Explore and identify some common jobs of family members and other people in
community.
Performance
a. D iscuss and understand daily tasks that each family member does as part of the
Standards role and responsibility to care for their family members.
b. Explore the different roles and responsibilities they perform in different situations
which are closely related to a job that they would like to do later in life.
c. C
 ollect pictorial representations of people with different jobs and tasks in the family
and community and describe what they do.
d. Know and understand that going to school can help them learn about jobs and
tasks that promote health and care of family and community.
Assessment Task 1. Identify people who do different jobs and establish a relationship between the tools
and equipment they use to do a particular job or task.

Strand 2 : Individual and Community Health

Unit 1: Alcohol and Substance Abuse

Content Standards 3.2.1 Identify these harmful substances such as drugs and alcohol and discuss how to
avoid them.
Performance a. Describe how chewing betelnut and other drugs affect health.
b. Describe how smoking tobacco at home can cause ill health to both the smoker
Standards and non-smoker.
c. Explain and discuss other effects of smoking such as odours, fire, litter.
d. Role-play how to say ‘No’ to bad habits such as smoking, chewing betelnut, spitting
and so on.
Assessment Tasks 1. Describe how harmful substances affect personal health.
2. Display the poster of bad habits and its effects.

Unit 2: Protection against Disease

Content Standards 3.2.2 Justify and demonstrate a range of everyday health habits that help protect and
promote personal health.
Performance a. Explain why it is important to keep hands ,fingernails and their body clean
b. Explain the need to keep clothes, beddings and towels clean.
Standards c. D
 iscuss when to wash hands such as before and after eating, before preparing
food and after using the toilet.
d. label the different types of teeth such as canines and molars and describe their
different uses.
e. Describe how to care for and maintain healthy teeth.
Assessment Tasks 1. Explain the importance of keeping clean and safe to promote personal health.
2. Label the different types of teeth such as canines and molars and propose proper
tooth maintenance.

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 Health Syllabus

Unit 3: Healthy Environment

Content Standards 3.2.3 D
 iscuss the need to care for their homes and demonstrate actions to keep them
healthy.
Performance a. Gather and present information to show unsafe or unhealthy places in their homes
or surroundings and propose ways of improving them.
Standards c. Describe how fresh air and light contribute to making the home healthy.
d. Explain why sleep and rest are important for proper growth and good health.
b. Recommend ways to keep the homes neat and clean such as sweeping, washing
clothes and putting all bedding out in the sun .
Assessment Tasks 1. Recommend for a safe and healthy Community.
2. Discuss water and rubbish problems at home and recommend ways to improve
them.

Unit 4: Health Services

Content Standards 3.2.4: E
 xplain how health products and people in the community help to promote health
in the home.
Performance a. Identify health products used at home and make a display of empty health
products, containers, labels and packages.
Standards b. Discuss the uses of various health products used at home.
c. D
 escribe some local leaves, roots and fruits used as medicine to assist in personal
cleanliness and health.
d. Describe the roles of health workers and community members who promote
healthy homes.
Assessment Tasks 1. Discuss the uses of various health products used at home.
2. Describe the roles of health workers and community members who promote healthy
homes.

Strand 3 : Nutrition

Unit 1: Food and Growth

Content Standards 3.3.1 Understand the value of foods and know how to prepare a healthy diet and
demonstrate good eating habits.
Performance a. L ist the main ideas presented by a guest speaker on the importance of eating
healthy food.
Standards b. Explain the importance of regular meals and discuss daily meal requirements for
family members such as pregnant mothers, babies, and older people.
c. Analyze their daily meals and discuss why quality is more important than quantity in
relation to good health and growth.
d. Brainstorm and list places such as the garden, store, markets and bushes where
healthy food can be obtained and group them all into appropriate food groups.
Assessment Tasks 1. Explain the importance of having regular the meals.
2. Identify food sources and put them into their appropriate food groups.

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 Primary

Unit 2: Food and Hygiene

Content Standards 3.3.2 Identify and explore opportunities for handling and preparing of food in a more
healthy way.
Performance a. D
 emonstrate hygienic ways to prepare healthy food and suggest ways they can do
this at home.
Standards b. Plan a nutritional meal in a more healthy way.
c. Describe how to prepare and store food in safe places away from insects.
d. Role play how to clean and store utensils after eating.
Assessment Tasks 1. Describe how to prepare and store food in safe places away from insects.
2. How to clean and store eating utensils.

