REPUBLIKA NG PILIPINAS

Republic of the Philippines

PAMANTASANG NORMAL NG PILIPINAS VISAYAS
Philippine Normal University Visayas
ANG PAMBANSANG SENTRO SA EDUKASYONG PANGGURO
The National Center for Teacher Education
LUNGSOD NG CADIZ
City of Cadiz

TABLE OF CONTENTS

• Overview 1

• Learning Objectives 1

• Lesson 1: Introduction to Health Literacy 2

-Health literacy, its definition

and significance to the 21st century

-Health Literacy in Schools: An Educational

Asset in the 21st Century

-Health Literacy in the Philippine Context and 4

The Prevalence of Limited Health Literacy in the

Philippines Framework

-Limiting Factors 6

-Examples of Health Literacy

-Ways to improve health literacy involves 7

-Types of Health Literacy

• Lesson 2: Overview of K-12 Health Education Goals 9

-Educational Paradigms

-K-12 Health Education Curriculum 10

-Five Key Points to include in Every Health Education Lesson

- Conceptual Framework of Health Education 11

- Health Content Areas

- Characteristics of a Health Curriculum 12

-Alignment with health literacy to ensure healthy 13

lives and promote well-being for all

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Module 3: Development of Health Literacy in K-12 Curriculum

Overview
In module 3, it delves the essential task of nurturing health literacy in the K-12
curriculum, exploring its significance within the contemporary educational landscape.
Participants will uncover the current definition and relevance of health literacy, gaining
insight into its intricate nature within the context of today's society. Real-world examples of
health literacy will be explored, ranging from interpreting medical information to making
well-informed decisions about personal well-being.
Effective strategies and methodologies for improving health literacy will be revealed,
with a focus on practical implementation in educational settings. The module will also
address the various dimensions of health literacy, spanning from foundational understanding
to critical analysis, illuminating the diverse skills encompassed within this domain.
Furthermore, the integral role of health literacy in the educational framework will be
examined, considering its impact on the overall well-being of students and the broader
community. Lastly, participants will gain an understanding of the overarching goals and
objectives of the K-12 health education curriculum, acknowledging its pivotal role in shaping
individuals who are both well-informed and health-conscious.
Learning Objectives

1. Explore the concept of health literacy in the 21st century by examining its definition,
components, and relevance to the well-being of individuals within the K-12
educational context.
2. Identify and analyze examples of health literacy within the K-12 curriculum,
illustrating how these instances contribute to fostering a comprehensive understanding
of health-related information and skills.
3. Investigate strategies and methods to enhance health literacy in K-12 education,
considering diverse approaches, resources, and technologies to effectively improve
students' ability to access, understand, and apply health information for lifelong well-
being.
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Lesson 1: Introduction to Health Literacy

In Lesson 1, participants will embark on a foundational exploration of health literacy,

