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Republic of the PhilippinesDepartment of Education

DepEd Complex, Meralco AvenuePasig City

December 4, 2012

K to 12 Curriculum Guide

HEALTH(Grades 7 to 8)

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WRITING TEAM

GRADE 1 WRITERS

LUALHATI F. CALLO, M.A. Health EducationSpecial Teacher, Philippine Science High School (PSHS)Quezon City

TEODORA D. CONDE, Ed.D.Master Teacher II

A.Bonifacio Elementary School, Manila,

JOSEFINA ERA-DE GUZMAN, M.A. Childhood Education Assistant Professor, University of the East (UE) Manila

RHODORA FORMENTO, M.A. Health EducationInstructor, University of the Philippines Integrated School (UPIS)Diliman, Quezon City

FLORMAY O. MANALO, B.S. ZoologyFaculty Member, Elementary/SecondaryLaboratory School (ESLS-UE)University of the East Manila

JENNIFER E. QUINTO, M.A. Guidance and CounselingEducation Program Supervisor 1, Department of EducationCity of San Jose del Monte

MARK KENNETH S. CAMILINGTeacher, Miriam College Elementary School

GRADE 7 WRITERS

ANGELINA A. MOJICA, M.Ed. HealthPrincipalJuan Sumulong Elementary School, Manila

MARIA LOURDES H. PACALDO, DMD, M.A.Ed., Health

Associate Professor, College of EducationUniversity of the East (UE) Manila

FRANCIS GRACE H. DUKA-PANTE, M.A. HealthEducation

Assistant Professor, College of Education.University of the Philippines (UP)

Diliman, Quezon City

APOLLO R. PASCUAL, BEEd, Science & HealthFaculty Member, Elementary/SecondaryLaboratory School (ESLS-UE)University of the East Manila

EVELINA MACLANG-VICENCIO, M.Ed. HealthPersonnel EducationDean, College of Education

University of the East Manila

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LANGUAGE EDITORS

MILAGROS J. ARIAS, PhDProfessor, College of EducationUniversity of the East, Manila

CYNTHIA L. DIAZ, M.A. English Assistant Professor, College of EducationUniversity of the East, Manila

BERNADETTE Y. SANTOS, M.A. EnglishSpecial Lecturer, College of EducationUniversity of the East

MA. LOURDES G. TAYAO, PhDSpecial Lecturer, College of EducationUniversity of the East, Manila

CONTENT EDITOR

JOSEFINA A. TUAZON, DrPHFormer Dean, College of Nursing

University of the Philippines, Manila

CONVENOR and TECHNICAL EDITOR

EVELINA M. VICENCIO, PhDDean, College of Education

University of the East, Manila

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CONCEPTUAL FRAMEWORK

With the K to 12 Health curriculum, a learner should be able to achieve, sustain and promote lifelong and wellness. The pro grams rich andchallenging learning experiences promote the development of the macro skills of practicing desirable health habits.

Health Education from Kindergarten to Grade 10 focuses on the physical, mental, emotional, social, moral and spiritual dimensions of holistic healthand enables the learners to acquire essential knowledge, attitudes, and skills necessary to promote good nutrition, prevent and control diseases andsubstance misuse and abuse, reduce health-related risk behaviors to prevent and control injuries with the end in view of maintaining and improvingpersonal, family, community, and environmental health.

In order to facilitate the development of macro skills, the teacher is encouraged to use appropriate learner-centered teaching approaches, such asexperiential/contextual learning; problem-based action learning; differentiated instruction; health skills based education with life skills and value-basedstrategies... This is not to exclude teacher-centered pedagogical strategies, which are likewise applied, but to a lesser extent. Each learner-centeredstrategy is anchored on educational theories developed by theorists, expanded by other educators and validated by practitioners.

Health Areas

Injury Prevention, Safety and First Aid: Causes, cost, and prevention of accidents and injuries at home, in the school and in the community and in theperformance of different activities, through promotion of safe environments, safety programs, procedures and services, including first aid education.

Community and Environmental Health: Situates the learner as an integral part of his/her community and the environment, with responsibility to help protectthe environment, supported by individual and community actions and legislation 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.

Consumer health: Application of consumer skills in the wise evaluation, s election and u se of health information, products, and services.

Family Health: T he human life cycle related to the personal interactions within the family that nurtures the individual and that provides a home environmentthat enhances his/her growth as a person and the development of ideals, values and standards of behavior regarding sexuality and responsible parenthood

Growth and Development: Developmental milestones in childhood and adolescence with emphasis on attention to personal health and the development ofself- management skills to cope with lifes changes .