Strand 4: Safety and First Aid

Unit 1: Safety
Content Standards 3.4.1 Identify potentially hazardous situations and demonstrate actions to respond to
unsafe and emergency situations.
Performance a. Describe characteristics of safe and unsafe places.
b. Discuss the meaning of basic safety-related signs, symbols, and warning
Standards labels.
c. Identify emergency situations such as Injuries, abductions, fire, flood, volcanoes,
tsunami, earthquake.
Assessment Tasks 1. Identify and discuss safety rules at home, at school, and the community in
emergency situations.
2. Draw and describe safety related signs and symbols and warning labels.

Unit 2: First Aid

Content Standards 3.4.2 Demonstrate ways to deal with unsafe and emergency situations in the home.

Performance a. U nderstand and practice simple and basic first aid such as care of sores and
scratches, headache, stomach aches, swelling and where to go for help.
Standards b. Demonstrate the ability to support other students who have chronic diseases and
conditions; asthma, allegeris, diabetes, epilepsy.
c. P
 lan and role play ways to protect themselves in emergency or dangerous
situations.
d. Practise emergency, fire, and safety drills at home and at school.
Assessment Tasks 1. Demonstrate a simple first aidcare for sore.
2. Practise emergency, fire, and safety drills at home and at school.

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 Health Syllabus

Grade 4
Strand 1 : Growth and Development

Unit 1: My Body
Content Standards 4.1.1 Demonstrate an understanding of different stages of growth and changes since
birth.
Performance a. Identify different stages of growing up.
b. Describe the changes from birth to adult.
Standards c. Identify individual changes in their physical growth.
d. Explain why sleep and rest are important for proper growth and good health.
Assessment Tasks 1. Describe the different stages of growing up.
2. Collect pictures and display different stages of growing up on charts and posters.

Unit 2: Relationship
Content Standards 4.1.2 E
 xplore different types of relationship and standards of behavior considered
appropriate for these relationships
Performance a. Discuss and compare common interests, roles and responsibilities in a relationship.
b. Interview groups of children to find out expected behaviours in their communities.
Standards c. Identify their roles and responsibilities in different social situations.
d. Assess their individual roles and responsibilities in the classroom and school.
Assessment Tasks 1. Identify certain roles and responsibilities that are performed in a family,school or
community.

Unit 3: Culture, Values and Morals

Content Standards 4.1.3 Demonstrate an understanding of the similarities and differences in their beliefs
and cultural practices to those of others.
Performance a. Identify and describe certain values and beliefs that identify them in their
community.
Standards b. Describe how their culture influence their identity.
c. L
 isten to a guest speaker and identify the morals and values in the traditional myth
or story.
d. Describe how certain values and morals that have influenced on their behaviours.
e. Identify negative cultural practices and positive cultural practices that affect
behaviour.
Assessment Tasks 1. Identify negative and positive cultural practice and describe how it affects behaviour.
2. Identify cultural expectations of boys and girls within their community.

Unit 4: My Career Interests

Content Standards 4.1.4 Demonstrate an understanding of the relationship between their roles,
responsibilities, interests, abilities and their daily activities.
Performance a. U nderstand that the daily activities and tasks they do in their homes can help them
to develop their abilities and interests for a particular job.
Standards b. Explore and discover opportunities and situations they have in their families,
homes schools and communities that they can use to develop their potentials and
abilities.
c. Identify factors that influence their interests and decisions about daily activities and
explain how these factors affect their choices.
d. Identify skills involved in the decision making process about roles and
responsibilities they encounter in different situations and groups they belong to.
Assessment Task 1. Identify and describe a situation or activity that they have experienced when
someone made a good decision about a certain task that made everyone happy.

