Assistant Schools Division
Superintendent, DCS-Manila
Member, Teacher Education Council

67% suffer from parasitism
97% have dental caries

Iron deficiency anemia

Hearing and Visual
Impairment
(Impacted cerumen)
Upper
Respiratory
Infection

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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.

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◦

Community and
Environmental
Health
Growth and
Development
Personal
Health
Consumer
Health
Achieve, Sustain and Promote
Nutrition
Injury prevention and safety
Lifelong Wellness
Disease prevention and control
Family
Health
Substance Use and Abuse

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)

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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.

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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 well-being

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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

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Grading Period Grade 1 Grade 2 Grade 3
First Quarter
Second Quarter Personal Health Disease
Prevention and
Control
Third Quarter Personal Health Disease
Prevention and
Control
Fourth Quarter
Nutrition
Injury prevention,
Safety and First
Aid
Personal Health Family Health
Injury
Prevention,
Safety and First
Aid
Disease
Prevention and
Control
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!

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.