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HEALTH CURRICULUM

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 UE Mrs. Jennifer Quinto DepEd Mrs. Flormay Manalo UE Ms. Rhodora Formento UPIS

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HEALTH CURRICULUM

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  1. HEALTH CURRICULUM EVELINA MACLANG-VICENCIO Dean, College of Education University of the East

  2. The Team

  3. MODULE & TEACHING GUIDE WRITERS GRADE 1 Prof. Josefina Era-de Guzman UE Mrs. Jennifer QuintoDepEd Mrs. FlormayManalo UE Ms. RhodoraFormento UPIS Dr. Ma. Lourdes Pacaldo UE Dr. TeodoraCondeDepEd Mrs. Lualhati Callo PSHS Mr. Mark Kenneth Camiling UP

  4. LANGUAGE EDITORS Dr. Milagros Arias UE Prof. Cynthia Diaz UE Prof. Bernadette Santos UE Dr. Ma. Lourdes Tayao UE CONSULTANT Dr. Josefina TuazonUP Convenor Dr. EvelinaMaclang-VicencioUE

  5. BASIC INFORMATION • Learning Area: Health Education (MAPEH) • Time Allotment: • Grade 1 40/30 mins./week • Grades 2-4 30 mins. • Grades 5-6 40 mins. • Grades 7-10 60 mins.

  6. BASIC INFORMATION • Language of Instruction • Grades 1-3 Mother Tongue • Grades 4-5 Filipino • Grades 6-10 English

  7. 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

  8. Comparative Life Span and Time Allotment in Minutes per Week for Subjects in Grades 1-6 in Four Asian Countries (SEAMEO-INNOTECH. 2011)

  9. Content Areas in Health Education Growth and Development • Developmental milestones in childhood and adolescence • Personal health • Development of self-management skills

  10. 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

  11. 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

  12. 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

  13. 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

  14. 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

  15. 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

  16. Content Areas in Health Education Consumer Health • Application of consumer skills in the wiseevaluation,selection and use of health information, products, and services

  17. Content Areas in Health Education Community and Environmental Health • Situatesthe 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.

  18. Content Areas of Grade 1 • 1st Quarter: Nutrition • 2nd Quarter: Personal Health • 3rd Quarter: Personal health • 4th Quarter: Injury Prevention, Safety & First Aid

  19. Characteristics of Health Education Holistic Analyzes interrelationship among: • Factors that influence health status • Areas of health • Dimensions of health

  20. 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

  21. Characteristics of Health Education Learner-centered • Focuses on student’s needs, abilities, interests and learning styles with teacher as facilitator of learning

  22. 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

  23. 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

  24. 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.

  25. 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

  26. 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 well-being.

  27. 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

  28. 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

  29. 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

  30. 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

  31. Correlated with Other Learning Areas • Science • Music, Arts, Physical Education • EdukasyonsaPagpapakatao • AralingPanlipunan • EdukasyongPangkabuhayan/ Technology & Livelihood Education • English • Filipino • Mathematics

  32. SCIENCE CONCEPTS INTEGRATED IN HEALTH GRADE 1

  33. SCIENCE CONCEPTS INTEGRATED IN HEALTH GRADE 1

  34. SCIENCE CONCEPTS INTEGRATED IN HEALTH GRADE 1

  35. Coordinated with School Health Program

  36. 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

  37. ORGANIZATION OF THE TEACHING GUIDES Module (1/Quarter of 10 meetings) • Objectives • Content • Background Information • Day 1: • Motivation related to the picture about the Module • Let Us Try (Pre-test) Key to correction • Days 2-9: • Lessons of 40/30 minutes each • Instructions on how to do the activities and projects, crafts • Questions to ask • Day 10: Let Us Check

  38. GUIDELINES FOR USING MOTHER TONGUE IN HEALTH • Make sentences short and simple, preferably 6 words per line. • Change names in stories to local names, considering easiest phoneme in MT. • Localize lyrics of songs and rhymes/poems, if possible. • Consider norms of behavior accepted in the culture, e.g., good touch and bad touch.

  39. Health is a gift, but you have to LEARN to keep it.

  40. and God bless! -Evelyn M. Vicencio

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