HEALTH AND SAFETY - UNICEF · 3 health and safety Standard 3.1: Health Personnel and Facilities The school has qualified health personnel, a School Health Team (SHT) and essential

HEALTH AND SAFETYQUALITY INDICATORSCHILD FRIENDLY BARAABARU SCHOOLSMALDIVES

Copyright © Ministry of Education, Republic of MaldivesThe United Nations Children’s Fund (UNICEF), MaldivesMarch 2010

Cover design & layout by: BUGLETONE

Photography cradits:Page 15© UNICEF Maldives/2009/HumayPage 24© MOE/2009/Fauziyya Page 26© UNICEF Maldives/2009/Humey

ISBN: 99915-95-67-8

First print 2010

All rights reserved.No part of this book may be reproduced in any form or by any electronic or mechanical means including information storage and retrieval systems, without permission in writing from the Ministry of Education and UNICEF.

3 health and safety

Standard 3.1: Health Personnel and Facilities The school has qualified health personnel, a School Health Team (SHT) and essential facilities to provide health services, promote school health, formulate and implement poli-cies (as per MoH and MoE policies and guidelines) to improve and support health and well-being of all students and staff.

Emerging Progressing Acheiveing Achieved

School has appointed trained health personnel based on the recommended ratio of at least one health officer and one counselor for every 750 students.

First aid /Health room is available for children who need medical assistance.

School Health Team (SHT) is respon-sible for health promotion at the school, and is comprised of a minimum of ten members including principal, leading teachers, teachers, students, parents, health personnel and at least two repre-sentatives from the community.

SHT creates policies and procedures with school community input, as per MoE and MoH guidelines.

School has a program on first aid for staff, students and parents conducted at least once every year.

Evidence of all of Emerging plus the following:

School health personnel promote health & safety of students and their families by addressing health issues.

School publicly posts referral procedure for treating all serious health and related cases beyond the school’s capacity which includes child abuse, neglect and drug abuse. Referral procedures adhered to in all such cases.

SHT meets at least every other month, develops and implements initiatives in re-sponse to at least 5 school health policies, takes action and documents meetings. SHT, in collaboration with health sector workers, provides health intervention training for health personnel, teachers, student health pioneers and parents.

All school staff know how to administer basic first aid upon hire, have a manual and take a yearly refresher course.

40% of students above grade 4 can prac-tice basic first aid.

Evidence of all of Progressing plus the following:

School annually evaluates their health activities and use findings to develop next steps/goals. All members of the school community are informed of evaluation findings and use them in the planning process.

Health promotion projects are continu-ously monitored, evaluated, disseminated and results are used to effectively imple-ment new initiatives/projects.

School health officer, counselor and SHT have effective working relationships with support agencies; local and regional health service providers, including NGOs, to meet the specific needs of their school based on annual evaluation findings.

SHT conducts community awareness campaigns using health intervention teams formed by teachers, student health pioneers and parents.

Evidence of all of Achieving plus the following:

School health officer, counselor and SHT are models of effective working relation-ships with support agencies; local and regional health service providers, includ-ing NGOs, and help other schools to meet their health needs/objectives and/or hold awareness sessions locally or internation-ally.

SHT is a model for others in enhancing the well-being of students and staff.

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Evidence:- Health Personnel and Facilities

Data source Examples of evidence

Physical facilities related to health• Documents which show appointment of health personnel• Records of review of plan and minutes of meetings• Records/report of interviews with student health pioneers/parents/teach-• ers & project heads. Record of leaders’ performance • Reports of surveys conducted for parent, student and school staff. • Health Bulletin/Notice board/website• Newsletter and other publications•

Physical facilities such as First aid/Health room and a dedicated, comfortable counseling • room are available and accessible to all that may need them.A trained health officer and counselor • Members of the School Health Team (SHT) are appointed and reappointed when neces-• sary.All SHTmembers know their role and responsibility. School principal is accountable for the implementation of all school health programs. • Clear policy and guidelines on the use, storage and administration of medication are avail-• able with trained staffHealth information is posted on each classroom by students and updated regularly.• A designated space is available for teachers, students and their families to obtain health • information through different modes. Records/reports of informal gatherings and sport events held for SHT, staff and parents to • socialize and to know each other better Records of first aid programs and courses conducted annually•