Nutrition: Recognition of the nutrients children and adolescents need, analysis of the quality and quantity of their food intake, and development of propereating habits to meet physiological, psychological and social needs, including diseases and disorders that arise from improper eating habits

Personal Health: Development and daily practice of health behaviors that promote physical, mental, social, emotional, and moral/spiritual health andprevention and management of personal health problems

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Prevention and Control of Diseases and Disorders: Prevention and control of communicable and non-communicable diseases and disorders through thedevelopment of health habits and practices and health programs supported by legislation and provision of health services in the school and the community

Substance Use and Abuse: The prevention and control of the use and abuse of substances: their identification; causes; effects on the person, the family,society and the nation

Characteristics of the Health Curriculum

Holistic: Analyzes the interrelationship among the factors that influence the health status, the areas of health, and the dimensions of health (physical, mental,social, emotional, moral/spiritual

Preventive: Helps people take positive action on their health and lifestyle to prevent disease and achieve optimum health

Epidemiological: Studies the Incidence, prevalence of disease in large populations, including detection of the source and cause of epidemics

Culture-responsive: Uses the cultural knowledge, prior experiences, and performance styles of diverse students to make learning more appropriate andeffective for them (Gay, 2000)

Rights-based: Furthers the realization of human rights as laid down in the Universal Declaration of Human Rights and other international human rightsinstruments

Values-based: Promotes an educational philosophy based on valuing self, others and the environment, through the consideration of ethical values as thebases of good educational practice.

Learner-centered: Focuses on the student's needs, abilities, interests, and learning styles with the teacher as a facilitator of learning

Health and Life skills-based: Applies life skills to specific health choices and behaviors

Standards and outcomes-based: Requires students to demonstrate that they have learned the academic standards set on required skills and content

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Achieve,Sustain

andPromoteLifelong

Wellness

Growth andDevelopment

Community andEnvironmental

Health

ConsumerHealth

InjuryPrevention and

Safety

Diseaseprevention and

ConrtolFamily Health

Substance Useand Abuse

Nutrition

Personal Health

Holistic

Preventive

Learner-

Centered

Rights-based

Epidemeological

Standardsand

Outcomes-based

Culture-responsive

Health andLife skills-

based

Values-based

Conceptual Framework of Health Education

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KEY STAGE STANDARDS:

K 3 4 6 7 10

The learner demonstrates understandingand observance of healthy practices toachieve wellness.

The learner demonstrates understanding ofhow changes as s/he grows and developsimpact on healthy practices to help achieveand sustain the desired level of health.

The learner demonstrates understanding of keyconcepts of health in achieving, sustaining andpromoting wellness for quality life for the individual,the family and the larger community.

LEARNING AREA STANDARD: The learner demonstrates understanding of key concepts of health in achieving, sustaining and promotingwellness for quality life.

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GRADE LEVEL STANDARDS:

Grade Level Grade Level Standards

Grade 1The learner demonstrates understanding of essential concepts related to nutrition; personal health; and injury prevention, safety andfirst aid to enhance health and well-being.

Grade 2The learner demonstrates understanding of personal health; prevention and control of diseases and disorders; family health; andinjury prevention, safety and first aid to achieve optimum health.

Grade 3The learner demonstrates understanding of nutrition; prevention and control of diseases and disorders; consumer health; andcommunity and environmental health to achieve optimum health and well-being.

Grade 4The learner demonstrates understanding of nutrition; prevention and control of diseases and disorders; substance use and abuse;and injury prevention, safety and first aid to achieve optimum health.

Grade 5The learner demonstrates understanding of the nature of personal health; growth and development; substance use and abuse; andcommunity and environmental concerns on health.

Grade 6 The learner demonstrates understanding of personal health, prevention and control of diseases and disorders; consumer health; andinjury prevention, safety and first aid to achieve the desired level of health.

Grade 7The learner demonstrates understanding of growth and development; personal health; nutrition and injury prevention, safety and firstaid and their impact on the individuals health and well-being.

Grade 8The learner demonstrates understanding of family health I; family health II; prevention and control of diseases and disorders; andprevention of substance use and abuse to develop and promote wellness for quality life.

Grade 9The learner demonstrates understanding of community and environmental health; prevention and control of diseases and disorders;injury prevention, safety and first aid and substance use and abuse to achieve wellness in life.

