HEALTH EDUCATION

1. PREAMBLE

This examination syllabus is drawn from the Senior School Health Education curriculum
and directed towards empowering students to have correct, adequate and timely
information that will make them acquire attitude and practices which will restore,
maintain and promote positive health.

Since Health Education is skill-based and involves knowledge, belief, attitude and
practices, evidence of involvement in practical work will be determined through practical
test. It is therefore, essential that the examination syllabus is used in conjunction with the
Teaching curriculum.

2. OBJECTIVES

This examination syllabus is designed to assess the extent to which candidates have been
able to:

(1) acquire basic knowledge of the human body and necessary skills for maintenance of
health;
(2) acquire positive health practices in the school and community;
(3) identify and show the ecological relationship between man and his environment as a
basis for preventing diseases;
(4) make observations and draw inferences from practical experiences that ay have
implications for health;
(5) develop readiness necessary for professional training in health related careers.

3. SCHEME OF EXAMINATION

There will be three papers – Papers 1, 2, and 3, all of which must be taken. Papers 1 and 2 will be
a composite paper to be taken at one sitting.
PAPER 1 - Will consist of fifty multiple choice objective questions, all of which must be
taken in 1hour for 50 marks.
PAPER 2 - Will consist of two sections, Sections A and B.
Section A will consist of six short-structured questions, all of which must be
answered for 30 marks.
Section B will consist of three essay questions out of which candidates will be
required to answer two questions for 40 marks. The paper will last 1 hour.

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PAPER 3 - Will be a practical test for school candidates and an alternative test of practical
work for private candidates. The paper will last for 1¾ hours and carry 80 marks.

DETAILED SYLLABUS

CONTENTS NOTES
A. HISTORY AND DEVELOPMENT OF HEALTH
EDUCATION
Students should visit to observe community, health
1. Meaning and setting for health Education. facility and work place base, health education
programmes and services.
(a) Meaning
(b) Setting:

(i) home-based;
(ii) school-based;
(iii) community-based;
(iv) health facility-based;
(v) work place-based.

(c) Meaning of health promotion.

B. HUMAN ANATOMY AND PHYSIOLOGY

1. Cells and tissues of Human Body.

(a) Types of cell:

(i) somatic cells; Structure of a typical animal cell and functions of its
(ii) sex cells. parts should be discussed.

(b) Cell division:

(i) Mitosis; Differences between mitosis and meiosis should be

(ii) Meiosis emphasized.

(c) Cell differentiation: Mention should be made of epithelial, connective and

Formation of tissues, muscular tissue, an organ and a system should be
Organs and Systems. explained.

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CONTENTS NOTES

(d) Growth and development (1) Differences between growth and development
should be emphasized.

2. Sense Organs (2) Factors that affect growth and development

(a) Structure and functions of the following should be discussed.
sense organs:

(i) eye;
(ii) ear;
(iii) skin;
(iv) nose; Accommodation should be discussed.
(v) tongue.
Process of hearing and balancing should be discussed

3. Systems of the Body

(a) Skeletal system and muscles

(i) The general plan of the axial and
appendicular skeleton. A chart/model of a human skeleton should be
examined.
(ii) Functions of the skeletal system.
Types of bones that make up the mammalian skeleton
should be identified.
(iii) Joints: Structures and types.
(1) Emphasis should be on synovial joint.
(2) Location of the different types of joint
should be identified.
(3) Specific examples should be used to
illustrate the classes of levers.
(iv) Structures and types of muscles
tissues. The three different types of muscles should be
discussed in relation to their functions.
(v) Movement.
Reference should be made to origin and insertion of
(b) Circulatory System muscles in relation to movement.
(i) Structure and functions.

CONTENTS NOTES

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(I) Heart Candidates should examine the heart of a dissected
mammal.

(II) Blood and lymph vessels Pulse rate should be counted. The web of a toad/frog
should be examined with a hand lens to observe the
capillaries. The importance of lymph nodes should be
mentioned.

(ii) Composition of blood and lymph Prepared slides of blood should be observed under
microscope.
(iii) (I) Blood and lymph Pulmonary and systemic circulation should be
circulation emphasized.

