Health and Wellness · SHS1 Physical Education…

Lesson notes

Learning Objectives

Indicator: 1.1.5.LI.4 - Describe the wellness continuum and discuss the barriers to accessing health services.

By the end of the lesson, learners can:

Describe the illness-wellness continuum as a model showing that health is a dynamic range from severe illness to high-level wellness, not simply the absence of disease.
Analyse the components of the illness-wellness continuum, including the treatment paradigm, rehabilitation paradigm and wellness paradigm.
Identify at least four barriers to accessing health services in Ghana, such as cost, distance, lack of health facilities, and cultural beliefs.
Discuss how these barriers affect individuals and communities in different parts of Ghana.
Reflect on personal experiences and community observations related to access to healthcare.

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Curriculum details

Strand: Physical Activity and Health (Strand 1)
Sub-strand: Health and Wellness (1.5)
Content standard: 1.1.5.CS.1 - Demonstrate understanding of health and wellness 1.1.5.LO.1 Discuss health and wellness and their importance in everyday life
Indicator: 1.1.5.LI.4 - Describe the wellness continuum and discuss the barriers to accessing health services.
Suggested placement: Semester 2, Week 13 (Week 33 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

content standard text - p.42: the document prints this content-standard code as "1.1.5.CS1", without the separator before the final digit
Curriculum reference: NaCCA curriculum document, p. 43

Exemplars (from the NaCCA curriculum)

Talk for Learning: Put learners in mixed-ability and mixed-gender groups and ask them to observe slides, charts, pictures or PowerPoint text on the components of the illness-wellness continuum. Ask learners to mention some illness-wellness components they observed from the slides, charts or PowerPoint text.
Structured Talk for Learning: Guide learners in mixed-ability groups to use structured discussion and explain the illness-wellness continuum and analyse its components.

Assessment (1.1.5.AS.4): Level 3: Describe at least four barriers to accessing health services in Ghana. Level 3: Explain the illness-wellness continuum and analyse its components.

Teaching and Learning Resources:
- Online resources
- Pictures/charts
- Phones/laptops
- Projectors
- Visual and audio-visual aids.
- Textbooks
- Any other relevant materials
- Learners explore the internet with their ICT tools (phones, laptops, etc.)