delving into its definition and elucidating its critical relevance in the 21st century. The lesson
will extend its focus to contextualize health literacy within the Philippine educational
framework, recognizing its unique role in the local context.
The session will feature real-world examples, providing tangible illustrations of health
literacy in action. Strategies to enhance health literacy will be discussed, offering practical
insights into ways to improve this essential skill set. Additionally, participants will gain a
nuanced understanding of the different types of health literacy, ranging from basic
comprehension to more advanced analytical capacities. This comprehensive overview sets the
stage for a deeper dive into the multifaceted realm of health literacy throughout the course.
Health literacy: its definition and significance to the 21st century.
The introduction to health literacy within the development of the K-12 curriculum is a
pivotal step in equipping students with essential life skills. Health literacy in this context
encompasses the ability to understand, interpret, and apply health information, fostering
informed decision-making regarding personal well-being. In the K-12 curriculum, the
emphasis on health literacy aligns with the recognition that students need to navigate an
increasingly complex healthcare landscape. This introduction aims to define health literacy
within the educational framework, highlighting its significance in preparing students for a
world where health information is abundant and diverse. Integrating health literacy into the
curriculum, students not only gain the knowledge to comprehend medical information but
also acquire the skills to critically analyze health-related content. This foundational
understanding sets the stage for the broader goal of cultivating health-conscious individuals
who can actively participate in maintaining their well-being. The introduction to health
literacy in the K-12 curriculum lays the groundwork for a comprehensive educational journey
that prioritizes students' ability to make informed choices about their health.
Health literacy refers to the ability of individuals to obtain, process, understand, and
apply health information to make informed decisions about their well-being. In essence, it
involves the capacity to navigate the complexities of the healthcare system, comprehend
medical information, and actively engage in maintaining one's health. In the 21st century,
health literacy is increasingly recognized as a crucial skill, given the abundance of health-
related information and the complexity of healthcare systems. It empowers individuals to
make informed choices, promotes preventative health measures, and contributes to overall
health and well-being. In line with the definition of World Health Organization (WHO
2023, health literacy refers to the ability to gather and understand basic health information
and health services necessary to make appropriate health decisions. Where health defined as,
state of complete physical, mental and social wellbeing and not merely the absence of disease
or infirmity while literacy is the quality or state of being literate most especially the ability to
read and write.
Health literacy in schools: An Education Asset in the 21st Century
In the contemporary era, health literacy stands as a vital skill, empowering young
individuals to critically assess health information, make well-informed choices regarding
their well-being, and shape their health-related behaviors. This significance is heightened
within the context of digitalization and the evolving digital landscape, which impact how
health information is generated, disseminated, and communicated. The promotion of health
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literacy not only fosters health equity but also empowers children and adolescents to actively
engage in and contribute to society.
The cultivation of health literacy commences early in childhood, with schools serving
as a primary and promising environment for its development. It is essential to recognize that
health literacy extends beyond individual competencies and behaviors; it encompasses a
structural approach that addresses system-level factors and conditions. In essence, fostering
health literacy in educational settings is not only an investment in personal development but
also a strategic initiative to navigate the complexities of health information in the broader
societal context.
The Global Health and Education series 2023 is a webinar that was conducted in
collaboration with the Schools for Health in Europe Network Foundation (SHE), it aims to
explore the role of health literacy within the school context and the broader educational
sector. It is endorsed by the United Nations Educational, Scientific and Cultural Organization
(UNESCO), an agency of the United Nations dedicated to promoting peace through
international cooperation in education, the sciences, and culture.
In a webinar series, among the four variables which is as a curriculum subject, as a
cross cutting issue, both as a curriculum subject, as a cross cutting issue and neither. The
participants highest vote or answers was both as a curriculum subject.
Figure 1: Do you address health literacy in schools as a curriculum subject or as a
cross cutting issue?

The webinar seeks to address the question of whether health literacy in schools should
be approached as a dedicated curriculum subject or as a cross-cutting issue. According to
participant responses in the series, the majority favored the perspective of addressing health
literacy both as a curriculum subject and as a cross-cutting issue.
Figure 2: Do you address health literacy in one or more of the following domains?
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Additionally, the webinar delves into the domains in which health literacy is
addressed. Among the three domains—school staff, school environment, and the wider school
community (including parents and external stakeholders)—the wider school community
received the highest response as the domain in which health literacy is predominantly
addressed.

Health literacy in the Philippine Context

ACCESS
Health information across three
domains of health continuum:
UNDERSTANDING