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 Primary

Strand 2 : Individual and Community

Unit 1: Alcohol and Substance Abuse

Content Standards 4.2.1 D
 escribe the effect of harmful substances on personal health and demonstrate
ways to make wise choices about their use.
Performance a. discuss and list harmful substances found and used in schools.
b. listen to people who have had bad habits with drugs and substance abuse and
Standards describe how they were introduced to and how to quit those habits.
c. R
 ole play how to say ‘No’ to drugs and habits such as smoking, chewing betelnut
and drinking alcohol.
d. Plan a campaign against a habit such as chewing/ betelnut / smoking or drugs by
performing dances , displaying posters, composing songs and telling stories for
change.
Assessment Task 1. S
 urvey students’ habits in regard to drugs and other harmful substances and
develop an awareness campaign to change their habits.

Unit 2: Protection against Disease

Content Standards 4.2.2 Justify and promote behavior that can improve the health of others at school

Performance a. Discuss and explain the need to keep bodies and clothes clean.
b. Discuss when and how to wash hands such as before and after eating, before
Standards preparing food, after using the toilet.
c. label the different types of teeth such as canines and molars and describe their
different uses.
d. describe how to care for and maintain healthy teeth.
e. Explain why spitting in public is unhygienic and a bad habit.
Assessment Tasks 1. Describe healthy habits and how it affects their personal health.
2. Label the different types of teeth such as canines and molars and describe their
different uses.

Unit 3: Healthy Environment

Content Standards 4.2.3 S
 urvey unsafe situations at school, make plans and take action to reduce harm
and promote health.
Performance a. S urvey and act on unsafe and unhealthy areas in the school to reduce harm and
promote health.
Standards b. Explain why it is important to keep the school environment clean and plan how to
improve the cleanliness of the school.
c. E
 xamine water sources, water storage containers and rubbish pits and recommend
ways to improve them.
d. Explore the school’s water sources and recommend how to make water safe for
drinking.
Assessment Tasks 1. List and explain why it is important to keep the school environment clean.
2. Do a plan on how to improve the cleanliness of the school.

Unit 4: Health Services

Content Standards 4.2.4 A
 ssess the availability of health products and services in the school and propose
ways of improving students’ access of the services.
Performance a. Identify health products available for student use in the school such as toilet paper,
soap, rubbish bins.
Standards b. Identify the nearest health clinic or aid post and discuss its usefulness to students
and teachers.
c. S
 ummarise the common sicknesses treated at the local clinic or aid post after
listening to a talk by the health officer.
d. Recommend ways to help care for and improve health services in the school.
Assessment Task 1. List and discuss ways to help care for and improve health services in the school.

20
 Health Syllabus

Strand 3 : Nutrition

Unit 1: Food and Growth

Content Standards 4.3.1 E
 xplain the benefits of eating from the food groups and assist in preparing
healthy meals.
Performance a. Identify and divide local food into the four food groups and explain the benefits of
eating healthy food.
Standards b. Analyse their daily meals to check if there is a balance from the four food groups.
c. Analysis and identify different local and junk foods and take actions to avoid
eating them.
Assessment Task 1. Divide local food into the four food groups and explain their benefits of eating them.

Unit 2 : Food and Hygiene

Content Standards 4.3.2 Identify and explore opportunities of how to keep food safe from harmful
bacteria.
Performance a. Identify and select variety of healthy nutritious snacks.
b. Plan a nutritious lunch and discuss ways of keeping it safe from germs, dust and
Standards flies.
c. Describe the different methods of food preservation and food technology.
d. Describe ways of keeping lunch safe from dust,flies and germs.
Assessment Tasks 1. Recommend ways to keep lunches safe from dust and insects.
2. Demonstrate how to prepare, cook and serve a healthy and balanced lunch.

21
 Primary

Strand 4 : Safety and First Aid

Unit 1: Safety
Content Standards 4.4.1 Describe the characteristics of safe and unsafe situations and ways to reduce risk
of injuries.
Performance a. Explore and develop a list of unsafe situations at school.
b. Identify the dangerous goods and equipment at school and recommend ways to
Standards store them away safely with safety rules.
c. E
 xplain the purpose of safety signs and Identify ways to stay safe. e.g. when
crossing streets, riding a bicycle, or playing.
d. Explain why back seat is the safest place when riding in a vehicle.
Assessment Task 1. Explain the purpose of safety signs and demonstrate ways to stay safe.