Notes:

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School has a comprehensive Health Policy(s) for the school community which covers at least 5 of the following areas:

Health education curricula and requirements. 1. Health promotion for staff. 2. Physical school environment including 3. indoor/outdoor air quality, safety hazards, emergency preparedness and response. Control and prevention of tobacco, drugs, 4. alcohol, and other addictive substances. Physical education curriculum,requirements 5. and physical activity programs including fitness education, recreational sport, and recess. Child protection and safety; from bullying, 6. violence, and misuse of internet and related ICT.Behavior management. 7. Mental health promotion and surveillance. 8. Food and catering services9.

Members of the school community are provided with information about policies and services of the school in a language and format they understand.


School has comprehensive policy which covers all 10 health areas. All members of the school community are actively involved in roles and responsibili-ties accorded to them through the devel-oped policy(s). School health policies are reflected in daily school practices and valued as a community wide tool for promoting whole school health. (i.e. displays in the school and community, lessons, student initia-tives, and in conversation) School communicates health and safety policy(s) on an ongoing basis to the school community and others (i.e. MoH, community members )


School proactively develops additional policy(s) for arising/emerging issues con-fronting the society, school, and student health/safety. Policy components are always followed. Annual evaluation involves the school community views in determining policy effectiveness. School principal and SHT conduct annual evaluation of all policy(s), procedures and practices, make revisions, and update school community on needed improve-ments.


School is a model in effective design and use of health policy(s), and shares their best practices and ideas with other schools

Standard 3.2: School Health Policies School health policy(s) is/are comprehensive document(s) written to engage the school community in the most important and current issues affecting student health and safety.

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Evidence:- School Health Policies


Written school health policy or section of whole school policy, student • and/or staff handbook. Circulars, notice board postings, records of assembly announcements, • records of meetings/awareness sessions, online websites and/or blogs. Records/reports of interviews and/or surveys with/of administrators and • school management committee members, teachers and students. Student code of conduct displayed on school notice board(s). • Records of review meetings •

School has a comprehensive Health Policy (s) for the school community • School communicates health and safety policy(s) on an ongoing basis to the school com-• munity and others (i.e. visitors, resource persons ) in all of the following ways ;school signs, staff orientation and staff meetings, student orientation, student and teachers hand-book, parent handbook/newsletters, announcements at school events, parent meetings and when making contracts with other organizations that rent school facilities.Members of the school community are provided with information about policies and serv-• ices of the school in a language and format they understand.All members of the school community have their roles and responsibilities accorded to • them in written format. School health policies are reflected in daily school practices and valued as a community • wide tool for promoting whole school health. (i.e. displays in the school and community, lessons, student initiatives, and in conversation) School proactively develops additional policy(s) for arising/emerging issues confronting • the society, school, and student health/safety. Records of annual evaluation of all policy(s), procedures and practices, conducted by • School principal and SHT.

Notes:

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Standard 3.3: Health and Nutrition Services School health personnel, together with health partners (government/NGO) provide a range of health related services to all students and teachers to enhance student learning and achieve-ment.


All pertinent medical information about students are systematically collect-ed at school entry and communicated in writing to all appropriate school staff, included and updated in School Manage-ment Information System (SMIS)

Health screening is carried out of all children for physical, vision, dental and mental health.

Students of grade 5 and above self-monitor their health using self health monitoring booklet and inform the health personnel.

All students of primary age group receive micronutrient supplementation /de-worm-ing treatment and the records are well maintained.


School has established strong links with community sources and identified refer-ral providers; for example, programs for smoking cessation, counseling for health problems etc…

Systematic, well-organized medical screening carried out for all students annually in collaboration with school and other health services.

Student referrals for health problems are directed to health professionals/special-ists and appropriate follow-up is made and recorded. Actions are taken based on screening and results are given to all parents.

School community including Parent Teacher Association (PTA) provide as-sistance for all students with nutritional deficiencies.


Health checks for all staff are provided.

An evaluation of school wide health record is carried out and follow up is made annually to anaylize and identify the areas for improvement.

