Republic of the Philippines

Department of Education
DepEd Complex, Meralco Avenue
Pasig City
































December 4, 2012
K to 12 Curriculum Guide

HEALTH

(Grades 7 to 8)


K TO 12 – HEALTH

*TWG on K to 12 Curriculum – version as January 31, 2012 2


WRITING TEAM

GRADE 1 WRITERS

LUALHATI F. CALLO, M.A. Health Education
Special 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 Education
Instructor, University of the Philippines Integrated School (UPIS)
Diliman, Quezon City

FLORMAY O. MANALO, B.S. Zoology
Faculty Member, Elementary/Secondary
Laboratory School (ESLS-UE)
University of the East Manila

JENNIFER E. QUINTO, M.A. Guidance and Counseling
Education Program Supervisor 1, Department of Education
City of San Jose del Monte

MARK KENNETH S. CAMILING
Teacher, Miriam College Elementary School








GRADE 7 WRITERS
ANGELINA A. MOJICA, M.Ed. Health
Principal
Juan Sumulong Elementary School, Manila

MARIA LOURDES H. PACALDO, DMD, M.A.
Ed., Health
Associate Professor, College of Education
University of the East (UE) Manila

FRANCIS GRACE H. DUKA-PANTE, M.A. Health
Education
Assistant Professor, College of Education.
University of the Philippines (UP)
Diliman, Quezon City

APOLLO R. PASCUAL, BEEd, Science & Health
Faculty Member, Elementary/Secondary
Laboratory School (ESLS-UE)
University of the East Manila

EVELINA MACLANG-VICENCIO, M.Ed. Health
Personnel Education
Dean, College of Education
University of the East Manila



K TO 12 – HEALTH

*TWG on K to 12 Curriculum – version as January 31, 2012 3








LANGUAGE EDITORS

MILAGROS J. ARIAS, PhD
Professor, College of Education
University of the East, Manila

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

BERNADETTE Y. SANTOS, M.A. English
Special Lecturer, College of Education
University of the East

MA. LOURDES G. TAYAO, PhD
Special Lecturer, College of Education
University of the East, Manila



CONTENT EDITOR

JOSEFINA A. TUAZON, DrPH
Former Dean, College of Nursing
University of the Philippines, Manila



CONVENOR and TECHNICAL EDITOR

EVELINA M. VICENCIO, PhD
Dean, College of Education
University of the East, Manila






K TO 12 – HEALTH

*TWG on K to 12 Curriculum – version as January 31, 2012 4


CONCEPTUAL FRAMEWORK

With the K to 12 Health curriculum, a learner should be able to achieve, sustain and promote lifelong and wellness. The program’s rich and
challenging 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 health
and enables the learners to acquire essential knowledge, attitudes, and skills necessary to promote good nutrition, prevent and control diseases and
substance misuse and abuse, reduce health-related risk behaviors to prevent and control injuries with the end in view of maintaining and improving
personal, 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 as
experiential/contextual learning; problem-based action learning; differentiated instruction; health skills–based education with life skills and value-based
strategies... This is not to exclude teacher-centered pedagogical strategies, which are likewise applied, but to a lesser extent. Each learner-centered
strategy 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 the
performance 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 protect
the 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, selection and use of health information, products, and services.
Family Health: The human life cycle related to the personal interactions within the family that nurtures the individual and that provides a home environment
that 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 of
self-management skills to cope with life’s changes.

Nutrition: Recognition of the nutrients children and adolescents need, analysis of the quality and quantity of their food intake, and development of proper
eating 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 and
prevention and management of personal health problems


K TO 12 – HEALTH

*TWG on K to 12 Curriculum – version as January 31, 2012 5


Prevention and Control of Diseases and Disorders: Prevention and control of communicable and non-communicable diseases and disorders through the
development 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 and
effective 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 rights
instruments