Grade 10The learner demonstrates understanding of consumer health; population education; 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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HEALTH CONTENT MATRIX for Grades 1 to 10

Grading

PeriodGrade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10

FirstQuarter Nutrition

PersonalHealth Nutrition Nutrition

PersonalHealth

PersonalHealth

Growth andDevelopment

FamilyHealth I

Communityand

EnvironmentalHealth

ConsumerHealth

SecondQuarter

PersonalHealth

Preventionand Controlof Diseases& Disorders

Prevention andControl of

Diseases &Disorders

Preventionand Controlof Diseases& Disorders

Growth &Development

Preventionand Control of

Diseases &Disorders

PersonalHealth

FamilyHealth II

Prevention andcontrol of

diseases anddisorders

PopulationEducation

ThirdQuartet Personal

HealthFamilyHealth

ConsumerHealth

SubstanceUse and Abuse

SubstanceUse and Abuse

ConsumerHealth Nutrition

Preventionand controlof diseasesanddisorders

InjuryPrevention,Safety and

First Aid

HealthTrends,

Issues andConcerns

FourthQuarter

InjuryPrevention,Safety and

First Aid

InjuryPrevention,Safety and

First Aid

Community &Environmental

Health

InjuryPrevention,

Safety &First Aid

Communityand

Environmental Health

InjuryPrevention,

Safety & First Aid

InjuryPrevention,

Safety and First Aid

(Unintentional)

Preventionof

substanceuse andabuse

Prevention ofsubstance useand abuse

Planning forHealth and for

a Career

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HEALTH CONTENT MATRIX for Grades 1 to 10

GRADE - 7

Content Content Standards Performance Standards Learning Comp etencies

Grade 7 - GROWTH AND DEVELOPMENT 1 ST QUARTER

A. Holistic health

B.Changes in the health dimensionsduring adolescence

C .Management of health concernsduring adolescence

D.Health appraisal procedures

The learner

demonstratesunderstanding ofholistic health and itsmanagement of healthconcerns, the growthand development ofadolescents and how tomanage its challenges.

The learner

appropriately managesconcerns andchallenges duringadolescence to achieveholistic health.

The learner

discusses the concept of holistic healthexplains the dimensions of holistichealth (physical, mental/ intellectual,emotional, social, and moral-spiritual)using creative tools(ICT, Manila paper,tarpaulin) in the presentation of thegiven topic.analyzes the interplay among thehealth dimensions in developing

holistic healthpractices health habits to achieveholistic health

recognizes that changes in differenthealth dimensions are normal duringadolescence

describes changes in differentaspects of growth that happen to boysand girls during adolescencerecognizes that changes in differentdimensions are normal duringadolescenceexplains that the pattern of changeduring adolescence is similar but thepace of growth and development isunique for each adolescent

identifies health concerns duringadolescence, such as poor eating habits,lack of sleep, lack of physical activity,dental problems, body odor, postural

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Content Content Standards Performance Standards Learning Comp etencies

B. Development of self-awarenessand coping skills

C. Stages of growth anddevelopment

problems, as well as other problems inthe other health dimensionsanalyzes myths, fallacies and beliefsrelated to adolescent health concernsdemonstrates health appraisal

procedures during puberty in order toachieve holistic health (height andweight measurement, self-breastexamination for girls, hearing test, visionscreening, scoliosis test, health exam,and dental exam)avails of health services in the schooland community in order to appraiseones health applies coping skills in dealing withhealth concerns during pubertydescribes developmental milestones as

one grows

Grade 7 Personal Health 2 ND QUARTER

A. Mental and Emotional Health

B. Aging and death- Coping skills in managing loss

and grief

The learner

demonstrates understandingof mental and emotionalhealth as a dimension ofholistic health for a healthylife.

The learner

consistently demonstratesskills that promote mentaland emotional health.

The Learner

explains the factors that affect thepromotion of good mental and emotionalhealthdiscusses the needs and concerns of theelderlyrecognizes the importance of preparingfor old age and deathdemonstrates how to take care for thefamilydescribes the stages of dying (Denial,

Anger, Bargaining, Depression and Acceptance.)