HEALTH DISEASE HEALTH

CARE PREVENTION PROMOTION
APPRAISE

APPLY

Figure 3: Health Literacy in the Philippine Context Framework

Health literacy in the Philippine context is a multifaceted endeavor, encapsulating

various dimensions that contribute to the overall well-being of individuals within the nation.
In the Philippines, health literacy involves the ability to access, understand, appraise, and
apply health information across the spectrum of the health continuum.
The first critical aspect is Access, signifying the ability of individuals to obtain
relevant and reliable health information. This includes having access to healthcare services,
understanding health-related resources, and navigating the healthcare system effectively. In a
country as diverse as the Philippines, ensuring equitable access to health information is
fundamental for empowering all citizens to make informed decisions about their health.
Understanding is the second dimension, emphasizing the importance of
comprehending health information. This involves not only the literal interpretation of medical
advice but also a deeper understanding of the sociocultural context that influences health
behaviors. In the Philippine context, where cultural diversity is rich, promoting a nuanced
understanding of health information becomes integral to fostering health literacy Johnson,
(2018).
Appraise, represents the critical evaluation of health information. Individuals need to
assess the credibility and relevance of health-related content to make informed decisions.
This dimension is particularly crucial in the Philippines, where health practices may vary
across regions, and discernment is essential to adapting information to diverse contexts.
The fourth dimension, Apply, signifies the practical application of health knowledge
in everyday life. Health literacy is not just about accumulating information but also about
integrating it into personal and community health practices. This is paramount in a country
like the Philippines, where community-oriented health initiatives are integral to overall well-
being.
Within the Philippines, health literacy extends its influence across three significant
domains of the health continuum: Health Care, focusing on navigating healthcare services;
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Disease Prevention, emphasizing the importance of proactive health measures; and Health
Promotion, encouraging a holistic approach to well-being.
In essence, health literacy in the Philippine context is a dynamic and evolving
concept, intertwining with the cultural, social, and geographical intricacies of the nation. It
serves as a cornerstone for building a healthier, informed, and empowered populace, capable
of actively participating in their own health journey and contributing to the broader health
landscape of the Philippines.

Figure 4: Prevalence of limited Health Literacy in the Philippines

The framework above talks about the prevalence of limited health literacy in the
Philippines. It is a significant concern that warrants attention and strategic interventions.
Limited health literacy refers to individuals' challenges in accessing, understanding, and
effectively utilizing health information to make informed decisions about their well-being.
In the Philippines, several factors contribute to the prevalence of limited health
literacy. Linguistic diversity, with numerous regional languages spoken across the
archipelago, can pose challenges in disseminating standardized health information
comprehensible to all. Additionally, varying levels of education and socioeconomic
disparities may further exacerbate the accessibility of health information, particularly in
marginalized communities.
Limited health literacy can hinder individuals' ability to navigate the healthcare
system, leading to potential disparities in health outcomes. Misinterpretation of medical
instructions, lack of awareness about preventive measures, and challenges in adhering to
prescribed treatments are some of the repercussions associated with limited health literacy.
According to Brown and Jones (2020), addressing the prevalence of limited health
literacy requires a multifaceted approach. Initiatives aimed at simplifying health
communication, utilizing culturally sensitive materials, and employing various channels to
disseminate information can enhance accessibility. Moreover, educational programs targeted
at improving health literacy skills, especially in schools and community settings, play a
crucial role in empowering individuals to take charge of their health.
Recognizing the prevalence of limited health literacy in the Philippines underscores
the importance of tailoring health communication strategies to diverse audiences, promoting
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equitable access to information, and fostering a culture of health literacy that empowers
individuals across all segments of society.
Based on the research of Briones (2020), these are the challenging factors that the Filipino’s
encounter in terms in a low adult income:
Limiting Factors
ü Low competencies of the population for engaging with health information.
ü Lack of proper information about health care.
ü Limited number of Practitioners and Facilities.
ü Poor geographic distribution of doctors and nurses.
ü High out of pocket cost for patients.
ü Barriers to health service access.
ü Access to health care system.
Examples of Health Literacy
Health literacy is crucial for making informed decisions about one's well-
being. For instance, understanding nutritional labels empowers individuals to choose
foods aligned with their health goals. Additionally, being able to comprehend medical
instructions ensures proper adherence to prescribed treatments, contributing to overall
wellness. Moreover, navigating healthcare information online enables individuals to
distinguish reliable sources from misinformation, promoting proactive and informed
healthcare decisions. In essence, health literacy equips people with the knowledge and
skills to actively engage in maintaining and improving their health.
1. Reading Medication Labels: An individual with high health literacy can
easily read and understand medication labels, including dosage
instructions and potential side effects.
2. Understanding Nutrition Labels: They can interpret nutrition labels on
food products, making informed choices about their diet based on
information about calories, nutrients, and serving sizes.
3. Navigating Healthcare Websites: They can effectively search and find
reliable health information online, distinguishing between reputable
sources and misinformation.
4. Participating in Informed Consent: They can engage in informed
discussions with healthcare providers, understanding the risks and benefits
of medical procedures and treatments before making decisions.
5. Managing Chronic Conditions: Individuals with high health literacy can
manage chronic illnesses by understanding their condition, adhering to
treatment plans, and recognizing warning signs.
6. Preventive Health: They can make informed choices about preventive
measures like vaccinations, screenings, and lifestyle changes based on
their understanding of health recommendations.
7. Health Literacy Campaigns: Health literacy is also about creating
materials and campaigns that are easy to understand. Effective health
literacy initiatives use plain language, simple visuals, and accessible
formats.
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Improving health literacy can be accomplished through information