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




K TO 12 – HEALTH

*TWG on K to 12 Curriculum – version as January 31, 2012 6


Achieve,
Sustain
and
Promote
Lifelong
Wellness
Growth and
Development
Community and
Environmental
Health
Consumer
Health
Injury
Prevention and
Safety
Disease
prevention and
Conrtol
Family Health
Substance Use
and Abuse
Nutrition
Personal Health
Holistic
Preventive
Learner-
Centered
Rights-based
Epidemeolog
ical
Standards
and
Outcomes-
based
Culture-
responsive
Health and
Life skills-
based
Values-based
Conceptual Framework of Health Education






















K TO 12 – HEALTH

*TWG on K to 12 Curriculum – version as January 31, 2012 7







KEY STAGE STANDARDS:
K – 3 4 – 6 7 – 10

The learner demonstrates understanding
and observance of healthy practices to
achieve wellness.

The learner demonstrates understanding of
how changes as s/he grows and develops
impact on healthy practices to help achieve
and sustain the desired level of health.


The learner demonstrates understanding of key
concepts of health in achieving, sustaining and
promoting 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 promoting
wellness for quality life.


K TO 12 – HEALTH

*TWG on K to 12 Curriculum – version as January 31, 2012 8


GRADE LEVEL STANDARDS:
Grade Level Grade Level Standards
Grade 1
The learner demonstrates understanding of essential concepts related to nutrition; personal health; and injury prevention, safety and
first aid to enhance health and well-being.

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

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

Grade 4
The 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 5
The learner demonstrates understanding of the nature of personal health; growth and development; substance use and abuse; and
community and environmental concerns on health.

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

Grade 7
The learner demonstrates understanding of growth and development; personal health; nutrition and injury prevention, safety and first
aid and their impact on the individual’s health and well-being.

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

Grade 9
The 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 10
The 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.








K TO 12 – HEALTH

*TWG on K to 12 Curriculum – version as January 31, 2012 9


HEALTH CONTENT MATRIX for Grades 1 to 10


Gradin
g
Period
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6


Grade 7


Grade 8 Grade 9 Grade 10
First
Quarter
Nutrition
Personal
Health
Nutrition Nutrition
Personal
Health

Personal
Health

Growth and
Development
Family
Health I
Community
and
Environmental
Health
Consumer
Health
Second
Quarter
Personal
Health

Prevention
and Control
of Diseases
& Disorders


Prevention and
Control of
Diseases &
Disorders


Prevention
and Control
of Diseases
& Disorders

Growth &
Development

Prevention
and Control of
Diseases &
Disorders

Personal
Health

Family
Health II

Prevention and
control of
diseases and
disorders
Population
Education
Third
Quartet

Personal
Health
Family
Health
Consumer
Health
Substance
Use and
Abuse
Substance
Use and
Abuse
Consumer
Health

Nutrition

Prevention
and control
of diseases
and
disorders
Injury
Prevention,
Safety and
First Aid
Health
Trends,
Issues and
Concerns
Fourth
Quarter
Injury
Prevention,
Safety and
First Aid
Injury
Prevention,
Safety and
First Aid
Community &
Environmental
Health
Injury
Prevention,
Safety &
First Aid
Community
and
Environment
al Health
Injury
Prevention,
Safety & First
Aid

Injury
Prevention,
Safety and First
Aid
(Unintentional)
Prevention
of
substance
use and
abuse
Prevention of
substance use
and abuse
Planning for
Health and for
a Career


K TO 12 – HEALTH

*TWG on K to 12 Curriculum – version as January 31, 2012 10


HEALTH CONTENT MATRIX for Grades 1 to 10
GRADE - 7
Content Content Standards Performance Standards Learning Competencies

Grade 7 - GROWTH AND DEVELOPMENT – 1
ST
QUARTER


A. Holistic health









B. B.Changes in the health dimensions
during adolescence







C .Management of health concerns
during adolescence







D.Health appraisal procedures
The learner…

demonstrates
understanding of
holistic health and its
management of health
concerns, the growth
and development of
adolescents and how to
manage its challenges.











The learner…

appropriately manages
concerns and
challenges during
adolescence to achieve
holistic health.