(II) Process of blood clotting

(iv) Blood groups, rhesus factors The relevance of these factors in relation to blood
hemoglobin, genotype. transfusion should be mentioned.

(v) Diseases disorder of the (1) Heredity aspect of sickle cell andhaemophilia
circulatory system and their should be discussed.
causes; sickle cell anaemia, (2) Prevention of anaemia and arteriosclerosis
leukaemia, haemophilia should be discussed.
arteriosclerosis, hypertension,
coronary thrombosis and stroke.

(c) Digestive system

(i) Organs of the digestive system and Candidates should examine the alimentary canal of a
their functions. dissected mammal.The location and function of
accessory organs of digestion should be emphasized.

Digestive enzymes should be discussed in relation to

(ii) Process of digestion substrates and end-product.

CONTENTS NOTES

(iii) Absorption, assimilation and (1) Mentioned should be made of tissue respiration
metabolism. in relation to metabolism.

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(2) Osmosis and diffusion should be demonstrated
and their importance in absorption should be
emphasized.

(iv) Diseases/disorders of the digestive Importance of proper eating habits and the effects of
system and their prevention. over-eating and under-eating should be discussed.

(d) Excretory System

(i) Structure and functions of the (1) Candidates should examine the parts of the
kidney and skin. urinary system of a dissected mammal.
(2) Candidates should examine prepared slides of
the skin under the microscope.

(ii) Process of urine formation.

Reference should be made to the excretory functions of
the lungs. The use of dialysis machine for kidney
failure should be mentioned.

(e) Respiratory System

(i) Structure and functions of the
respiratory system Candidates should examine the respiratory organs of a
dissected mammals.

(ii) Process of respiration

(I) Mechanism of breathing
Experiment to demonstrate the inhalation and
exhalation of air should be performed.
(II) Gaseous exchange.
Total, compIemental and residual air should be
explained.
Experiment to show that expired air contains more
carbon dioxide and water vapour should be performed.

CONTENTS NOTES

(III) Tissue/Cellular
respiration.
(iii) Diseases/disorders of the
respiratory system and their

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control.

(f) Nervous System:

(i) Structure and functions of the The brain, spinal cord and nerves should be discussed.
components of the nervous system
(ii) Voluntary and involuntary actions
(iii) Diseases/disorders of the nervous The reflex arc should be studied.
system.
(g) Endocrine System:
Location of the different endocrine glands,
the hormones produced and their (1) Characteristics of endocrine glands should
functions. mentioned.
(h) Homeostasis (2) Charts/models should be used to study the
location of the glands.
(3) The effects of over- and under – secretion of
hormones should be emphasized.
Physiological factors affecting
homeostatis (1) Body temperature, blood sugar level, water
balance, electrolytes balance, pH and blood
pressure should be highlighted.
4. Posture and Postural Defects. (2) Candidates should test urine with litmus paper
(i) Definition; and also, count pulse rate.
(ii) Characteristics of correct posture. (3) Mention should be made of the positive and
negative feed back control system.

(iii) Determination of correct postures Posture should be related to the following: sitting;
standing; walking and lifting.
(iv) Types of postural defects:
Flat foot; scoliosis, kyphosis and The roles of nutrition and exercise as determinants of
lordosis correct posture should be discussed.
(1) The causes of postural defects e.g. habits,
accidents, heredity and diseases should be
CONTENTS discussed.
NOTES

(v) Effects of incorrect posture on (2) The roles of orthopaedichospital and

physical physiotherapy unit in the correction of postural
appearance, position and functions of defect should be mentioned.
body organs.

C. PERSONAL HEALTH

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1. Meaning and importance of physical health.
2. Personal hygiene
3. Promotion and maintenance of health:
(a) Definition Care of body parts including the teeth, mouth, hair,
(b) Factors and their roles in the maintenance of hands and nails should be discussed.
health.
4. Health Screening

(a) Eye defects and their corrections.

Myopia;
Hypermetropia; The use of snellen chart for vision screening should be
Astigmatism; mentioned. The roles of eye specialist in the correction
Presbyopia; of the defects should be discussed.
Squints (cross eye).

(b) Auditory defects Otitis media should be mentioned

(c) Conductive impairment

The use of tuning fork; audiometer, guitar strings and

wrist watch in auditory screening should be mentioned.
(ii) Neurosensory impairment Also, mention should be made of the sign language.
(iii) Disorder of the skin
(iv) Care of the eye, ear and skin.