School involves students and the entire school community in the planning and sanitary preparation of nutritious foods.

All members of the school community plan and evaluate healthy food services.

Students take initiatives and demonstrate leadership to make others aware of bal-anced diet.


School health services are systematic, and a model for other schools. School health personnel provide leadership in the community and/or nationally.

Student health records over a multi-year period show improvement in overall health, health awareness and response to referrals.

School is a model in food preparation and conducting nutrition programs for the local and international community.

Students and/or others in the school initi-ate nutrition education programs locally or nationally.

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Height and weight are assessed once every semester, compared to standard growth chart and appropriately reported to parents.

School identifies students who attend school without breakfast/lunch/ snack and takes action.

Nutrition guidelines are displayed and nutrition awareness provided for students, parents and all school staff

Children, with guidance from teachers and parents, develop a system for monitoring and improving their personal nutritional needs.

Only nutritious food and drink are allowed at school.

Students demonstrate knowledge in choosing in nutritious and safe food, and bring healthy food to school daily.

Staff are trained to respond quickly & effectively to following types of emer-gencies: choking, medical emergencies (severe food allergy reactions, diabetic reaction).

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Records of document review of school and health room • Records / reports of interview with students, teachers, parents, school • administrators and health personnel Survey reports and , questionnaires, specialist medical assessments • Records of student medical assessments –vision, hearing, dental and • postural assessments and services for all students SMIS data report • Community health data • Evaluation reports •

Records of Health screening of all children below grade 4 for physical, vision, dental and • mental health. Students of grade 5 and above have an updated self health monitoring booklet • Records of student’s height and weight assessed once every semester, compared to stand-• ard growth chart and appropriately reported to parents. Well maintained records of all students who received micronutrient supplementation /de-• worming treatment Students have at least 10 minutes to eat snacks and 20 minutes to eat lunch.• School has a sanitary kitchen or canteen/cafeteria which serve/prepares hygienically safe-• foodSchool canteen/cafeteria provides food and drink choices that are low in fat, sodium and • added sugars and informs students about the health benefits of these.Records of students who come without breakfast/lunch/ snack (records must include rea-• son and actions taken)Only nutritious food and drink are allowed at school. (i.e. no araca nuts, no supari, no en-• ergy or carbonated beverages, no candy or packaged sweets allowed for interval snack or for purchase in canteens) Bulletin board displays• Records/reports/plans of how nutrition awareness was provided for students, parents and • all school staff School has a contact list of community personnel, services as referral providers for exam-• ple programs for smoking cessation, counseling for health problems etc…Students with health problems related to nutrition are identified by teachers and school • health personnel and referred to school based or community based services

Evidence: - Health and Nutrition services

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School involves students and the entire school community in the planning and sanitary • preparation of nutritious foods. Food and catering staff of school are trained to respond quickly & effectively to following • types of emergencies: choking, medical emergencies (severe food allergy reactions, dia-betic reaction).

Notes:


Standard 3.4: Health Education

The school provides health education that helps students and school community to acquire the knowledge, attitude, values and skills needed to lead a healthy lifestyle.


School allocates a minimum of 1 hour each week for health education where students of all grades learn about how to lead a healthy life style.

School has a sequential Health Edu-cation curriculum designed in the local context to make students interesting, engaging and is consistent with national standards for Health Education

All teachers who teach health education use active learning strategies and activi-ties which are relevant and enjoyable for students Learning resources are available for health education, including specialists from the community

School health club provides opportunities for extracurricular activities for staff, stu-dents and local community during school open days, celebration of World Health Day and other such occasions.


Health education assignments and projects encourage student to interact with family and community organizations.

All teachers who teach health educa-tion provide opportunities for students to develop and apply skills needed to adopt healthy lifestyles and address health issues at the individual, family and community levels.

All the teachers are provided with in-service training on health education and health promotion including health promot-ing schools, classroom management techniques, and opportunities to update or refresh health knowledge on an yearly basis.Student and staff analyze media where health is portrayed and work together to take action to limit the potential health risks of such messages circulated in the media. Health education programs for parents are planned and conducted every term.


School provides a health education pro-gram for all boys and girls that improves skills, knowledge and satisfaction as evidenced through evaluation.

