ASAP Healthy Education Built-on Project
Objectives
With the support from the Quality Education Fund, we are pleased to launch a one-and-a-half-year health education project starting in March 2024. The project, called "ASAP Healthy Education Built-on Project: Assist Students to Acquire and Practise Health Knowledge and Skills", aims to support young people in acquiring and practising health knowledge and skills through the enrichment of health teaching resources, professional development for teachers, and student activities. The name ASAP is also an abbreviation for the commonly used English phrase "as soon as possible, " reflecting the importance of implementing health education as early as possible.
The project has three main objectives. The first is to provide secondary school teachers with teaching materials that cover various health-related topics, allowing them to deliver health education in their classrooms effectively. The second is to collect and analyse the implementation experience of school-based health teaching activities and to design feasible and effective health education plans. The third is to promote the sharing of health education experience through lectures, meetings, sharing sessions, videos, and other means. We believe that by achieving these objectives, we can help young people better understand health and wellbeing and equip them with the necessary skills to lead healthy and fulfilling lives.
Target Participants
The educational resources that are offered by this initiative are aimed at students ranging from S.1 to S.4. We will work with the coordinating teachers from 20 secondary schools to develop suitable health education programmes for young people. These programmes will be based on the health behaviours and developmental requirements of teenagers, as well as the school-based circumstances and priorities of participating schools.
Programme
We released the first version of the "Adolescent Health Education Guide" in 2023, which covers 17 health topics that are relevant for nowadays teenagers. Nine teaching units are available (in Chinese) on the "School Health Education Resource Corner" for teachers. We plan to develop additional teaching materials, encourage teachers to try and establish school-based education programmes with their students, and then share their experiences with the education community.
Roles and Responsibilities
Each participating school is expected to appoint a teacher or a group to coordinate and implement one or more health education programmes for one or more grades between S.1 to S.4 students. This programme should be implemented from September 2024 to July 2025, and each plan should be completed in around eight weeks. During this period, relevant records such as teaching plans, teaching material designs, evaluations, and teaching experiences need to be completed, and samples of students' learning outcomes, such as student exercises, homework, photos, etc., need to be recorded. The school is also expected to assist in completing related effectiveness evaluations, such as pre-and-post questionnaire surveys for students. Lastly, teachers will be invited to attend meetings and provide opinions on the revision of the "Adolescent Health Education Guidelines".
Outline of teaching materials to be developed（Continuation of the nine units）
| Unit (Content areas) | Target participants | Expected learning outcomes |
| 10. When someone encounters bullying (Safety, Risk Behaviours) | S.1 or S.2 | (1) Identify different types of bullying and explore their impact from different angles. (2) Analyse real-life cases and news articles to examine the responses to bullying situations, both online and offline. (3) Highlight the need for support in building a harmonious society where bullying no longer exists. |
| 11. The Z generation in the (cyber world (Safety, Consumers' Health and Financial Management) | S.1 or S.2 | (1) Collect information and analyse the internet usage habits of young people. (2) Evaluate through case studies the risks associated with online activities (such as excessive online shopping, pay-to-win computer games, and personal information disclosure. (3) Educate young people about smart internet usage and online purchase principles and cultivate media and information literacy. (4) Identify reliable sources of health information. |
| 12. Stay Positive (Personal Growth, Mental and Spiritual Development) | S.1 or S.2 | (1) Analyse the reasons behind teenagers' lack of motivation. (2) Explore practical ways to quit bad habits and establish healthy behaviour with successful examples. (3) Record and share experiences and understanding from applying these methods. |
| 13. The Smart Foodie (Food and Nutrition, Consumers' Health) | S.1 or S.2 | (1) Understand the nutritional problems that may arise from frequent dine-out or takeaway food. (2) Collect and analyse the eating behaviours of teenagers. (3) Evaluate the nutritional value of meals provided by neighbouring restaurants. (4) Promote healthy eating principles when eating out. |
| 14. Expert in the Kitchen (Food and Nutrition, Consumers' Health) | S.1 or S.2 | (1) Understand soybeans' functions and nutritional value, including oils, proteins, and non-animal-based ingredients. (2) Familiarise yourself with the soy ingredients and products available. (3) Create a meal plan that incorporates soy ingredients or products. (4) Cook soy-based dishes at a specific cost. |
| 15. Sport Safety for Young People (Physical Activity, Safety) | S.3 or S.4 | (1) To understand everyday situations that lead to sports injuries, take running, football, and basketball as examples. (2) Explore methods to prevent sports injuries. (3) Understand first aid measures and relief methods for sports injuries. |
| 16. The Farmer of Love (Interpersonal Relationship, Sex Education) | S.3 or S.4 | (1) Using planting as a metaphor, understand the importance of establishing interpersonal relationships and express the yearning for a happy and healthy love relationship. (2) Explore the ways of healthy dating, understand why it is necessary to establish boundaries and distinguish between healthy and unhealthy relationships. (3) Discuss the love relationships of teenagers through case analysis. (4) Advise on various situations, including how to deal with breakups. |
| 17. COVID Rewind (Disease Prevention, Disaster Response, Health Service) | S.3 or S.4 | (1) Review the evolution of the COVID-19 pandemic and the response measures taken by people. (2) Explore the hygiene habits of citizens and teenagers and identify potential areas that people may have overlooked. (3) Explore how people can better respond to the epidemic from different levels. (4) Have students express their cherished life and health and their gratitude to the personnel who protect the health of citizens. |
Note: This content is for reference only. The implementation plan and timeline will be adjusted based on the school's situation and priorities. Teachers can propose other learning tasks and experiential activities suitable for teenagers.
Deadline for application: 30 April 2024
Enquiry: 26933708 (Ms Vera Keung)
Email: chep@cuhk.edu.hk
►Download the Project brief and reply slip for the application
Updated on 5 March 2024
The Chinese University of Hong Kong.