HEALTH CURRICULUM
EVELINA MACLANG-VICENCIO
Dean, College of Education
University of the East
The Team
MODULE & TEACHING GUIDE WRITERS
GRADE 1
Prof. Josefina Era-de Guzman
Mrs. Jennifer Quinto
Mrs. Flormay Manalo
Ms. Rhodora Formento
Dr. Ma. Lourdes Pacaldo
Dr. Teodora Conde
Mrs. Lualhati Callo
Mr. Mark Kenneth Camiling
UE
DepEd
UE
UPIS
UE
DepEd
PSHS
UP
LANGUAGE EDITORS
Dr. Milagros Arias
Prof. Cynthia Diaz
Prof. Bernadette Santos
Dr. Ma. Lourdes Tayao
UE
UE
UE
UE
CONSULTANT
Dr. Josefina Tuazon
UP
Convenor
Dr. Evelina Maclang-Vicencio
UE
BASIC INFORMATION
• 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
A Basis of the Curriculum: SCHOOL
HEALTH DATA
•
•
•
•
•
•
•
•
•
97% have dental caries
67% suffer from parasitism
40% pediculosis (kuto)
15% are undernourished
3% are overweight
Iron deficiency anemia
Hearing and visual impairment (Impacted cerumen)
Upper Respiratory Infection
National situation among areas: road safety, drugs
Comparative Life Span and Time Allotment in Minutes
per Week for Subjects in Grades 1-6 in Four Asian
Countries (SEAMEO-INNOTECH. 2011)
Philippines
Life Expectancy
at Birth (2005)
SUBJECTS
Mother Tongue/
National
Language
71
Singapore
Malaysia
80
74
Brunei
Darussalam
77
1,950
1,800
1,980
1,620
English
Science
Mathematics
Social Studies
MAPEH
Character
Education/
Islamic & Moral
Education
2,250
1,100
1,950
1,500
500
750
2,400
540
1,740
360
1,500
1,800
1,890
360
1,080
180
1,080
1,080
1,620
810
1,620
270
900
810
EPP, Design &
Technology/ ICT
600
180
180
Content Areas in Health Education
Growth and Development
• Developmental milestones in
childhood and adolescence
• Personal health
• Development of selfmanagement skills
Content Areas in Health Education
Personal Health (*}
• Development and
practice of behaviors
promoting physical,
mental, social, emotional,
and spiritual health
• Prevention and
management of personal
health problems
Content Areas in Health Education
Nutrition (*)
• Recognition of the nutrients
children and adolescents need
• Analysis of quality and
quantity of food intake
• Development of proper eating
habits to meet physiological,
psychological and social needs,
• Diseases and disorders that
arise from improper eating
habits
Content Areas in Health Education
Substance Use and Abuse
• Their identification
• Causes
• Effects on the person, the
family, society and the
nation
• Prevention and control
Content Areas in Health Education
Family Health
• Human life cycle related to personal
interactions within the family
– nurtures the individual
– provides a home environment
• Enhances growth as a person
• Improves development of ideals, values and standards
of behavior regarding sexuality and responsible
parenthood
Content Areas in Health Education
Prevention and control of diseases and disorders
• Prevention and control of communicable and
non-communicable diseases and disorders,
through
– Development of health habits and practices
– Health programs supported by legislation
– Provision of health services in the school and in the
community
Content Areas in Health Education
Injury Prevention, Safety and First Aid (*)
• Causes, effects, and prevention of accidents
and injuries
• Promotion of safe environments
– safety programs procedures
and services
– first aid education
Content Areas in Health Education
Consumer Health
• Application of consumer skills in the
wise evaluation, selection and use of
health information, products, and
services
Content Areas in Health Education
Community and Environmental Health
• Situates the learner as an integral part of
his/her community and the environment, with
responsibility to
– help protect the environment
– to promote a standard of health, hygiene and
safety in food and water supply, waste
management, pollution control, noxious
animal control, and the delivery of
primary health care.
Content Areas of Grade 1
•
•
•
•
1st Quarter:
Nutrition
2nd Quarter:
Personal Health
3rd Quarter:
Personal health
4th Quarter:
Injury Prevention,
Safety & First Aid
Characteristics of Health Education
Holistic
Analyzes interrelationship among:
• Factors that influence health status
• Areas of health
• Dimensions of health
Characteristics of Health Education
• Epidemiological
– Studies incidence, prevalence, cause, and source
of epidemics
• Preventive
– Helps people take
positive action on
their health & lifestyle to
prevent disease & achieve
optimum health
Characteristics of Health Education
Learner-centered
• Focuses on student’s needs, abilities,
interests and learning styles with teacher
as facilitator of learning
Characteristics of Health Education
Values-based
• Promotes valuing self and others and
recognizes the worth and integrity of all
involved in the life and work of the school,
fostering positive relationships
Characteristics of Health Education
Culture-responsive
• Uses cultural
knowledge, prior
experiences, and
performance styles of
diverse learners to
make learning more
appropriate and
effective for them
Characteristics of Health Education
• Rights-Based—Recognizes the Rights of the
Child to
– Life
– Survival and development
– Education
– Health care
– Protection from violence, injury, abuse
– Nutrition
– Shelter, etc.