Annual evaluation on health knowledge and practices are conducted, and next steps are determined. Findings show improvement each year.

Students develop competencies in work-ing with peers as leaders, educators and mentors.

Students develop public health awareness materials and distribute them monthly.


Students take initiative to teach others positive health habits (i.e. conduct com-munity awareness and mentor other students).

Health education program integrated into the curriculum is a model for other schools.



School curriculum, Scheme of work, Lesson plans • School calendar, Notice board • Professional development for teachers• Health education including life skills included in the curriculum, school • timetable, and in the teaching learning process. Student programs• Parent programs• Records of Health club activities •

Time allocated for health education• Health Education curricula include the following areas: Nutrition; disease prevention & • hygiene; physical activity and fitness; safety; oral health; mental health; reproductive health; tobacco and drug use prevention; accident and injury prevention and environmen-tal health issues.Health education curriculum addresses all the important topics on nutrition • Health education curriculum addresses important topics on safety at home and at school • and how to deal with safety issuesThe curriculum allows students to practice skills necessary for avoiding tobacco and other • substance abuseLearning resources are available for health education, including a list of specialists from • the community All teachers have recieved professional development in delivering the health curriculum • which includes providing opportunities for students to develop and apply skills needed to adopt healthy lifestyles and address health issues at the individual, family and community levels.Students develop public health awareness materials and distribute them monthly. • Student and staff analyze media where health is portrayed and work together to take ac-• tion to limit the potential health risks of messages circulated in the media.School works with local media organizations to enhance the media literacy of teachers • and students, to create a communication environment that is supportive of health. It should also provide opportunities for students to develop and apply their skills in ad-• dressing health issues at the individual, family and community levels.Records and reports of health education programs planned and conducted for parents • every semester. Reports of School Health Club activities /events that are carried in school•

Notes:

Evidence: - Health Education


Standard 3.5: Healthy Physical and Environment

The school proactively ensures the safety of all members of the school community by providing a safe, hygienic, pleasant and stimulating environment and uphold practices that support a sus-tainable and energy efficient environment


Water and sanitation situation of the school conforms to the standards of MoE and relevant regulatory bodies

The School Board with external agencies conduct annual comprehensive safety assessment and monthly assessment of all buildings, playgrounds,sports area , equipment, plants and school surround-ings and make repairs immediately after hazards have been identified.

School consistently monitors pest infesta-tions with regular and careful inspections and use the safest and lowest risk ap-proach to controlling pest problems.

Parents are informed and updated on the vulnerabilities of the school environment & the school’s plan to deal with them.


Students are encouraged to take care of school facilities - natural and built environ-ment.

Entire school community participates in maintaining and monitoring the cleanli-ness of water, toilet facilities and beautify-ing the school premises.

School implements environment-friendly garbage removal system in collaboration with the parents and the community.

All staff and students conserve energy and use renewable energy sources where appropriate. The school curriculum provides op-portunities for students to learn about global, national and local environmental issues as well as opportunities to develop actions which the school and students can implement at school and in the local community.


School conducts staff and student satis-faction/school climate surveys annually and use them to further improve water, toilet facilities and the school physical environment.

Emergency risk reduction measures are observed and evaluated, and contribute to the safety of school.

Next steps/actions are determined based on annual evaluation findings.


School community is a model for other schools in the number of toilets, use, maintenance, and disposal methods for water and sanitation, and garbage remov-al as well as conservation of energy.

School disaster and emergency prepared-ness is a model for other schools locally, nationally, and/or internationally.

Members of the school community teach/mentor other schools and communities.



A staff is designated with the responsibility of addressing hazards.

A clear procedure is developed for report-ing hazards to the responsible person.

A trained emergency response team is appointed & all staff & students informed of emergency procedures annually

School has an emergency response plan aligned with School Emergency Operation Plan (SEOP) of MoE. All staff and stu-dents know where the plan is posted and to describe the emergency procedure.

All members of the community can iden-tify where emergency resources are and how they are used.

School systemetically collects informa-tion on unintentional injuries and violence that occur in school property and during school sponsered events. Such informa-tion is consistantly reviewed by school policy makers and actions taken.

