Transcript Health Education Curriculum - Elementary Education Division

Aurora A. Franco
Assistant Schools Division
Superintendent, DCS-Manila
Member, Teacher Education Council
A Basis of the Curriculum:
SCHOOL HEALTH DATA
67% suffer from
parasitism
97% have
dental caries
40% pediculosis
(kuto)
15% are
undernourished
Iron deficiency
anemia
3% are
overweight
Upper
Respiratory
Infection
Hearing and Visual
Impairment
(Impacted cerumen)
National Situation among
areas: road safety, drugs
Learning Area: Health Education
(MAPEH)
 Time Allotment:

◦ Grade 1
◦ Grades 2-4
◦ Grades 5-6
◦ Grades 7-10
40/30 mins./week
30 mins.
40 mins.
60 mins.
BASIC INFORMATION
 Language
of Instruction
◦ Grades 1-3 Mother
Tongue
◦ Grades 4-5 Filipino
◦ Grades 6-10 English
Community and
Environmental
Health
Consumer
Health
Injury
prevention
and safety
Growth and
Development
Personal
Health
Achieve, Sustain
and Promote
Lifelong Wellness
Disease
prevention
and control
Nutrition
Substance Use
and Abuse
Family
Health
I. Curriculum Guide
A. Conceptual framework from K to 12 –
Learners should be able achieve, sustain and
promote lifelong wellness
B. Teaching guides
Lesson guides which specify the content and
performance standards to be developed
C. Pre and post tests
D. Suggested strategies for motivation and
development of
the lesson
E. Background Information for teachers
II. Activity Sheets
a. Include simple activities appropriate
for the target users
b. Replete with pictures which make
learning more fun
c. Materials used are readily
available/easy to get
d. Activities promote group interactions
which help develop cooperation, critical
thinking and reasoning
◦ Learning Area Standard – This gives a picture of the
overarching norm or benchmark for health
education in K to 12
◦ Key Stage Standards – These are the standards for
health education in the different clusters of grade
levels in K to 12 (K-3, 4-6, 7-10)
◦ Grade Level Standards - These include the
expectations for each grade level ( G 1 -12)
Achieve, Promote and
sustain life-long wellness
Key Stage Standard
The learner is able to:
. Demonstrate understanding and
observance of healthy practices
to achieve life-long wellness.


Grade 1 – the learner demonstrates
understanding of essential concepts related
to nutrition, personal health, and safety to
enhance health and well-being.
Grade 2 – The learner demonstrates
understanding of personal health, disease
prevention and control; injury prevention,
safety and first aid, and consumer health to
achieve optimum health
Grade 3 – The learner demonstrates
understanding of family health, disease
prevention and control; injury prevention,
safety and first aid and consumer health to
achieve optimum health and well-being.
Grade 4 – The learner demonstrates
understanding of nutrition, injury prevention,
safety and first aid and substance use and
abuse to achieve optimum health.


Grade 5 – The learner demonstrates
understanding of the nature of growth and
development, accident prevention, safety and
first aid, substance use and abuse and
community and environmental concerns on
health.
Grade 6 – The learner demonstrates
understanding of personal health, disease
prevention and control and consumer health to
achieve the desired level of health

Grade 7 – The learner demonstrates
understanding of growth and development,
nutrition, disease prevention and control and
community and environmental health and their
impact on the individual’s health and wellbeing


Grade 8 – The learner demonstrates
understanding of family health, disease
prevention and control personal health and
injury prevention, safety and first aid to
develop and promote wellness for quality life.
Grade 9 – The learner demonstrates
understanding of injury prevention, safety and
first aid, substance use and abuse and the
promotion of consumer health to achieve
wellness in life

Grade 10 – The learner demonstrates
understanding of injury prevention, safety and
first aid,, family health, health trends, issues
and concerns, the development of a health
plan and exploration of careers in health to
promote wellness for quality life
 The
grade level standards
revolve around the
following topics:
Personal Health
Nutrition
Substance Use and
Abuse
Prevention and
control of
diseases and
disorders
Injury Prevention,
Safety and First Aid
Consumer
Health
Grading Period
Grade 1
Grade 2
Grade 3
First Quarter
Nutrition
Personal Health
Family Health
Second Quarter
Personal Health
Disease
Prevention and
Control
Disease
Prevention and
Control
Third Quarter
Personal Health
Disease
Prevention and
Control
Injury
Prevention,
Safety and First
Aid
Fourth Quarter
Injury
prevention,
Safety and First
Aid
Injury
Prevention,
Safety and First
Aid
Consumer
Health
The K to 12 is the government’s response to
the changing world.
In any kind of change, there will always
be resistance.
Let us not be victims of change!
Let us be the catalysts of
change!
In the first pot, she put some carrots.
In the second pot, she put some
eggs.
In the third pot, she put some coffee
beans that had been grounded into
coffee powder.
She boiled all three pots for 15 minutes.
Afterwards, she took out what she had
put in the pot of boiling water.
The carrots which were hard became soft
The eggs which were soft inside
became hard.
The coffee powder
disappeared.
But the water had the
colour and the
wonderful smell of
coffee.
Then, she thought of her life as a teacher.
Life of a teacher is not
always easy.
Life of a teacher is not
always comfortable.
Oftentimes, life of a
teacher is trying and
difficult.
Things don’t happen
as we wish.
People don’t treat us
as we hope.
We work very hard but get few results.
The boiling water is like the problems in
our life as teachers.
We can be like the carrots.
We go in
tough and strong.
We come out
soft and weak.
We get very tired.
We lose hope.
We give up.
There is no more
fighting spirit.
We can be like the eggs.
We start with a
soft and
sensitive heart.
We end up very
hard and unfeeling
inside.
We hate our job.
We don’t like our
students.
We become
hard-hearted.
There is no warm feeling,
only bitterness.
We can be like the coffee beans.
The water does
not change the
coffee powder.
The coffee powder
changes the water!
The water has become different because of
the coffee powder.
You can see it.
You can smell it.
You can taste it.
The hotter the water, the better the taste.
We can be like the coffee beans.
We can make something good from
the difficulties we face at school.
We have the knowledge, the
skills, and the abilities.
We have the potentials for changing the
lives of our students for the better.
We can make our school a better place for
work.
To succeed, we must try… and try again.
We must believe in what we are doing.
We must not give up.
We must be patient.
We must keep pushing.
handle with care
The problems and difficulties at school give
us the chance to become stronger… and
tougher …and better teachers.
What are we like when things
do not go well at school?
Are we like the carrots…
or the eggs…
or the coffee beans?
Be like the coffee beans!
Change the people
around you at school.
Influence them with
your good work…
…even if in return
they will harbor ill
feelings against you.
…even if they will
rock you out of your wits.
After all, in the final
judgment, it is
between
YOU and GOD
anyway.
Thank You