Characteristics of Health Education
• Standards-Based & Outcomes-based:
Requires students to demonstrate that they
have learned academic standards set on
skills and content: what students need to
know, understand, and be able to do.
– Health Learning Area Standard:
• The learner demonstrates understanding of key
concepts of health in achieving, promoting and
sustaining wellness for quality life
Key Stage Standard: K to 3
The learner demonstrates understanding and
observance of healthy practices to achieve
wellness.
Grade Level Standard for Grade 1
The learner demonstrates understanding of
essential concepts related to nutrition, personal
health, and safety to enhance health and wellbeing.
Characteristics of Health Education
Skills-based: Applies life skills to specific health
choices and behaviors
WHO Health Skills, including Life skills
– Communication and Interpersonal Skills
•
•
•
•
•
Interpersonal communication skills
Negotiation/refusal skills
Empathy-building skills
Cooperation and teamwork
Advocacy
• Decision-Making and Critical Thinking Skills
– Decision-making/problem solving skills
– Critical thinking skills
• Coping & Self-Management Skills
– Skills for increasing personal confidence & abilities
to assume control, take responsibility, make a
difference, or bring about change
– Skills for managing feelings
– Skills for managing stress
Characteristics of Health Education
• Integration of Legislation: Integrates laws
that promote health and prevent and control
unhealthy practices, e.g.,
– R.A. 3573 Prevention and Suppression of
Dangerous Communicable Diseases
– R.A. 9211 Tobacco Regulation Act of 2003
– R.A. 9512 Environmental Awareness
– R.A. 7394 Consumer Act of the Philippines
Characteristics of Health Education
• Reinforced by School Celebrations Mandated by Law,
e.g.
– June 6:
World Environment Day Incidental
– June 14-18
Safe Kids Week
– July
National Nutrition Month
National Disaster Preparedness Month
-- October
National Health Education Week
– October
Global Handwashing Day
– December 1 World AIDS Day
– February
National Dental/Oral Health Week
– March
Fire Prevention Month
Correlated with Other Learning Areas
•
•
•
•
•
Science
Music, Arts, Physical Education
Edukasyon sa Pagpapakatao
Araling Panlipunan
Edukasyong Pangkabuhayan/ Technology &
Livelihood Education
• English
• Filipino
• Mathematics
SCIENCE CONCEPTS INTEGRATED
IN HEALTH GRADE 1
SCIENCE CONCEPTS
Use of senses-describe body parts, things
around them
Using senses to describe 2 objects with
more than 2 properties
Movement of things
Practice health habits, e.g., washing hands,
eating nutritious food, packing away toys
HEALTH GRADE1
Use of sense organs
Ways of caring for the sense organs
Follow safety rules while riding in a vehicle
Practice good eating habits
 Eat regular meals without skipping
breakfast
 Drink at least 8 glasses of water and 1
glass of milk a day
 Eat fruits and vegetables daily
 Avoid soft drinks & junk diet
SCIENCE CONCEPTS INTEGRATED IN HEALTH GRADE 1
SCIENCE CONCEPTS
Weather or events at home or school
HEALTH GRADE1
Demonstrate proper hand washing
Practice habits of—
 Washing feet
 Using clean cloth in wiping hands &
face
 Cough & sneeze manners
 Wearing clean clothes
 Having enough rest and sleep
 Increasing physical activity
 Protecting self from sun’s harmful
effects
 Having good posture
Heavy rains cause floods and wading in
flood waters can spread leptospirosis
SCIENCE CONCEPTS INTEGRATED IN HEALTH GRADE 1
SCIENCE CONCEPTS
Weather or events at home or school
Preventing accidents at home
Switch off light, conserve water when
bathing & brushing
Taking care of pets & plants
HEALTH GRADE1
Heavy rains cause floods and wading in
flood waters can spread leptospirosis
Follows rules at home, in school, while
riding a vehicle
Follow rules during fire & other disaster
drills
Practice safety with stray or strange
animals
Practice ways to protect oneself against
violent or unwanted behavior of others
Proper tooth brushing and flossing
Proper bathing
Plants & animals as sources of food
Coordinated with School Health
Program
Curriculum Organization
• Psychological: Starts with the student and
her/his health to family health, thence to
community and environmental health
• Continuous Spiral Progression: Previous
learning is the basis of subsequent learning or
learning is continuous and deepened
ORGANIZATION OF THE TEACHING GUIDES
Module (1/Quarter of 10 meetings)
– Objectives
– Content
– Background Information
o Day 1:
Motivation related to the picture about
the Module
Let Us Try (Pre-test) Key to correction
o Days 2-9:
Lessons of 40/30 minutes each
Instructions on how to do the activities and projects, crafts
Questions to ask
o Day 10: Let Us Check
GUIDELINES FOR USING
MOTHER TONGUE IN HEALTH
1. Make sentences short and simple, preferably
6 words per line.
2. Change names in stories to local names,
considering easiest phoneme in MT.
3. Localize lyrics of songs and rhymes/poems, if
possible.
4. Consider norms of behavior accepted in the
culture, e.g., good touch and bad touch.
Health is a gift, but
you have to LEARN
to keep it.