The learner…

discusses the concept of holistic health
explains the dimensions of holistic
health (physical, mental/ intellectual,
emotional, social, and moral-spiritual)
using creative tools(ICT, Manila paper,
tarpaulin) in the presentation of the
given topic.
analyzes the interplay among the
health dimensions in developing
holistic health
practices health habits to achieve
holistic health
recognizes that changes in different
health dimensions are normal during
adolescence
describes changes in different
aspects of growth that happen to boys
and girls during adolescence
recognizes that changes in different
dimensions are normal during
adolescence
explains that the pattern of change
during adolescence is similar but the
pace of growth and development is
unique for each adolescent
identifies health concerns during
adolescence, such as poor eating habits,
lack of sleep, lack of physical activity,
dental problems, body odor, postural


K TO 12 – HEALTH

*TWG on K to 12 Curriculum – version as January 31, 2012 11


Content Content Standards Performance Standards Learning Competencies









B. Development of self-awareness
and coping skills





C. Stages of growth and
development



















problems, as well as other problems in
the other health dimensions
analyzes myths, fallacies and beliefs
related to adolescent health concerns
demonstrates health appraisal
procedures during puberty in order to
achieve holistic health (height and
weight measurement, self-breast
examination for girls, hearing test, vision
screening, scoliosis test, health exam,
and dental exam)
avails of health services in the school
and community in order to appraise
one’s health
applies coping skills in dealing with
health concerns during puberty
describes 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 understanding
of mental and emotional
health as a dimension of
holistic health for a healthy
life.




The learner…

consistently demonstrates
skills that promote mental
and emotional health.






The Learner…

explains the factors that affect the
promotion of good mental and emotional
health
discusses the needs and concerns of the
elderly
recognizes the importance of preparing
for old age and death
demonstrates how to take care for the
family
describes the stages of dying (Denial,
Anger, Bargaining, Depression and
Acceptance.)


K TO 12 – HEALTH

*TWG on K to 12 Curriculum – version as January 31, 2012 12


Content Content Standards Performance Standards Learning Competencies


C. Understanding stress









D. Coping with stress









E. Common mental disorders

















demonstrates coping skills in managing
loss and grief
explains that stress is normal and
inevitable
differentiates eustress from distress
Identifies situations that cause
feelings of anxiety or stress
describes the common stressors that
affect children their age
identifies physical responses of the
body to stress
identifies people who can provide
support in stressful situations
differentiates healthful from
unhealthful strategies in coping with
stress
demonstrates various stress
management techniques that one can
use every day in dealing with stress
discusses the types, signs,
symptoms, and prevention and
professional care in managing
common mental health disorders
o Learning disorders
o Mood disorders
Grade 7 – Nutrition – 3
RD
QUARTER


A. Right of the child to adequate
nutrition

B. Nutritional guidelines
The learner

demonstrates
understanding of
nutrition for a healthy
life.
The learner

makes informed
decisions in the choice
of food to eat.

The learner

discusses the right of the child to adequate
nutritious food (Article 24 of the UN Rights
of the Child)
follows the appropriate nutritional guidelines


K TO 12 – HEALTH

*TWG on K to 12 Curriculum – version as January 31, 2012 13


Content Content Standards Performance Standards Learning Competencies














C. Decisionomaking skills

D. Nutritional problems of
adolesents




E. Malnutrition and micronutrient
deficiencies





F. Eating disorders















for adolescents for healthful eating
explains the need to select food based
on the nutritional needs during puberty
analyzes one’s current nutritional status
computes one’s caloric need
evaluates one’s diet in terms of sugar
sodium fat, fiber, etc.
follows the Food Pyramid guide for
adolescents and the nutritional
guidelines for Filipinos in choosing foods
to eat
applies decision-making skills in selecting
foods to eat
Looks at food sanitation and safety when
choosing foods to eat
analyzes the relationship between
good nutrition and prevention of
diseases
identifies the nutritional problems of
adolescents
describes the characteristics, signs
and symptoms of malnutrition and
micronutrient deficiencies
discusses ways of preventing and
controlling malnutrition and
micronutrient deficiencies
applies decision-making and critical
thinking skills to prevent nutritional
deficiencies
explains the characteristics, signs
and symptoms of eating disorders
o Anorexia nervosa
o Bulimia