School has a comprehensive emergency response plan, with clear procedures de-veloped and broadly disseminated to the members of the entire school community.

Every Child swims programme is imple-mented fully in the school

At least three members of the staff is fully trained in Disaster Risk Management (DRM) and teach others in the school community their roles before, during and after an emergency.

School provides information & simulation for all staff, students & parents of basic knowledge in DRM annually.

DRM is included in the school curriculum


Emerging Progressing Acheiveing Achieved As prescribed in the SEOP guide, five mock drills are conducted yearly, covering all the specified disasters.

Hazards & vulnerability assessment is conducted and corrective actions taken throughout the year.

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Evidence: - Healthy Physical Environment


Ratios conforming to MoE guidelines.• Written water and sanitation guidelines. • Maintenance records, SO2 water check records. • Records of surveys• Records of injury• Records of safety review• Observation of the actual situation by the assessor • Survey reports • An emergency and disaster plan and emergency resources and records • of drills conducted Emergency resources in place.• Students & staff know about the emergency plan. • Standard Emergency Operation Procedure (SEOP), observation of a drill • Reports of Hazards & Vulnerability Assessment are conducted and haz-• ards/vulnerability mitigated throughout the year. Documents which show the appointment of Emergency Response Team. • Disaster Reduction Management (DRM) is included in school curriculum •

School has water taps based on the recommended ratio of 1 tap for every 50 students/• staff. Two liters of drinking water per person/ per day is available.• Water storage container is hygienic with cover, water pipe, proper drainage and tap(s).• Drinking water is tested monthly and records maintained.• School provides hand washing facilities (1:50) students/staff. • School has well-maintained and separate toilet facilities for boys (1: 50) and girls (1:35) • connected to a functioning sewerage system. At least one toilet meets handicap acces-sibility standards.Separate toilets and washing facilities are available for male/female staff. • Toilet facilities are clean and ventilated, well maintained, provided with liquid soap, and • are monitored throughout the day.Septic tanks are securely covered and cleaned on an annual basis.• Dustbins are placed in each classroom and in the compound at every 50 meters distance. • Garbage is disposed of on a daily basis.• Female toilets have a rubbish bin disposed daily with a lid in good condition for sanitary • needs. The school building,toilets and all other areas are pleasant and welcoming (well-lit and • graffiti-free)Entire school community participates in maintaining and monitoring the cleanliness of • water, toileting facilities and beautifying the school premises. School implements • environment-friendly garbage removal system in collabora-tion with the parents and the community. All staff and students conserve energy and use renewable energy sources where appro-• priate.



Information on injuries that occur on school property and during school sponsored events • are systematically collected by identified school personnel (health), analyzed and re-viewed by school management and appropriate actions taken. The School Board with external agencies conduct annual comprehensive safety assess-• ment and monthly assessment of all buildings, playgrounds ,sports area , equipment ,plants and school surroundings and make repairs immediately after hazards have been identified. School consistently monitors pest infestations with regular and careful inspections and • use the safest and lowest risk approach to controlling pest problems. School conducts staff and student satisfaction/school climate surveys annually and uses • them to further improve water, toilet facilities and the school physical environment.Parents are informed and updated on the vulnerabilities of the school environment & the • school’s plan to deal with them.A staff is designated with the responsibility of addressing hazards• A clear procedure has been outlined for reporting hazards to the responsible person.• A trained emergency response team is appointed & all staff & students informed of emer-• gency procedures annually School has an emergency response plan aligned with School Emergency Operation Plan • (SEOP) of MoE. All staff and students are able to show where the plan is posted and to describe the emergency procedure. All members of the community can identify where emergency resources are and how they • are used.

Notes:


Standard 3.6: Healthy social environment

The social environment of the school is caring, trustworthy and friendly which fosters good relationship among staff, students and the community and improves student attend-ance and involvement in school activities.


All members of the school community have a clear understanding of their roles and responsibilities in protecting children from harm and abuse including substance abuse, bullying and neglect.

All school staff and school environment promote a sense of connectedness in students and their families

25% of students report that they see themselves as being able to protect themselves and/or seek help from others in critical situations


Safety and security rules of the school are developed with the participation of representatives from the entire school community and followed by all.