Unit 2: First Aid

Content Standards 4.4.2 Demonstrate ways to deal with unsafe and emergency situations in the school
and community.
Performance a. Demonstrate safe ways to cross the road.
b. Demonstrate how to treat insect bites or objects in the ear or objects in the eye.
Standards c. D
 emonstrate the appropriate behaviours during fire drills, earthquake drills and
other disaster drills.
Assessment Task 1. Demonstrate how to treat insects’ bites or objects in the ear or objects in the eye.

22
 Health Syllabus

Grade 5
Strand 1 : Growth and Development

Unit 1: My Body
Content Standards 5.1.1 Explore and identify secondary changes at puberty that are associated with
growth and development stages and discuss ways to address the related
changes.
Performance a. Discuss the puberty stage for both boys and girls.
b. Discuss secondary changes for boys and girls such as pimple, beard, armpit hair,
Standards breasts.
c. Identify and address differences and similarities on the growth and development
stages of boys and girls.
d. Describe ways to overcome negative feelings and emotions of growth and
developmental stages. e.g. Menstruation / wet dreams.
Assessment Task 1. Identify the secondary changes of growth and development and recommend ways to
improve their own developmental changes.

Unit 2: Relationship
Content Standards 5.1.2 D
 evelop strategies to manage the influence of individuals and groups on attitudes
and behaviours.
Performance a. D iscuss and identify positive attitudes that can be learned while interacting and
participating with people in the family, home, school, community.
Standards b. Identify and recommend ways to overcome negative feelings and emotions such as
embarrassment, shyness.
c. Discuss and describe negative feelings and emotions that can lead to bad behavior
d. Identify negative attitudes and negative emotions such as embarrassment and find
ways to overcome them to promote positive attitude .
Assessment Task 1. Identify situations in the home, classrooms, school and community that encourage
positive attitudes and good behaviours.

Unit 3: Culture, Values and Morals

Content Standards 5.1.3 D
 emonstrate an understanding of the importance of personal values, attitudes
and other influences that identify them as individuals.
Performance a. Identify and discuss other influences such as religion, peer pressure and media that
identifies them as individuals.
Standards b. Describe and compare how religion and media has had influenced them as
individuals.
c. Describe how peer groups have influenced them as individuals.
d. Identify moral behaviors and positive attitudes in a person.
Assessment Tasks 1. Identify factors that influences the individual person’s identity.
2. Describe the difference between moral behaviour and positive attitude.
3. Explain the benefits of having positive relationships with family and friends.

23
 Primary

Strand 1 : Growth and Development

Unit 4: My Career Interests

Content Standards 5.1.4 D
 emonstrate an understanding that setting goals can further develop an
individual’s interest and ability to perform a particular activity or job.
Performance a. Identify short and long term goals and describe ways to achieve them.
b. Review and assess their interest about certain activities and jobs to see if they
Standards have changed over time.
c. Identify volunteer activities they have in their families, homes, churches, schools
and communities that can help develop their interests and abilities.
d. Identify and describe jobs in the health sector that are linked to their interests and
abilities.
Assessment Tasks 1. Identify and describe two (2) types of health jobs they know that exists in their
homes, schools and communities.
2. Identify factors that influenced the decisions of people doing these two (2) jobs.

Strand 2 : Individual and Community Health

Unit 1: Alcohol and substance abuse

Content Standards 5.2.1 E
 valuate the impact of harmful substances on young people and take actions to
encourage healthy choices.
Performance a. Identify illegal drugs such as marijuana/alcohol and describe their effects on
personal health.
Standards b. Identify useful drugs and describe how they are used safely to improve personal
health.
c. D
 escribe how alcohol is harmful to health and a cause of social problems in the
community.
d. Explain why people take drugs and other harmful substances and propose
alternative solutions to their problems.
e. Relate decision-making processes and skills to say ‘NO’ to taking harmful drugs.
Assessment Tasks 1. Identify illegal drugs such as marijuana/alcohol and describe their effects on
personal health.
2. Explain why people take drugs and other harmful substances and propose
alternative solutions to their problems.