5. Dental health education

(i) Meaning and types

(ii) Types of human teeth

(iii) Teeth diseases

NOTES
CONTENTS
Structure and functions of the different types of teeth
Dental caries and gingivitis should be should be discussed.
mentioned.

D. COMMUNITY HEALTH

1. Community health services

(a) Definition
(b) Providers:
(i) Orthodox services e.g. primary health

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care; Advantages and disadvantages of traditional medicine
(ii) Traditional services e.g. bone setters, should be mentioned.
birth attendance.
(c) Community efforts in health promotion.

2. School health programme Awareness campaign should be discussed.

(a) Definition
(b) Components
(i) Skill-based health education

(ii) Healthful school environment

(iii) School feeding services Both physical and biological environment should be
discussed.
(iv) School health and nutrition services

(v) School, home and community

relationship.

(c) Goals and Objectives.

(d) Linkages for promotion (initiatives)

(i) Health Promoting School (HPS)

(ii) Child-Friendly School (CFS)
(iii) Focusing resources on Effective
Schools Health (FRESH)
(iv) Life Skills (LS)
(v) Education for All (EFA)

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CONTENTSNOTES
3. Family health
(a) Meaning
(b) Different aspects of family health: Antenatal care, immunization, oral rehydration therapy
Matenal and child health (ORT), breast feeding and safe motherhood should be
(c) Family size and budgeting discussed.
4. Ageing and death education
(a) Definition and features of the elderly.
(b) Ways of relating with the elderly.
(c) Meaning of grief and death.
(d) Common causes of death.
5. Epidemiology and vital statistics Candidates should be able to define epidemiology, vital
(a) Definitions statistics and population dynamics.

(b) Components of vital statistics The importance and use of health records should be
(i) Birth rate stressed.
(ii) Mortality rate
(iii) Morbidity rate

(c) Uses of the major components of vital

statistics.
E. ENVIRONMENTAL HEALTH Effects of poor sanitation and pest infestation in home
1. Housing. should be discussed.
(a) Criteria for good housing to include
siting, ventilation, lighting and
sanitation.
(b) Components of a standard house.
2. Water supply Effects of substandard housing on health should be
(a) Definition and sources discussed.
(b) Purification and uses.
3. Waste disposal
(a) Meaning Sources should include rain, borehole, rivers, streams,
(b) Types: springs, well pond, pipe borne water
(i) refuse;
(ii) Sewage.
(c) Methods
4. Pollution Advantages and disadvantages of each method should
(a) Meaning be discussed.
(b) Types: air, water, soil and noise.

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CONTENTSNOTES
(c) Meaning and sources of pollutants.
(d) Health consequences of pollution.

(C) Industrial occupation

(a) Meaning
(b) Programmes: Industrial health services The need for health care and rehabilitation should be
(c) Occupation hazard discussed.

(D) Pests and vectors control The need for health insurance schemes should be
(a) Meaning stressed.
(b) Habitats of pests and vectors Students should be able to identify to differentiate
(c) Harmful effects and control. between pests and vectors.

F. NUTRITION AND FOOD NUTRIENTS

Nutrition
(i) Classes, sources and functions of food Tests for starch, simple and complex sugars, proteins
nutrients. and fats should be carried out.
Local example of sources of food nutrients should be
(ii) Caloric value of food nutrients mentioned.

2. Balanced/adequate diets Caloric needs in relations to age, occupation and health

(a) Definition condition should be discussed.
(b) Classification Food deficiency diseases should be emphasized.
(c) Nutritional problems
Factors responsible for unbalanced diet and effects
3. Factors influencing feeding habits/choice of associated with poor diet should be discussed.
foods
Factors should include: availability, religion education,
4. Water age, belief, health condition and cost
The role of water in relation to nutrition should be
5. Nutritional processes: ingestion, digestion, discussed.
absorption, assimilation and metabolism and
defecation/ejection.

6. Beverages Negative and positive effects should be stressed.

(a) Definition Nutritional value of non-alcoholic beverages should be
(b) Types and effects stressed.