Staff of the school actively supervise students to promote safety and prevent injuries and violence in the school.

School an environment does not tolerate bullying or harassment and promotes self esteem and resilience of students and staff.

All students are able to identify someone in the school community and at home who is safe to talk with about sensitive issues/problems.

School has counseling and/or mentoring system for victims and problem creators. All members of the school community maintain confidentiality in all such cases.

Students learn about and discuss how to protect themselves from harassment


Annual evaluation findings of school safety demonstrate decreasing levels of violence (i.e. instances of bullying or harassment are decreasing, instances of victims coming forward vs. remaining si-lent are increasing) in schools, homes and communities and indicate which strategies are most effective. Next steps/actions are determined based on annual evaluation findings.

Annual evaluation findings demonstrate decreasing levels of violence (including gender based violence) in schools, homes and communities and indicate which strategies are most effective.

75% of /or more students see themselves as being able to protect themselves and/or seek help from others in sensitive situ-ations


School is a model in providing safety and security, (as well as counseling and mentoring , and supporting other schools locally, nationally, and internationally.



and/or abusive situations and are able to share with peers.

School provides appropriate monitoring and support to reduce vulnerability and address special needs of students and staff.

School, in collaboration with the local community takes actions to minimize local hazards for a safer community (example those related to traffic accidents and drug dealing, violence including gender based violence etc.)

School conducts program for parents on effective parenting.

School informs students and staff about community based health and safety programs

Half of the students (50%) report that they see themselves as being able to protect themselves and/or seek help from others in sensitive situations


Evidence: - Healthy Physical Environment


Records of safety review • Observation of the actual situation by the assessor • Survey reports• School rules displayed on bulletin boards and in student handbook etc…• Records of professional development programs conducted for teachers• Records of parent education programs• Student programs•

All members of the school community have a clear understanding of their roles and • responsibilities in protecting children from harm, abuse including substance abuse, bullying and neglect. In-service training conducted annually and a program for new recruits is in place to ensure that they understand their role.Procedures are in place for visitors/resource personnel to ensure the safety of students • and staff.All school staff promote a positive climate by encouraging students to seek help if there is • a problem and actions taken to solve problems reported by students or/and parents. School has an environment that does not tolerate bullying or harassment and promotes • self esteem and resilience of students and staff in each of the following ways: staff and students treat each other with respect and politeness; staff & students identify someone in the community who is safe to talk with about their problems ; disciplinary policies are fairly and consistently implemented among all student groups; emphasize fair play and nonviolence on school grounds, at school sporting events; and encourage students to report harassment or bullying and provide support for victims.Staff of the school actively supervises students, to promote safety and prevent injuries • and violence in the school. All members of the school community monitor and guide children to avoid exposure • to inappropriate materials, including those found in multi-media, television and on the Internet. Safe practices are taught and reinforced.School actively discourages physical and verbal abuse by students and staff and • encourages pro-social behavior, and effective resolution of conflicts in the school and communityThe school is free from tobacco, drugs and alcohol and advocates prohibition of tobacco • sales in the community.

Notes:



Students who use tobacco are identified by health personnel and assisted through self - • help materials and referrals made to tobacco-use cessation programmes. School has counseling and/or mentoring programs for victims and problem creators. All • members of the school community maintain confidentiality in all such cases. Student and family referral and counseling reports are documented and followed up with • confidentiality.Students learn about and discuss how to protect themselves in harassment and/or • abusive situations and are able to share with peers and where necessary an adult in the school.School provides appropriate monitoring and support to reduce vulnerability and address • special needs of students and staff.School in collaboration with the local community takes action to minimize local hazards for • a safer community (example those related to traffic accidents and drug dealing, violence including gender based violence) School has a program for parents on effective parenting which includes; praising and • rewarding desirable behavior; staying actively involved with children in activities; taking time to listen and talk to their children; making understandable rules designed to improve level of self management(e.g., routine household chores, homework, time spent watching TV and using computer);consistently enforcing family rules followed by consequences ;monitoring children’s daily activities (knowing child’s whereabouts and friends);modeling nonviolent responses to conflict and modeling healthy behaviors School informs students and staff about community based health and safety programs •


Standard 3.7: Fitness and Activities

The school has a regular program of sports, recreation and physical fitness activities with active involvement of all members of the school community

Emerging Progressing Acheiveing AchievedSchool has a sequential Physical Educa-tion (PE) curriculum and sports program consistent with national standards for physical education.