dissemination, promotion of healthy decision-making, and increasing access to
health resources. According to the National Action Plan to Improve Health
Literacy, it is a multi-sector effort to improve health literacy by engaging
organizations, professionals, policymakers, communities, individuals, and families
in a linked effort. The Action Plan has 7 goals and strategies to develop and
disseminate accurate, accessible, and actionable health information, promote
changes in the healthcare system, and increase health literacy skills and practices.
Source: National Action Plan to Improve Health Literacy
Here are six ways to improve health literacy:
1. Providing clear and concise health information.
2. Using plain language and avoiding medical jargon.
3. Utilizing visual aids.
4. Encouraging patient engagement.
5. Tailoring information to specific cultural groups.
6. Promoting health literacy at all levels of education.

Types of health literacy

HEALTH LITERACY

FUNCTIONAL CRTICAL HEALTH

HEALTH LITERACY LITERACY

COMMUNICATIVE/INT
ERACTIVE HEALTH
LITERACY

Figure 5: Types of Health Literacy

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Functional health literacy refers to basic reading and writing skills related to health
information. Critical health literacy involves the ability to analyze and understand health
information critically, evaluating its credibility and relevance. Communicative/interactive
health literacy focuses on the skills needed to actively engage with healthcare providers, ask
questions, and participate in decision-making about one's health.
In conclusion, understanding health literacy in the 21st century involves exploring its
definition, recognizing its importance in education and specific contexts like the Philippines,
examining real-life examples, and implementing strategies to enhance it. The comprehensive
overview of various types of health literacy provides a comparative analysis, offering
valuable insights into functional, critical, and communicative/interactive dimensions. This
multifaceted approach contributes to a more holistic understanding and underscores the
importance of promoting diverse aspects of health literacy for informed and empowered
communities.
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Lesson 2: Overview of K-12 Health Education Goals

