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Republic of the Philippines

Department of Education

DepEd Complex, Meralco Avenue

Pasig City

K to ! Curriculum "uide

#EA$%#

"rade '


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K to 12 BASIC EDUCATION CURRICULUM

December 2013

CONCEPTUAL FRAMEWORK

%he Kindergarten to "rade ! &)K to !*(#ealth curriculum aims to assist the +ilipino learner in attaining, sustaining and promoting lifelong

health and -ellness. %he learning experience through the%heprogram /s rich and challenging learning experiencesprovidesopportunities for the

development of health literacy competencies among students and to enhancetheir overallstudent -ellbeing.

#ealth Education from Kindergarten to "rade 0 focuses on the physical, mental, emotional, as -ell as thesocial, moral and spiritual

dimensions of holistic health. 1t enables the learners to ac2uire essential 3no-ledge, attitudes, and s3ills that are necessary to promote good nutrition4,

toprevent and control diseases4 toprevent andsubstance misuse and abuse4,to reduce healthrelated ris3 behaviors4to prevent and control in5uries-ith the end in vie- of maintaining and improving personal, family, community, and as -ell asglobal health.

#ealth Education emphasi6es the development of positive heath attitudes and relevant s3ills for in order to achieve a good 2uality of living. %hus,

the focus on s3ills development is explicitly demonstrated in the primary grade levelss. Mean-hile,1n the upper years, a comprehensive body of

3no-ledge is providedin the upper year levels to serve as a foundation in developing desirable health attitudes, habits and practices.

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K to 12 BASIC EDUCATION CURRICULUM1n order to facilitate the development of health literacy competencies, the teacher is highly encouraged to use developmentallyappropriate

learnercentered teaching approaches. %his includes sca7olding on student experience and prior learning4 utili6ing cultureresponsive scenarios and

materials4 incorporating arts, and music in imparting health messages4 engaging learners in meaningful games and cooperative learning activities4 and

using life s3ills and valuebased strategies particularly in discussing sensitive topics such as substance abuse and sexuality. %he teacher is also advised

to use di7erentiated instruction in order to cater to the learners/ various needs and abilities.

Concet!"# Fr"me$or% o& 'e"#t( E)!c"t*on

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#olistic

Preventive

$earner,centered

Rights,based

Epidemiological8tandards and 9utcomes,based

Culture,responsive

#ealth and $ife 83ills,based

:alues,based


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In general, the Health curriculum provides arelevant context for improvinga range of health and learning outcomesparticularly readiness to learn,self-efficacy and pro-social behaviors.

'EALT' CONTENT AREAS 'e"#t( Content Are",

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In.!r/ Preent*on S"&et/ "n) F*r,t A*) D*,c!,,e, t(ecauses, costs, and prevention of accidents and in5uries in -hile performing various activities

at home, in the school and orin the community.Prevention can be done through the promotion of safe environments, the development of safety

programs, procedures and services, -hich including includes;rst aid education and disaster preparednessprograms.

Comm!n*t/ "n) En*ronment"# 'e"#t( 8ituates the learner as an integral part of the community and the environment, -ith a great responsibility inof protecting the environment, -ith the support edofbyindividual and community actions and legislation to promote promotinga standard of health,

hygiene and safety in food and -ater supply, -aste management, pollution control, pest control, and as -ell as the delivery of primary health care.

Con,!mer 'e"#t( Foc!,e, on t(eapplication of consumer 3no-ledge and s3ills in the e7ective -iseevaluation, selection and use of health

information, products, and services.

F"m*#/ 'e"#t( Coer, *n&orm"t*on about on the human life cycle and alsorelated to onfamily dynamics that in


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C'ARACTERISTICS OF T'E 'EALT' CURRICULUM C("r"cter*,t*c, o& t(e 'e"#t( C!rr*c!#!m

C!#t!re8re,on,*e =ses the cultural 3no-ledge, prior experiences, and performance styles of the diverse studentbodysto ma3e learning more

appropriate and e7ective for them &"ay, !000(.

E*)em*o#o5*c"# Re#"te, to t(eincidence, prevalence and distribution of adiseasesin populations, including detection of the sourcesand causesofepidemics.

'e"#t( "n) L*&e ,%*##,8b",e) Applies life s3ills to speci;c health choices and behaviors.

'o#*,t*c Analy6es the interrelationship among the factors that in


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Key Stage Standards

KEY STAGE STANDARDS:

K ; 3 + ; 7 : ; 10

%he learner demonstrates an

understanding and observance of healthy

habits and practices to inachievinge

-ellness.

%he learner demonstratesanunderstanding

of ho- changes,as -hich areone part of

gro-thsand developments,impact on

healthypractices that help achieve and

sustain optimum health and -ellbeing.

%he learner demonstrates an understanding of 3ey

health concepts related to the in

achievingachievement, sustaining sustainability

and promoting promotion of-ellness for as it

improves the 2uality of life offorthe individual, the

family and the larger community.

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r")e Lee# St"n)"r),

RADE LE9ELSTANDARDSRA

DE LE9ELr")eLee#

r")e Lee# St"n)"r), STANDARDS

r")e 1 %he learner demonstratesanunderstanding of the essential concepts related to nutritionand4personal healthas -ell as

3no-ledge in4 andin5uryprevention, safety and ;rst aid, as factors in tofacilitatingethe development of healthy habits and

practicesamong individuals.

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K to 12 BASIC EDUCATION CURRICULUMRADE LE9EL

STANDARDSRADE LE9ELr")e

Lee#

r")e Lee# St"n)"r), STANDARDS

r")e 2

%he learner demonstrates an understanding of personal health4 family health4the prevention and control of diseases and

disorders4 family health4 andas -ell as in5ury prevention, safety and ;rst aid, -hich are factors that to facilitate thedevelopment of healthy habits and practices.

r")e 3

%he learner demonstrates an understanding and 3no-ledge in the follo-ing?ofnutrition4 prevention and control of diseases

and disorders4 consumer health4 and community and environmental health@factors -hich helpto in facilitatingethe

development of healthy habits and practices.

r")e +%he learner demonstrates an understanding of nutrition4 prevention and control of diseases and disorders4 substance use and

abuse4 and in5ury prevention, safety and ;rst aid, leading to the achievement ofoptimum health and -ellbeing.

r")e -%he learner demonstrates an understanding of the nature of personal health4 gro-th and development4 substance use and

abuse4 and community and environmental health, -hich helpsto achieve optimum health and -ellbeing.

r")e 7%he learner demonstrates an understanding of personal health, prevention and control of diseases and disorders4 consumer

health4 and in5ury prevention, safety and ;rst aid to achieve optimum health and -ellbeing.

r")e :%he learner demonstrates an understanding of gro-th and development4 nutrition4 personal health and in5ury prevention,

safety and ;rst aid to achieve, sustain, and promote personal health and -ellness.

r")e UARTER @'=CEA. Concept of community and

environmental health

. Characteristics of a#ealthy Community

!. ature and #ealth E7ectsof Environmental 1ssues&improper -aste disposal,pollution, illegal mining,soil erosion, cyanide;shing, pesticide drift,deforestation, oil spill,coral reef degradation,

climate change(

%he learner

demonstratesunderstanding ofthe principles inprotecting theenvironment forcommunity-ellness

%he learner

consistentlydemonstrateshealthful practicesto protect theenvironment forcommunity-ellness

. de;nes community andenvironmental health '=CE8I"8

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