A variety of materials /equipment is avail-able which are clean, well-maintained and, accessible to all students and staff including children with disabilities.

During physical education classes stu-dents have enough space to be physically active without overcrowding and safety risks

School has indoor and/or outdoor space for physical activities (a minimum of 45 square feet per child).

School engages students in physical edu-cation classes (150 minutes for primary students and 225 minutes for middle and secondary students) spread over at least three days per week.

Students are given 15-20 minutes of recess daily and teachers/recess monitors encourage students to be active.


Physical activities and sports programs as well as equipment are available for interested students and staff

Every teacher undergoes physical educa-tion training and weekly integrates physi-cal activities in some form in their lessons

Students with existing health problems affected by physical activity are identified by teachers and school health personnel and referred to most appropri-ate school -based or community- based services

Students undergo physical ability test once a year, and progress of students below standard are monitored and their parents are informed to develop a col-laborative plan for improvement.

Counseling is provided for students and their parents for students who fall below standard.


All members of the school community are involved in planning, implementing and evaluating a comprehensive school PE and sports activities program

Evaluation findings are used in future planning.

A wide variety of sports equipments are available for all members of the school community.


School has a comprehensive physical education and sports program that has a positive impact on students performance Physical skills of students are improved as demonstrated in a multi-year analysis of annual physical ability tests.


Evidence:- Fitness and Activities


School curriculum, scheme of work, lesson plans• Sport knowledge and skills assessment, sports calendar, notices of sports • recognitionObservation of activities, facilities• Equipment are in good condition and are being used• Observation of Physical Education •

School has indoor and/or outdoor space for physical activity (a minimum of 45 square feet • per child).School engages students in physical education classes (150 minutes for primary students • and 225 minutes for middle and secondary students) spread over at least three days per week.Students are given atleast 10-20 minutes of recess daily and teachers/recess monitors • encourage students to be active. Physical education classes are not cancelled due to extreme weather instead alternative • arrangements are sought to conduct these classesSchool has a sequential Physical Education (PE) curriculum and sports programs consist-• ent with national standards for physical education.The following important topics are addressed in PE curriculum; examples of physical ac-• tivity and inactivity; benefits of physical activity; opportunities for physical activity at school and community; ways to increase physical activity; role of physical activity in maintaining a healthy weight; interpersonal communication skills related to physical activity; goal setting and decision making skills ;basic safety precautions during physical activity(to reduce injury, safety equipment, climate related precautions);importance of drinking water; impor-tance of teamwork, sportsmanship, etc…A variety of materials /equipment are available which are clean, safe and well-maintained • and accessible to all students and staff including children with disabilities.In physical education classes all students enough space to be physically active without • overcrowding and safety risks Extra curricular physical activities and sports programs and equipments are available for • interested students and staff.



The physical activity program integrates instruction on health related fitness in to PE les-• sons such as behavioral skills (goal setting, self monitoring, decision making) and how to perform fitness tests as well as interpretation and use of health related fitness tests.Each teacher has physical education training and integrates sports and/or physical activi-• ties in lesson plans weekly regardless of content area.Students with health problems affected by physical activity are identified by teachers and • school health personnel and referred to most appropriate school -based or community- based services Records of physical ability tests and counseling •

Notes:

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GLOSSARY

KEY TO READING AND UNDERSTANDINGNote: The descriptions given in this glossary refer to the terms used in this document.

Glossary 3.1Health sector workers: This refers to health personnel working in government and non government organizations.

School Health Team (SHT): This refers to a team/working group comprised of a minimum of ten members including principal, leading teachers, teachers, students, par-ents, health personnel and at least two representatives from the community to initiate and implement health issues in school and community.

School Health Supervisor (SHS): This refers to a leading teacher assigned with the responsibility/task of assisting school health personnel and coordinating the SHT.Student health pioneers: This refers to a trained student who advocates for health pro-motion in school and in the community.

