Aurora A. Franco Assistant Schools Division Superintendent, DCS-Manila Member, Teacher Education Council

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

 Learning Area: Health Education (MAPEH)  Time Allotment: ◦ Grade 1 40/30 mins./week ◦ Grades mins. ◦ Grades mins. ◦ Grades mins.

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

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

 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 PeriodGrade 1Grade 2Grade 3 First QuarterNutritionPersonal HealthFamily Health Second QuarterPersonal HealthDisease Prevention and Control Third QuarterPersonal HealthDisease Prevention and Control Injury Prevention, Safety and First Aid Fourth QuarterInjury 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.

But the water had the colour and the wonderful smell of coffee. The coffee powder disappeared.

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.

We work very hard but get few results. Things don’t happen as we wish. People don’t treat us as we hope.

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 become hard-hearted. There is no warm feeling, only bitterness. We hate our job. We don’t like our students.

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. hotterbetter 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. difficulties problems handle with care

stronger tougher better teachers 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