The K-12 health education curriculum serves as a comprehensive framework designed
to impart essential knowledge and skills to students, fostering a holistic understanding of
health and well-being. The primary purpose of this curriculum is to equip students with the
tools necessary to make informed decisions about their health, develop positive behaviors,
and cultivate a lifelong commitment to well-being. Aligned with Sustainable Development
Goal 3 (SDG 3) - "Good Health and Well-Being," the K-12 health education goals aim to
address global health challenges by promoting health literacy among students. By integrating
health education into the curriculum, there is a strategic effort to contribute to SDG 3's vision
of ensuring healthy lives and promoting well-being for all at all ages. The curriculum
underscores the importance of health literacy as a key component in achieving the broader
objectives of SDG 3, emphasizing the role of education in empowering individuals to actively
engage in promoting their own health and that of their communities.
Education is one of the key settings identified as a common denominator to address
poor health literacy around the globe (Vamos and Yeung,2016). Enhancing the education and
health of school-age children is a critical issue for the continued well-being of our nation. The
2004 Institute of Medicine (IOM, now the National Academies of Sciences, Engineering, and
Medicine [NASEM]) report, Health Literacy: A Prescription to End Confusion noted the
education system as one major pathway for improving health literacy by integrating health
knowledge and skills into the existing curricula of kindergarten through 12th-grade classes.
There are different educational paradigms to address health literacy and clarify the
education for health literacy perspective, which we consider as a supportive, instructional and
capacity-building global resource across the life-course.
Educational Paradigms
1. No Education without Health
Good health is a prerequisite for effective learning. Health-related problems can
diminish a student’s motivation and ability to learn. Complications with vision, hearing,
asthma, occurrences of teen pregnancy, aggression and violence, lack of physical activity, and
low cognitive and emotional ability can reduce academic success.
2. No Health without Education
Education equips individuals with the knowledge and skills necessary to make
informed decisions about their health. According to the Canadian Council (2008), on
Learning report, education can have a direct effect on our health by influencing a range of
competencies such our ability to gather and interpret health-related information influencing
coping abilities and decision-making.
3. No Education and Health Without Health Literacy
Health literacy is a powerful bridging concept between education and health. Health
literacy is described as a concept, a process, an outcome and a public health goal. We know
that lower health literacy is associated with poorer health outcomes and health behaviors.
According to Nutbeam(2019), Health literacy involves “an observable set of skills
that can be developed and improved through effective communication and education”. These
transferable skills are assets and are continuously developed and enhanced over the life-
course to adapt to the different and changing environments, contexts, and the sophistication
of modern times. We need more tailored approaches and services to facilitate the acquisition
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of health literacy skills for different groups. Quality education and life-long learning are
instrumental in the process.
K-12 Health Education Curriculum
The main purpose of K-12 health education curriculum is to provide students with
comprehensive knowledge, skills, and attitudes necessary to make informed decisions about
their health and well-being. This includes promoting a holistic understanding of physical,
mental, and social aspects of health, fostering healthy behaviors, and equipping students with
the tools to navigate and address health-related challenges throughout their lives. The
curriculum aims to empower students to adopt and maintain healthy lifestyles, make
responsible choices, and contribute to the overall well-being of themselves and their
communities. The 2012 Contemporary Health Education Curriculum is a planned, sequential,
K-12 curriculum that addresses the physical, mental, emotional and social dimensions of
health. The curriculum is designed to motivate and assist students to maintain and improve
their health, prevent disease, and reduce health-related risk behaviors. It allows students to
develop and demonstrate increasingly sophisticated health-related knowledge, attitudes,
skills, and practices.
In every health education lesson, it is crucial to impart five key points that collectively
contribute to fostering a comprehensive understanding of well-being. First and foremost,
students should be taught the intrinsic value of making healthy choices, emphasizing the
positive impact such decisions have on their overall health. Equally important is educating
them about the consequences associated with poor health choices, instilling an awareness of
potential risks. Additionally, students should learn where to access valid and reliable health
information, promoting informed decision-making. Encouraging the setting of high health
goals is another vital aspect, empowering students to aspire to and maintain optimal well-
being. Finally, the curriculum should equip students with the skills to advocate for not only
their own health but also that of others, fostering a sense of responsibility for community
well-being. By addressing these key points, health education becomes a holistic and
empowering experience, preparing students for a lifetime of informed and proactive health
choices.
Five Key Points to Include in Every Health Education Lesson
1. Teach students the value of making healthy choices.
2. Teach students the consequences of making poor health choices.
3. Teach students where to search for valid health information.
4. Teach students to set high health goals for themselves.
5. Teach students to advocate for the health of themselves and others.

With the K – 12 Health Curriculum, a learner should be able to achieve, sustain,

and promote life-long and wellness.

