ABSTRACT
Society has devolved upon schools in large part the responsibility to prepare its future citizens to cope with change, which is the abilities to stand upright when all around is changing. There is a need for students to be adaptable and flexible as never before. The school has a task to prepare students for life outside and beyond school. The national curriculum meets change by providing a centrally prescribed, subject-based, uniform curriculum which is academic in character. The Curriculum Guidance documents suggest that appropriate teaching and learning styles are premissed on active, experiential learning. There is very little to suggest that pedagogical issues are sensitive, problematical and value laden. The potential for critical enquiry is minimized. If the legitimacy of decision making about health related issues were questioned then the empowering potential of health education might be unleashed. The cross-curricular themes have considerable potential for learners to contextualize discussions in their own circumstances.