K TO 12 – HEALTH

*TWG on K to 12 Curriculum – version as January 31, 2012 14


Content Content Standards Performance Standards Learning Competencies



o Compulsive eating disorder
discusses ways of preventing and
controlling eating disorders
applies 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 of
unintentional injuries

C. First aider


D. First aid for common
unintentional injuries
(Coordinate with Clinic)









The learner…

demonstrates understanding of
the concepts and principles of
safety education to prevent
injuries
The learner…


Practices the habits of
observing appropriate personal
safety measures at all times


The learner…

Discusses the right of the child to
safety
Discusses the concept of
unintentional injuries
Illustrates data on unintentional
injuries

Practices the various strategies in
the prevention and control of
unintentional injuries

Describes the characteristics of a
good first aider

demonstrates proper first aid
procedures for common unintentional
injuries
applies DOH-approved medicinal
plants externally
o musculoskeletal injuries
o heat emergencies
o control of bleeding
o poisoning
o choking


K TO 12 – HEALTH

*TWG on K to 12 Curriculum – version as January 31, 2012 15


Content Content Standards Performance Standards Learning Competencies


E. Bandaging techniques



F. Dressing, carrying and
transporting the victim


G. First aid kit (Coordinate with
clinic)


o fracture
o drowning
o heart attack

Demonstrates appropriate
bandaging techniques for
unintentional injuries

demonstrates proper techniques in
carrying and transporting the victim
of unintentional injuries

Prepares a handy first aid kit












K TO 12 – HEALTH

*TWG on K to 12 Curriculum – version as January 31, 2012 16


HEALTH EDUCATION GRADE 8
Content Content Standards Performance Standards Learning Competencies
Family health I
1
st
Quarter

A. Gender and Human
Sexuality (Correlate with
Values Education; coordinate
with Guidance Counselor)










B. Teen-age concerns






C. Sexually transmitted
infections (with emphasis on
HIV and AIDS), (Celebrate
World AIDS Day on December
1)


The learner

demonstrates
understanding of human
and managing sexuality
related issues for a
healthy life.
The learner

appropriately manages
sexuality-related issues
through responsible and
informed decisions.
The learner
Discusses sexuality as an important
component of one’s personality
Explains the dimensions of human
sexuality
Analyzes the factors that affect
one’s attitudes and practices related
to sexuality
Assesses personal health attitudes
that may influence sexual behavior
Relates the importance of sexuality
to family health

Describes teen-age concerns, e.g.,
boy-girl relationship and their
effects on holistic health
Identify the different
issues/concerns of teenager (i.e.,
identity crisis) and the support and
understanding of the family.
Discusses the signs, symptoms, and
effects of sexually transmitted
infections (STIs), such as Human
Immunodeficiency Virus (HIV)
infection and Acquired Immune
Deficiency Syndrome (AIDS)
Corrects misconceptions, myths,


K TO 12 – HEALTH

*TWG on K to 12 Curriculum – version as January 31, 2012 17



















D. Development of decision-
skills in managing sexuality-
related issues
and beliefs about STIs
Enumerates steps in the prevention
and control of STIs
Analyzes why abstinence is the most
effective method for the prevention of
HIV and AIDS and other STIs
Follows government policies in the
prevention and control of HIV and
AIDS (RA 8504 or Philippine AIDS
Prevention and Control Act)
Explains other government efforts in
ensuring a clean blood supply to
prevent issues and problems related
to sexuality (RA 7719 or Blood
Services Act of 1994)