With the K – 12 Health Curriculum, a learner should be able to achieve, sustain, and promote
life-long and wellness.
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Figure 6: K-12 Health Education Framework

The K-12 health education curriculum is designed with a comprehensive approach,
encompassing nine essential health content areas Department of Education (2016).
Health Content Areas

Injury Prevention, Safety and First Aid: Discusses the causes, costs, and
prevention of accidents and injuries while performing various activities at home, in
school or in the community. Prevention can be done through the promotion of safe
environments, the development of safety programs, procedures and services, which
includes first aid education and disaster preparedness programs.

Community and Environmental Health: Situates the learner as an integral

part of the community and the environment, with a great responsibility of protecting
the environment, with the support of individual and community actions and legislation
promoting a standard of health, hygiene and safety in food and water supply, waste
management, pollution control, pest control, as well as the delivery of primary health
care.
 12

Consumer Health: Focuses on the application of consumer knowledge and

skills in the effective evaluation, selection and use of health information, products,
and services.

Family Health: Covers information on the human life cycle and on family
dynamics that influence an individual’s development of ideals, values and standards
of behavior regarding sexuality and responsible parenthood.

Growth and Development: Emphasizes developmental milestones and health

concerns during puberty and adolescence with focus on personal health and the
development of self-management skills to cope with life’s changes.

Nutrition: Addresses the importance of eating healthy and establishing good

eating habits especially for children and adolescents to enhance health and prevent
diseases.

Personal Health: Comprises personal health habits and practices that promote
physical, mental, social, emotional, and moral-spiritual health and prevent or manage
personal health issues and concerns.

Prevention and Control of Diseases and Disorders: Involves the prevention

and control of both communicable and non-communicable diseases and disorders
through the development of health habits and practices and the adoption of health
programs supported by legislation with provisions on school and community health
services.

Substance Use and Abuse: Highlights the prevention and control of the use,
misuse, and abuse of substances and drugs by providing comprehensive information
on the nature of abused substances, the negative impact of substance abuse on the
individual, family and society in general; and the importance of learning and using
resistance skills to protect oneself from drug risk-taking behaviors.

Characteristics of a Health Curriculum

Culture-responsive: Uses the cultural knowledge, prior experiences, and

performance styles of the diverse student body to make learning more appropriate and
effective for them (Gay, 2000).

Epidemiological: Relates to the incidence, prevalence and distribution of

diseases in populations, including detection of the sources and causes of epidemics.

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

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 and spiritual).
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Learner-centered: Focuses on the student's needs, abilities, interests, and

learning styles with the teacher as a facilitator of learning.

Preventive: Characterizes something that helps people take positive health

action to prevent diseases and to achieve optimum health.

Rights-based: Advances the understanding and recognition of human rights,

as laid down in the Universal Declaration of Human Rights and other international
human rights instruments.

Standards and outcomes-based: Requires students to demonstrate that they

have learned the academic standards set on specific content and competencies.

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.

The K-12 health education framework emphasizes the goal of achieving, sustaining,
and promoting lifelong wellness. This means fostering a comprehensive understanding of
health that goes beyond mere absence of illness, encouraging individuals to adopt and
maintain healthy behaviors throughout their lives.
The framework aims to equip students with the knowledge and skills necessary to
make informed decisions about their well-being and actively engage in practices that support
long-term health.
Alignment with Health Literacy To Ensure healthy lives and promote well-
being for all
“SDG 3 aspires to ensure health and well-being for all, including a bold commitment
to end the epidemics of AIDS, tuberculosis, malaria and other communicable diseases by
2030. It also aims to achieve universal health coverage and provide access to safe and
effective medicines and vaccines for all”.
Since the creation of the Millennium Development Goals, there have been historic
achievements in reducing child mortality, improving maternal health and tackling HIV/AIDS,
tuberculosis, malaria and other diseases. In 15 years, the number of people newly infected by
HIV each year has dropped from 3.1 million to 2 million and over 6.2 million lives were
saved from malaria. Since 1990, maternal mortality fell by 45 percent, and worldwide there
has been an over 50 percent decline in preventable child deaths globally.
Acknowledging the interconnected nature of health and development, the Sustainable
Development Goals (SDGs) present an ambitious and holistic strategy encompassing people,
planet, and prosperity. Within this framework, the objective of advancing health and well-
being stands as one of the 17 Global Goals outlined in the 2030 Agenda for Sustainable
Development. The SDGs recognize the need for an integrated approach to effectively address
the complexities and inter-dependencies across various goals. By emphasizing the interplay
between health and broader development issues, the SDGs aim to eradicate the underlying
injustices that contribute to sub-optimal health and development outcomes on a global scale.
This holistic perspective underscores the importance of viewing health within the broader
context of sustainable and equitable development.
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The K-12 health education goals encompass a holistic approach to well-being,

