HEC101V/103/2010

UNIVERSITY OF SOUTH AFRICA

DEPARTMENT OF TEACHER EDUCATION

HEALTH EDUCATION

TUTORIAL LETTER HEC101V/103/2010

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Dear Student

This letter contains:

1 Feedback on the discussion classes

2 Closing remark

1 FEEDBACK ON THE DISCUSSION CLASSES

During the discussion classes we focussed on:

1.1 The format of the examination paper

1.2 Examination preparation
1.3 The assignments

The discussion was mainly based on a presentation of transparencies. You will notice that the sentences are
sometimes incomplete and that phrases and telegram style are often used. Under no circumstances are you
allowed to use similar style in the examinations. These transparencies were taken as a point of departure for
the discussion and for the lecturer to elaborate on.

1.1 The format of the examination paper

The following guidelines regarding the format of the examination paper is of the utmost importance.

• The examination paper comprises of TWO sections, namely Section A and Section B. Section A consists
of 30 multiple choice questions and is compulsory. Section B consists of THREE questions of 35 marks
each. You must answer any TWO questions.

• It is one 2-hour paper.

• Paragraph and shorter type of questions are expected from you.

• Note the marks allocated for each question. It is unnecessary to write half a page when a question is
worth 5 marks. For a paragraph question worth 10 marks an answer of half-a-page should be sufficient,
provided that you give all the relevant facts.

• You must study the prescribed textbook in conjunction with Tutorial letter 501/2010 (which serves as
your study guide) as well as all the tutorial letters.

• Write clearly and legibly.

• Number your answers correctly in accordance with the question numbers on the examination paper.

• Please remember to enter the numbers of the questions in the column provided on the front page of
the examination script.

• Word your answers concisely and keep to the point.

• Answer only what is expected of you.

• Start well in advance with your preparation for the examination.

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Remember the following key words:

• Define: Provide the precise meaning of a word or a phrase.

• Describe: Give a detailed account.
• Discuss: Examine by argument .
• Exlain: Make plain, interpret.

1.2 Examination preparation

• The prescribed textbook: Weinstein, E & Rosen, E. (eds). 2003. Teaching children about health.
2nd edition. Belmont, CA: Wadsworth/Thomson.

• Tutorial letter 501/2010 which serves as your study guide.

• All tutorial letters

• The assignments

1.3 The assignments

In general you did well in answering the assignments. Where necessary the lecturer commented in the lecturer
assessed section.

ASSIGNMENT 01

You should have automatically received the answers to Assignment 01 (multiple choice questions) from the
Assignment Department.

ASSIGNMENT 02

• NATIONAL POLICY ON HIV/AIDS

* Non-discrimination and equality with regard to learners, students and educators with

HIV/AIDS

*HIV/AIDS Testing and the admission or learners to a school and students to an institution, or

the appointment of educators

*Attendance at schools and institutions by learners or students with HIV/AIDS

*Disclosure of HIV/AIDS-related information and confidentiality

*A safe school and institution environment

*Prevention of HIV transmission during play and sport

*Education on HIV/AIDS

*Duties and responsibilities of learners, students, educators and parents

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*Refusal to study with or teach a learner or student with HIV/AIDS, or to work with or be taught

by an educator with HIV/AIDS

*School and institutional implementation plans

*Health and advisory committee

*Implementation of this National Policy on HIV/AIDS

*Regular review

*Application

*Interpretation

*Where this policy may be obtained

• THREE APPROPRIATE LEARNING ACTIVITIES ABOUT THE PREVENTION OF CHILD ABUSE FOR
LEARNERS USING A VARIETY OF DIFFERENT LEARNING STRATEGIES

The development of appropriate learning activities seemed to be a problem to students who don’t
have any practical experience. Students are encouraged to consult with educators in their field, or to
form study groups to support one another.

• COMMON SOURCES OF STRESS AND HELPING LEARNERS COPE WITH THE VARIOUS SOURCES OF
STRESS

COMMON SOURCES OF STRESS

THE STRESS OF GROWING UP:

*Meeting personal goals

*Self-esteem

*Changing values

*Social standards

*Ability and personal competence

*Competition with others

• PHYSICAL, INTELLECTUAL AND PSYCHOLOGICAL ASTAGES OF DEVELOPMENT STRESS

HOME AND FAMILY STRESS:

*Marital discord

*Low social status

*Overcrowding or large family size

*Paternal criminality
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*Parental psychiatric disorder

*Admission into the care of local authorities

*Illness of family members

*Divorce and introduction of new parental involvement

*Hospitalisation of a family member or an accident

*Addition of a new sibling

*Financial difficulties

• STRESS IN SCHOOL:

*School adjustment

*The learning process

*Competition

*Subject stress

*Test anxiety

*Parent involvement

TECHNIQUES IN THE CLASSROOM TO REDUCE STRESS:

*Laughter and fun

*Altering perceptions
*Revising attitudes
*Nutrition
*Relaxation response

2 CLOSING REMARK

You are welcome to contact your lecturer if you encounter any problems. This can be done telephonically or
make an appointment to ensure that the lecturer is available. Your visit should be in connection with a specific
problem(s) which you have written down.

I wish you all the best in preparing and sitting for the examination.

Kind regards

Ms KH van As
Tel: (012) 429-4559 (w)

e-mail: vaskh@unisa.ac.za