Unit 2: Protection against Disease

Content Standards 5.2.2 E
 xplore and identify causes of common illnesses and take action to promote
behaviour that reduces health risks.
Performance a. Identify the causes and cures of common diseases found in the community.
b. Demonstrate ways to prevent the transmission of germs (e.g. washing hands,
Standards using tissues.
c. E
 xplain what communicable and non-communicable diseases are and list ways to
prevent them.
d. Discuss how to prevent malaria / tuberculosis /diabetes and take actions to protect
themselves.
Assessment Tasks 1. Explain the differences between communicable and non-communicable diseases.
2. Describe how other forms of sickness and diseases are caused and recommend
ways to avoid spreading them.

24
 Health Syllabus

Strand 2 : Individual and Community Health

Unit 3: Healthy Environment

Content Standards 5.2.3 A
 ssess unsafe situations in the community and take action to reduce harm and
promote health.

Performance a. S urvey the community for toilets and rubbish pits and recommend ways to make
them more hygienic.
Standards b. Organise sign boards and notices to warn the public about unsafe areas in the
community.
c. P
 lan and organise awareness on the need to keep the community healthy, safe and
clean.
d. Discuss how to keep the environment neat and clean in their home and community.

Assessment Tasks 1. Do a simple sign board about an unsafe situation at school or at home.
2. Plan an awareness of an issue to address in the school.

Unit 4: Health Services

Content Standards 5.2.4 Identify health services and products in the community and plan ways to assist
and care for the services.

Performance a. Identify various organisations in the community such as Red Cross or other NGOs
and discuss their roles in improving health.
Standards b. Explain what immunisation is and suggest ways to encourage parents with young
children to attend immunisation clinics.
c. Identify the range of health products available at the local chemist or stores under
categories such as medicines, personal hygiene products, first aid items.
d. Explain the roles of health services such as the ambulance service, clinics, and aid
post.

Assessment Tasks 1. List the reasons for immunisation programs for young children.
2. Explain the roles of health services such as the ambulance.

Strand 3 : Nutrition

Unit 1: Food and Growth

Content Standards 5.3.1 A
 ssess the nutritional value of different foods and take action to promote healthy
food choices.

Performance a. Identify junk food found in the school canteen, village stores and market and
discuss their effects.
Standards b. Demonstrate and prepare a balanced meal and write a report to explain why it is
important.
c. E
 xplain the importance of eating healthy balanced meals from the four food groups.
d. Identify key components of the “Nutrition Facts” labels and analyse the local food
collection.

Assessment Tasks 1. C
 ollect and analyse local foods and group them in the categories of the four food
groups.
2. Describe diseases caused by eating unbalanced meals.
Unit 2: Food and Hygiene
Content Standards 5.3.2 D
 escribe the food groups, including recommended portions to eat from each food
group.

Performance a. Describe diseases caused by eating unbalanced meals.

b. Record causes of malnutrition and how to avoid sickness after listening to a
Standards community health worker.
c. Discuss the benefits of healthy eating including beverages and snacks.
d. Describe safe food handling and preparation practices and how to keep food safe
from harmful germs.

Assessment Task 1. Describe diseases that are caused by not eating balanced meals.

25
 Primary

Strand 4 : Safety and First Aid

Unit 1: Safety
Content Standards 5.4.1 Demonstrate and evaluate strategies to deal with unsafe and emergency
situations in the community.

Performance a. Identify ways to stay safe when crossing streets, riding a bicycle, or playing.
b. Display personal safety rules in different situations such as warning signs and
Standards signals.
c. D
 escribe safety hazards, including those related to fire, water, and disasters. such
as floods, earthquake, volcano, landslide and tsunami,
d. Explain the importance of following safety instructions and wearing safety gears.

Assessment Task 1. Identify emergency situations and explain how to reduce risks.

Unit 2: First Aid

Content Standards 5.4.2 D
 emonstrate how to provide care and manage risk in responding to unsafe or
risky situations and behavior.

Performance a. Apply basic first aid procedures in to accidents at school.

b. Apply basic first aid procedures in unsafe situations such as in marine
Standards environments.
c. Apply basic first aid to care and manage the injuries.

Assessment Task 1. Write safety rules and precautions when on the Road, at sea, and on the plane, etc.
2. Suggest healthy and safe practices at home /school.