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Content Content Standards Performance Standards Learning Comp etencies

C. Understanding stress

D. Coping with stress

E. Common mental disorders

demonstrates coping skills in managingloss and grief

explains that stress is normal andinevitable

differentiates eustress from distressIdentifies situations that causefeelings of anxiety or stress

describes the common stressors thataffect children their age

identifies physical responses of thebody to stress

identifies people who can providesupport in stressful situations

differentiates healthful fromunhealthful strategies in coping withstress

demonstrates various stressmanagement techniques that one canuse every day in dealing with stress

discusses the types, signs,symptoms, and prevention andprofessional care in managingcommon mental health disorders

o Learning disorderso Mood disorders

Grade 7 Nutrition 3 RD QUARTER

A. Right of the child to adequatenutrition

B. Nutritional guidelines

The learner

demonstratesunderstanding ofnutrition for a healthylife.

The learner

makes informeddecisions in the choiceof food to eat.

The learner

discusses the right of the child to adequatenutritious food (Article 24 of the UN Rightsof the Child)follows the appropriate nutritional guidelines

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Content Content Standards Performance Standards Learning Comp etencies

C. Decisionomaking skills

D. Nutritional problems ofadolesents

E. Malnutrition and micronutrientdeficiencies

F. Eating disorders

for adolescents for healthful eatingexplains the need to select food basedon the nutritional needs during pubertyanalyzes ones current nutritional status computes ones caloric need evaluates ones diet in terms of sugarsodium fat, fiber, etc.follows the Food Pyramid guide foradolescents and the nutritionalguidelines for Filipinos in choosing foodsto eat

applies decision-making skills in selectingfoods to eat

Looks at food sanitation and safety whenchoosing foods to eat

analyzes the relationship between

good nutrition and prevention ofdiseasesidentifies the nutritional problems of

adolescentsdescribes the characteristics, signs

and symptoms of malnutrition andmicronutrient deficiencies

discusses ways of preventing andcontrolling malnutrition andmicronutrient deficiencies

applies decision-making and criticalthinking skills to prevent nutritionaldeficiencies

explains the characteristics, signsand symptoms of eating disorders

o Anorexia nervosao Bulimia

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Content Content Standards Performance Standards Learning Comp etencies

o Compulsive eating disorderdiscusses ways of preventing and

controlling eating disordersapplies coping and decision-making

skills to prevent eating disorders Grade 7 Injury prevention, safety and first aid 4 th QUARTER

A. Unintentional injuries

B. Prevention and control ofunintentional injuries

C. First aider

D. First aid for commonunintentional injuries(Coordinate with Clinic)

The learner

demonstrates understanding ofthe concepts and principles ofsafety education to preventinjuries

The learner

Practices the habits ofobserving appropriate personalsafety measures at all times

The learner

Discusses the right of the child tosafety

Discusses the concept ofunintentional injuries

Illustrates data on unintentionalinjuries

Practices the various strategies inthe prevention and control ofunintentional injuries

Describes the characteristics of agood first aider

demonstrates proper first aidprocedures for common unintentionalinjuries

applies DOH-approved medicinalplants externally

o musculoskeletal injurieso heat emergencieso control of bleedingo poisoningo choking

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Content Content Standards Performance Standards Learning Comp etencies

E. Bandaging techniques

F. Dressing, carrying andtransporting the victim

G. First aid kit ( Coordinate withclinic)

o fractureo drowningo heart attack

Demonstrates appropriatebandaging techniques forunintentional injuries

demonstrates proper techniques incarrying and transporting the victimof unintentional injuries

Prepares a handy first aid kit

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HEALTH EDUCATION GRADE 8

Content Content Standards Performance Standards Learning CompetenciesFamily health I1 st QuarterA. Gender and HumanSexuality (Correlate withValues Education; coordinatewith Guidance Counselor)

B. Teen-age concerns

C. Sexually transmittedinfections (with emphasis onHIV and AIDS), (CelebrateWorld AIDS Day on December1)

The learner

demonstratesunderstanding of humanand managing sexualityrelated issues for ahealthy life.

The learner

appropriately managessexuality-related issuesthrough responsible andinformed decisions.

The learner

Discusses sexuality as an importantcomponent of ones per sonality

Explains the dimensions of humansexuality

Analyzes the factors that affectones attitudes and practices relatedto sexuality

Assesses personal health attitudesthat may influence sexual behavior

Relates the importance of sexualityto family health

Describes teen-age concerns, e.g.,boy-girl relationship and theireffects on holistic health

Identify the differentissues/concerns of teenager (i.e.,identity crisis) and the support andunderstanding of the family.