7. Diet for different group of people: children, Charts should be used to show diets for the different
male adolescent; female adolescent; groups of people.
athletes; pregnant woman; adult and aged.
NOTES
CONTENTS

Food handling; cleanliness of cooking utensils and

surroundings should be discussed. Effects of poor
food handling should be stressed. 10

Effects of washing, boiling, frying, baking and

roasting should be discussed.
8. Food hygiene, preservation and storage
(a) Meaning and Principles of food hygiene

(b) Effects of methods of food preparation

on nutrients.

(c) Methods of food preservation:

Smoking/drying/dehydration,
Freezing/refrigeration, addition of
chemicals/sugar salts,
Bottling/pickling/canning.

G. SAFETY EDUCATION AND FIRST AID

1. First Aid
(a) Meaning/aims and principles of first aid
(b) First aid kit
(c) Specific emergency conditions cuts;
Wounds; bleeding dislocation; fractures;
burns; scalds; shocks;
asphysia/suffocation; poisoning.

(d) Agencies providing First Aid Services.

(e) Disaster
(i) Meaning and types
(ii) Disaster relief activities

(f) Accident
(i) Types and causes
(ii) Prevention

(g) Disability and rehabilitation

(i) Meaning
(ii) Types and prevention.

CONTENTS NOTES

Mention should include drug abuse, drug

H. DRUG, ALCOHOL AND TOBACCO
dependence, drug misuse, drug addiction, self
medication, alcoholism, rehabilitation

This should include oral, injection, inhalation,

topical and anal.
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Prevention of drug abuse should be highlighted.
EDUCATION

1. Drug Education
(a) Terminologies in drug education
(b) Classes of drugs commonly abused.

(c) Ways of taking drugs into the body

(d) Drug abuse and consequences of self

medication.

2. Behaviour altering chemicals

(a) Tobacco

(i) Components

(ii) Effects of smoking on health.

(b) Alcohol on health

Effects of alcohol on health.
(c) Drugs
Effects of drug on health
I. COMMUNICABLE AND NON
COMMUNICABLE DISEASES
1. Diseases
Meaning and classes of diseases.

2. Communicable diseases
(a) Definition
(b) Classification of communicable
diseases.

CONTENTS NOTES

(i) Air-borne/Respiratory diseases

Common cold, measles, whooping cough,
poliomyelitis, tuberculosis and cerebro-spinal
meningitis, diphtheria. The life cycle of the pathogen of each disease
should be discussed.

The life cycle of each worm should be discussed

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with the aid of a chart.
(ii) Water/food-borne diseases: Dysentery,
cholera, typhoid fever and
schistosomiasis, guinea worm
(iii) Insect-borne diseases: Malaria, yellow
fever, trypanosomiasis and filariasis

(iv) Worm infection:

(i) Ascarislumbricoides (round worm)
(ii) Taeniasolium (tape worm)
(iii) Ancylostomaduodenale (Hook worm)
(iv) Dracunculusmedinensis (Guinea worm)
(v) Animal-borne diseases rabies,
leptospoirosis
(vi) Contact diseases diseases;Gonorrhoea,
syphilis, Tineapedis (athlete/foot),
Taeniacapitis (ringworm) leprosy, scabies
and Acquired immune Deficiency
Syndrome (AIDS)
(c) Factors necessary for communicable diseases
to occur:
(i) Causative agent
(ii) Susceptible host;
(iii) Transmission route (environment)
(d) Non-communicable diseases:
Types
(i) Deficiency (scurvy, pellagra, rickets,
Kwashiorkor, anaemia, beriberi etc)
(ii) Diseases due to growth in cells, heredity
and normal disorders (cancer, diabetes,
epilepsy, haemophilia, heart disease,
hypertension. Ulcer, mental illness, sickle
cell, rheumatism, infertility, asthma,
albinism etc.
CONTENTS NOTES
J. FAMILY LIFE AND HUMAN SEXUALITY Secondary sexual characteristics in boys and girls
EDUCATION
should be discussed.
1. Human Reproduction Candidates should observe/study the parts of the
(a) Definition of terms: Reproduction; sex
gametes; ovulation; menstruation; reproductive organs in a mammal. Menstrual
fertilization; pregnancy and gestation. cycle, sex determination, ante-natal care should be
discussed.