26
 Health Syllabus

Assessment and Reporting

The relationship between the assessment standards, the content
standards, and the teaching standards emphasise a point heard over and
over in education recently. Good assessment is an integral part of good
instruction. The most effective teaching aligns the content standards with
instruction and assessment.

In a Standards Based curriculum, assessment is viewed not only as a final

product (summative), but more importantly as a continual process
(formative) that provides pupil performance, data to teachers and
students regarding their progress towards achieving the intended
standards.

What is Assessment?

Assessment refers to all activities undertaken by teachers and by

students in assessing themselves, which provide information to be used
as feedback to modify the teaching and learning activities in which they
are engaged. The primary purpose of assessment is to improve students’
learning and teachers’ teaching as both respond to the information.

Types of Assessments
• Assessment as;
• Assessment for; and
• Assessment of.

Assessment for Learning

Assessment for learning, also known as classroom assessment and is

not different. It is an ongoing process that arises out of the interaction
between teaching and learning. It is to help learners learn better. It does
so by helping both students and teachers to see:

• the learning goals and criteria

• where each learner is in relation to the goals
• where they need to go next
• and ways to get there.

Assessment as Learning

Assessment as learning is the use of a task or an activity to allow

students the opportunity to use assessment to further their own learning.
Self and peer assessments allow students to reflect on their own learning
and identify areas of strength and weakness. These tasks offer students
the chance to set their own personal goals and advocate for their own
learning.

27
 Primary

Assessment of Learning

Assessment of learning is the use of a task or an activity to measure,

record and report on a student’s level of achievement in regards to
specific learning expectations. These are often known as summative
assessments

Assessment in Teaching Health Education

Assessment should first and foremost be used to evaluate students

‘performance so that teaching can be adjusted to improve students
‘achievements of the outcomes. To do this well assessment must be
continuous throughout the year.

The emphasis should be on teaching Health for understanding.

Written tests should only be one of the methods used to find out what
students have learnt. Other assessment methods must also be used.

Assessment Methods

These are some methods that teachers can use to assess students’
performance in Health lessons.

Observing students during the lesson

To do this in a manageable way, teachers make informal observations and

make notes of these on a class list. They choose just one or two
students in any one lesson and note down both positive and negative
things students do during that lesson. Teachers continue with different
students until they have some comments on all students, then they repeat
the process.

Talking with students

Teachers should use good questioning techniques in class as well as

informal discussions with individual students to get a picture of each
student’s progress. Relevant points from such discussions must be noted
down such as whether or not correct mathematical terms were used to
answer a question or whether or not the student showed understanding
of a concept. Formal interviews may also provide further information.

Profiles

Teachers may set a series of mini-projects or exercises and keep samples

of work from each student on a file, maintaining a folder of work for each
student. Students’ exercise books fulfill this function to some extent.
Another form of maintaining such profiles is to only retain the best and
latest version of students’ work.

28
 Health Syllabus
Tests

There are many types of tests suitable for Health , some of which
include short answer tests, longer exercises and multiple-choice
questions.

The important thing to remember is that teachers use a range of

assessment methods and not just tests to decide if students have
achieved the content standards.

Recording

Teachers must keep accurate records of students’ achievement of the

learning outcomes. They must report these achievements in fair and
accurate ways to parents, guardians, teachers and students. Examples
of recording methods include:

• Anecdotal notes in a journal or diary

• Checklists
• Portfolios of students’ work
• Progressive records
• Work samples with comments written by the teacher.

Reporting

Reporting is communicating clearly to students, parents, guardians,

teachers and others, the information gained from assessing students’
learning.

Students’ reports should be based on assessment information collected

from ongoing assessments. Schools will decide on how reports will be
presented to best suit the needs of their communities. Methods will
include interviews and written reports. Written reports should include:

• a
 written record of content standards achieved by students since the
previous report
• a written record of the content standards the student is now working
towards
• information about students’ attitudes, values and other additional
information that is specific to individual students.

Evaluation
Teachers will use assessment information to make judgments about the
effectiveness of their teaching, learning and assessment programs and
to make improvements to their teaching practice in order to improve
student learning.

Schools may use whole school assessment data to evaluate the effec-
tiveness of teaching and learning in a particular subject or at particular
grade levels and make decisions on how to improve student learning.