Discusses the signs, symptoms, andeffects of sexually transmittedinfections (STIs), such as HumanImmunodeficiency Virus (HIV)infection and Acquired ImmuneDeficiency Syndrome (AIDS)

Corrects misconceptions, myths,

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D. Development of decision-skills in managing sexuality-related issues

and beliefs about STIsEnumerates steps in the prevention

and control of STIsAnalyzes why abstinence is the most

effective method for the prevention ofHIV and AIDS and other STIs

Follows government policies in theprevention and control of HIV andAIDS (RA 8504 or Philippine AIDSPrevention and Control Act)

Explains other government efforts inensuring a clean blood supply toprevent issues and problems relatedto sexuality (RA 7719 or BloodServices Act of 1994)

Applies decision-making skills inmanaging sexuality-related issues

Family health II2 nd QuarterA. Courtship, dating, andmarriage

B. Conception, pregnancy andchildbirth

The learner

demonstratesunderstanding ofresponsible parenthoodfor a healthy family life.

The learner

makes informed andvalues-based decisions in

preparation forresponsible parenthood

The learner

explains the importance ofcourtship and dating in choosing a life

partneranalyzes behaviors that promote

healthy relationship in marriage andfamily life

describes the factors that contributeto a successful marriage

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C. Responsible parenthood

explains the process of conceptiondiscusses the causes and preventionof infertilitydescribes the development of thefetus during pregnancy

discusses pregnancy-relatedconcerns

explains the importance of maternalnutrition during pregnancy

describes preparations andconditions during childbirth

explains the importance of prenatalcare

discusses the essential newbornprotocol

enumerates the advantages ofbreastfeeding

discusses the importance of Infantand Young Child Feeding

analyzes the importance ofresponsible parenthood

explains the effects of family size onhealth

examines the important roles andresponsibilities of parents in child

rearing and careexplains the effects of rapid

population growth on the health ofthe nation

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Prevention and control ofdiseases and disorders3rd Quarter

A. Concept of health anddisease

B. Common beliefs about thecause of diseases

C. General factors that influencethe health equilibrium (host,agent, and environment)

D. Factors in the developmentof a disease

E. Chain of infectionF. Stages of infectionG. General methods of disease

prevention and control

H. Skin diseases as adolescenthealth concerns:

I. Nature, prevention, andcontrol

J. Facts and myths aboutcommunicable diseasesduring adolescence

The learner

demonstratesunderstanding on theprevention and control ofcommunicable diseases

for the attainment ofindividual wellness.

The learner

consistentlydemonstrates personalresponsibility andhealthful practices in the

prevention and control ofcommunicable diseases,.

The learner

discusses the concept of health anddiseaseanalyzes the common beliefs aboutdisease causationdescribes factors that influence thehealth equilibriumdiscusses the factors in thedevelopment of a diseaseformulates guidelines to lessen theimpact of these factorsexplains the elements of the chain ofinfection and their interrelationshipwith one anotherdiscusses the stages of infectionrecommends actions to prevent andcontrol the spread of communicablediseasesexplains the nature of common skindiseases during adolescencepractices ways to prevent andcontrol skin diseasesdistinguishes facts from myths about

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K. Development of self-monitoring skills

communicable diseases duringadolescencedemonstrates self-monitoring skills toprevent communicable diseases

Prevention of SubstanceUse and Abuse(Cigarettesand Alcohol)4 th Quarter

Cigarettes and Alcohol

The learner

demonstrate understandingof cigarette and alcohol useprevention for a healthyfamily life.

The learner

share responsibility with thefamily in the prevention ofcigarette and alcohol use fora healthy family life through

the preparation of advocacymaterials.

The learner

Discuss cigarettes and alcohol asgateway drugs

Analyze the implications of cigarettesmoking

- Describe the harmful short- and long-term effects of cigarette smoking onthe different parts of the body.

- Discuss the dangers of mainstream,second-hand and third hand smoke

- Explain the impact of cigarettesmoking on the family, environment,community, and country

Analyze the implications of drinkingalcoholic beverages

- Describe the harmful short- and long-term effects of drinking alcoholicbeverages

- Interpret blood alcohol concentrationin terms of physiological changes inthe body

- Explain the impact of drinkingalcoholic beverages on the family,

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community , and countryDiscuss strategies in the preventionand control of cigarette smoking anddrinking alcoholic beverages

- Apply resistance skills in situationsrelated to cigarette and alcohol use

Enumerate healthy alternatives tocigarette and alcohol use

- Follow school rules and governmentlaws related to cigarette and alcoholuse

Prepare advocacy materials againstcigarette and alcohol use