Glossary 3.2 Health Policy: This refers to the Health Policy prescribed by the Ministry of Education, Maldives.School community:- This includes represents of the community including the princi-pal, teachers, PTA, school board and students.

Glossary 3.3Appropriate school staff: Refers to those who are in contact with and assist the student, including health personnel, class teachers, sports teachers and other respec-tive people.

Health screening: Refers to a quick assessment to determine if further examination of health problems is warranted.

Health partners: Refers to partners who support child and community health goals and objectives, government and non-government organizations (NGO).

Health problems affected by nutrition: This includes anemia, diabetes, eating disorders, food allergies, and overweight/obesity.

Pertinent medical information: This refers to signs /symptoms to identify in the student, specific actions to take if student shows any symptoms, any special precautions needed, and vaccination card ( dT, DPT, Polio, Measles, MMR, BCG).

Glossary 3.4Active learning strategies: Include interactive teaching methodology to encourage student involvement and empowerment. Discussion, cooperative learning, simulations and learning games, role playing, goal setting, rehearsal, and visualization supervised practices are some active learning strategies.

Consistent: Used to denote the curriculum addresses the key learning objectives identified by the standards.

Classroom management techniques: This is cooperative learning methods, so-cial skills training, promoting interactive learning, classroom and environment modifica-tion, conflict resolution and mediation, behavior management.

Health integrated curricula: Refers to a curriculum which includes the following areas: Nutrition; disease prevention & hygiene; physical activity and fitness; safety and security; oral health; mental health; reproductive health; tobacco and substance abuse; and environmental health issues.

Sequential: Used to denote a curriculum that builds on concepts taught in preceding years.

Skills needed to adopt healthy lifestyles: To develop practices and skills such as reading food labels, planning healthy snacks, coping with difficult situations(peer pressure), problem solving, decision making, communication, interpersonal relation-


ships, conflict resolution, critical thinking, anger management, basic emergency lifesav-ing techniques and wearing and correctly using protective equipment(bicycle helmet, seat belt etc). This also includes identifying and countering tobacco/ drugs / alcohol industry marketing strategies (resistance and refusal skills).

Glossary 3.5Healthy Physical Environment: Refers to the buildings, grounds, play space and equipment in and surroundings in the school. This also includes basic amenities such as sanitation, availability of water and hand washing facilities, waste disposal and cleanli-ness of air.

Possible hazards: This refers to broken furniture, playground and laboratory equip-ment, reducing unnecessary noise disturbances removing insect and pest breeding sites.

Pests: Are mosquitoes,cockroaches, rats, mice, ants, spiders, and flies.Skill based health integrated curricula: This includes the following areas: Nutrition; dis-ease prevention & hygiene; physical activity and fitness; safety and security; oral health; mental health; reproductive health; tobacco and substance abuse; and environmental health issues.

Skill based health education: Refers to a curriculum for students of all grades who learn about and practice healthy behavior.

Unintentional injuries: Refers to injuries resulting from motor-vehicle crashes, drowning, poisonings, fires, falls, sports- and recreation-related events, and uninten-tional firearm-related events.

Violence: Refers to threatening or actual use of force against oneself, another person, or a group. This also includes aggression, bullying, assault, homicide, suicide, child maltreatment, rape, and dating and intimate partner violence.

Glossary 3.6Active supervision: Used to denote practices such as observing, listening to stu-dents, anticipating and effectively responding to unsafe situations, discouraging pushing

and bullying.

Active participation of parents: Refers to parents volunteering to help in the class-room, in the canteen, or with special events. It also includes parents serving on school health, curriculum review, or program planning committees; and designing or conducting a needs assessment or program evaluation.

Connectedness: Refers to the degree to which students and families feel part of the school community.

Pro-social behaviours: Refers to cooperation, conflict resolution and helping oth-ers.

Glossary 3.7Health problems affected by physical activity: This refers to health problems such as asthma, diabetes, overweight/obesity, and chronic pain.

Recess: Is an opportunity for unstructured physical activity.

Safety practices: Refers to actively supervising students, using protective clothing, using safe, age approriate equipment, minimizing exposure to extreme weather condi-tions, using infection control practices for handling blood etc...

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Ministry of EducationRepublic of Maldives