29
 Primary

Glossary
Words Definitions
Alcohol and Alcohol is the most widely-used drug in the worldalso known as is a patterned
Substance abuse use of a drug in which the user consumes the substance in amounts or with
methods which are harmful to themselves or others.
Assessment Activities teachers use to help students learn and to monitor their progress.
Assessment Different styles and ways of assessing students work.
Strategies
Assessment for A common form of assessment. It is an ongoing process that arises out of the
Learning interaction between teaching and learning. Also referred to as formative
assessment.
Assessment as/in Is a design to inform students what they will do well and what they need to
Learning improve on daily/weekly bases as an integral part of everyday teaching and
learning such as exercise, activities or experiments students do or practice in
each lesson.
Assessment of Provides a summary of students learning over a set period of time and is
Learning generally carried out at the end of a course or project. Sometimes it is referred
to as summative assessment and are evaluative.
Assessment Tasks On-going test of knowledge, skills and attitudes/values gained throughout the
particular unit or topic.
Benchmark A benchmark is a required standard or yardstick in which something is
measured against. In the national curriculum, it is set to evaluate and validate
the standard of curriculum as well as the effectiveness of teaching and learning
at the end of each level of schooling. In PNG, Benchmarking is referred to as
assessment of content standards at the end of each level of schooling such as
Elementary 2, Grade 5 and Grade 8.
Content Standard A broad statement of what students need to know, understand, and be able to
do as intended by the syllabus. They define the breadth and depth of
knowledge, skills and processes and attitudes and values that are to be taught
in the strand, unit or topic.
Career Interest Discover what your interests are and how they relate to the world of work. The
Interest of the choices that and individual may decide on what kinds of
occupations and jobs you might want to do in the future.
First aid Keeping safe and prepared in emergency situation and medical attention that
is usually administered immediately after the injury occurs and at the location
where it occurred.
Healthy Is how the surroundings influence human health and disease. It means things
Environment in the natural environment like air, water and soil, and also all.
Growth and Human development is a lifelong process of physical, behavioral, cognitive,
Development and emotional growth and change. In the early stages of life from babyhood to
childhood, childhood to adolescence, and adolescence to adulthood enormous
changes take place.
Performance A descriptive statement of the knowledge and skills that students may display
Standards as they work towards the achievement of the content standard. The
performance standards are examples only. Performance standards make
content standards operational.
Standards Based Is an academic program in which clearly defined academic content,
Education performance standards are aligned. It spells out what schools and
communities need to do to ensure achievement of expectations
It is a philosophical concept that is centered on the process of planning,
developing, delivering, monitoring and improving education programs.

30
 Health Syllabus

Standard Based Is a cumulative body of knowledge and set of competencies that form the basis
Curriculum for a quality education.
Standard A standard is a level of quality or achievement, especially a level that is
thought to be acceptable. It is something used to measure or estimate the
quality or degree of something, for example, how good a piece of work is.
Standards Based Is a learning system and is a systematic and ongoing process of collecting and
Education interpreting information about students achievements.
Assessment
Nutrition The interaction of nutrients and other substances in food in relation to
maintenance, growth, reproduction, health of human beings. It includes food
intake and absorption,
Relationship The way in which two or more people or things are connected, or the state of
being connected.

31
 Primary

References
NDOE 2000, Education for All, National Department of Education, Waigani

NDOE 2002, National Curriculum Statement, NDOE, Waigani

NDOE 2003, Culture and Community Elementary Syllabus 2003, NDOE,

Waigani

NDOE 2003, Health Lower Primary Syllabus 2004, NDOE, Waigani

NDOE 2003, National Assessment and Reporting Policy, NDOE, Waigani

NDOE 2003, Personal Development Upper Primary Syllabus 2003, NDOE,

Waigani

National Department of Education (2003). Gender Equity in Education

Policy, NDOE, Waigani

National Strategic Plan taskforce (2009). Papua New Guinea Vision 2050.
Port Moresby, GoPNG.

National Task Force on the Review of Outcomes - Based Education (2013).

Review of Outcomes-Based Education in Papua New Guinea. Port
Moresby, NDOE

32
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