Applies decision-making skills in
managing sexuality-related issues

Family health II
2
nd
Quarter

A. Courtship, dating, and
marriage







B. Conception, pregnancy and
childbirth
The learner

demonstrates
understanding of
responsible parenthood
for a healthy family life.
The learner
makes informed and
values-based decisions in
preparation for
responsible parenthood
The learner
explains the importance of
courtship and dating in choosing a life
partner
analyzes behaviors that promote
healthy relationship in marriage and
family life
describes the factors that contribute
to a successful marriage



K TO 12 – HEALTH

*TWG on K to 12 Curriculum – version as January 31, 2012 18






















C. Responsible parenthood

explains the process of conception
discusses the causes and prevention
of infertility
describes the development of the
fetus during pregnancy
discusses pregnancy-related
concerns
explains the importance of maternal
nutrition during pregnancy
describes preparations and
conditions during childbirth
explains the importance of prenatal
care
discusses the essential newborn
protocol
enumerates the advantages of
breastfeeding
discusses the importance of Infant
and Young Child Feeding

analyzes the importance of
responsible parenthood
explains the effects of family size on
health
examines the important roles and
responsibilities of parents in child
rearing and care
explains the effects of rapid
population growth on the health of
the nation



K TO 12 – HEALTH

*TWG on K to 12 Curriculum – version as January 31, 2012 19






Prevention and control of
diseases and disorders
3rd Quarter


A. Concept of health and
disease

B. Common beliefs about the
cause of diseases

C. General factors that influence
the health equilibrium (host,
agent, and environment)
D. Factors in the development
of a disease
E. Chain of infection
F. Stages of infection
G. General methods of disease
prevention and control


H. Skin diseases as adolescent
health concerns:
I. Nature, prevention, and
control
J. Facts and myths about
communicable diseases
during adolescence
The learner

demonstrates
understanding on the
prevention and control of
communicable diseases
for the attainment of
individual wellness.
The learner

consistently
demonstrates personal
responsibility and
healthful practices in the
prevention and control of
communicable diseases,.
The learner

discusses the concept of health and
disease
analyzes the common beliefs about
disease causation
describes factors that influence the
health equilibrium
discusses the factors in the
development of a disease
formulates guidelines to lessen the
impact of these factors
explains the elements of the chain of
infection and their interrelationship
with one another
discusses the stages of infection
recommends actions to prevent and
control the spread of communicable
diseases
explains the nature of common skin
diseases during adolescence
practices ways to prevent and
control skin diseases
distinguishes facts from myths about


K TO 12 – HEALTH

*TWG on K to 12 Curriculum – version as January 31, 2012 20


K. Development of self-
monitoring skills




communicable diseases during
adolescence
demonstrates self-monitoring skills to
prevent communicable diseases
Prevention of Substance
Use and Abuse(Cigarettes
and Alcohol)
4
th
Quarter






Cigarettes and Alcohol
The learner

demonstrate understanding
of cigarette and alcohol use
prevention for a healthy
family life.

The learner

share responsibility with the
family in the prevention of
cigarette and alcohol use for
a healthy family life through
the preparation of advocacy
materials.

The learner
Discuss cigarettes and alcohol as
gateway drugs
Analyze the implications of cigarette
smoking
- Describe the harmful short- and long-
term effects of cigarette smoking on
the different parts of the body.
- Discuss the dangers of mainstream,
second-hand and third hand smoke
- Explain the impact of cigarette
smoking on the family, environment,
community, and country
Analyze the implications of drinking
alcoholic beverages
- Describe the harmful short- and long-
term effects of drinking alcoholic
beverages
- Interpret blood alcohol concentration
in terms of physiological changes in
the body
- Explain the impact of drinking
alcoholic beverages on the family,


K TO 12 – HEALTH

*TWG on K to 12 Curriculum – version as January 31, 2012 21


community , and country
Discuss strategies in the prevention
and control of cigarette smoking and
drinking alcoholic beverages
- Apply resistance skills in situations
related to cigarette and alcohol use
Enumerate healthy alternatives to
cigarette and alcohol use
- Follow school rules and government
laws related to cigarette and alcohol
use
Prepare advocacy materials against
cigarette and alcohol use

Sign up to vote on this title
UsefulNot useful