Causes of infertility should be discussed.

Artificial insemination and text tube babies should
be explained. 13

Meaning of sexuality, sexuality education, sexual

reproductive health rights, gender and equality
(b) Structures and functions of male and
female reproductive organs.

(c) Conception, pregnancy, foetal

development and child birth

(d) Diseases disorders of the reproductive

system

2. Human Sexuality Education

(a) Meaning and importance

Life skills (Assertive Negotiation and

communication skills)

3. Family and family member roles.

(a) The family – Meaning and types
(b) Family size

4. Family life challenges: widowhood; single

parenthood, pre-marital and extra-marital
affairs, in-laws etc.
(a) Agencies promoting healthy family
living

5. Family planning and safe motherhood.

(a) Meaning and need for family planning

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CONTENTS NOTES

(b) Birth control methods Candidates should be able to distinguish between

(c) Safe motherhood family planning and safe motherhood.

5. Population Education Candidates should be able to distinguish between

(a) Meaning of population and population population and census.
education.
Advantages of accurate census should be discussed.
(b) Census and its problems

(c) Small and large population Meaning and the interrelationship between emotional
health and social health should be discussed.
K. EMOTIONAL AND SOCIAL HEALTH
1. Interrelationship The attributes of emotional and social health should be
2. Attributes: discussed.
(a) Definition of personality and
personality traits Candidates should be able to identify personal
(b) Personality problems and solution problems and proffer solutions.
3. Mental health:
(a) Definition Candidates should be able to state factors that promote
(b) Promotion mental health.
(c) Types and prevention
(d) Importance Types, causes prevention and management of mental
health should be discussed.
L. CONSUMER HEALTH EDUCATION
1. Consumer health products and services Importance of mental and social health should be
2. Laws protecting the consumer discussed.

1. The importance of checking label expiry dates

on products before purchase should be
highlighted.
Various agencies promoting consumers health should
be discussed.

Mention features of genuine products and services

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CONTENTS NOTES

3. Factors influencing choice of consumer Various types of health services: traditional medicine,
products; Authencity; cost; availability; orthodox medicine, alternative methods of healing
accessibility; availability and advertisement. (acupuncture, yoga and faith healing) should be
4. Consumer health care services discussed.

1. Different types of quackery such as

5. Quacks and quackery meaning and types mechanical, electrical, drug and cosmetic and
medical quackery should be discussed
2. The danger of quacks and quackery should be
highlighted.
6. Health insurance and advertisement of
health products and services 1. Meaning and importance of health insurance
2. State of health insurance
7. Nostrum: 3. Advertisement of health products and consumer
(a) Definition and types services.
(b) Reasons for avoiding nostrum. Types should include:
(1) Health tonic;
(2) Miracle substances;
(3) Magic portions;
(4) Amulets and talisman.

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Materials needed in Health Education Laboratory/Examination

1. Models of various organs of the body;

2. Models of various parts of the body e.g. tooth;
3. Human skeleton;
4. Bones of the body;
5. Contraceptive devices;
6. Reagents for testing of starch, protein, fat;
7. Road safety signs;
8. Different types of safety elements;
9. Posters/charts of systems of the body e.g. reproductive, digestive, excretory;
10. First aid box and kits;
11. Fire extinguisher;
12. Sand bucket;
13. Photographs of health facilities and workers e.g. doctors , nurses, dentist at work;
14. Photographs of methods of sewage and refuse disposals;
15. Microscope
16. Stethoscope
17. Preserved worms;
18. Preserved pests and vectors
19. Photographs/posters of various types of communicable and non-communicable diseases;
20. Model/poster showing parts of the body;
21. Materials for personal hygiene e.g. toothpaste, comb, toothbrush;
22. Dissecting set
23. Photographs/posters of accident scenes;
24. Photographs/posters showing methods of food preservation
25. Photographs/posters showing disaster scenes;
26. Safety;
27. Photographs/posters of drugs commonly misused/abused
28. Tobacco products;
29. Hand lens;
30. Real objects/photographs/poster/charts of classes of food;
31. Photographs/posters showing correct postures
32. Photographs/posters showing postural abnormalities;
33. Poster/real object of sphygmomanometer, thermometer, litmus paper snellen chart.

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