emphasizing the importance of achieving, sustaining, and promoting lifelong wellness. The
curriculum is designed to meet the diverse demands of students, addressing not only physical
health but also mental and social aspects. Its main purpose is to equip students with the
knowledge and skills needed to make informed decisions about their health, fostering a
proactive engagement with healthy behaviors throughout their lives. Furthermore, the
alignment of K-12 health education with health literacy contributes to the global initiative of
Sustainable Development Goal 3, "Good Health and Well-being," ensuring that students are
not only well-prepared individually but also contribute to the broader societal goal of
advancing health and well-being for all.
In conclusion, this lesson has provided a comprehensive exploration of health literacy,
defining its significance in the 21st century. We delved into the contextualization of health
literacy within the Philippine educational framework, shedding light on its integral role in
fostering a health-conscious society. The lesson further elucidated various examples, methods
for improvement, and types of health literacy, equipping students with a nuanced
understanding. Moreover, we examined the alignment of K-12 health education goals with
health literacy, emphasizing the curriculum's demands and its overarching purpose. By
linking these educational objectives to Sustainable Development Goal 3, "Good Health and
Well-being," the lesson underscores the vital role of K-12 health education in contributing to
global efforts for a healthier and more informed populace.
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Assessment

1. The following are the definition of Health Literacy, EXCEPT.

a. Health literacy refers to the ability of individuals to obtain, understand, and use health
information.
b. Health literacy describes the ability to comprehend and evaluate health related information.
c. Health Literacy is a state of complete physical, mental, and social well-being and not
merely the absence of disease or infirmity.
d. Health literacy is the ability to get, understand and use health information in daily life.

2. What does health literacy primarily encompass?

a) Understanding only medication labels
b) Accessing healthcare websites
c) Reading and understanding health information to make informed decisions
d) Engaging in informed consent with healthcare providers

3. Which factor is NOT associated with high health literacy?

a) Managing chronic conditions
b) Difficulty in interpreting nutrition labels
c) Effectively navigating healthcare websites
d) Participating in informed consent discussions

4. How does health literacy contribute to preventive health, as exemplified in the scenario of
a person informed about the flu vaccine?
A. Encourages avoiding preventive measures
B. Discourages reviewing vaccine information
C. Empowers to make informed choices
D. Promotes neglecting potential side effects
 18

5. Which of the following is an example of practicing health literacy in everyday life?

A. Avoiding reading medication labels to simplify the process
B. Ignoring nutrition labels on food products
C. Navigating a healthcare website for reliable information
D. Dismissing the importance of informed consent in medical procedures.

6. Which of the following is a way to improve health literacy?

A. Using complex medical terminology
B. Providing clear and concise health information
C. Avoiding visual aids
D. Discouraging patient engagement

7. Which of the following is NOT a way to improve health literacy?

a.) Reading health-related articles and books
b.) Attending health education programs and workshops
c.) Avoiding seeking medical advice from healthcare professionals

8. These are some of ways to improve health literacy, except.

a. providing clear and concise health information
b. using one language and avoiding medical terms
c. utilizing visual aids
d. encouraging patient engagement

9. Choose the correct answer on how to improve health literacy.

a. utilizing invisible aids
b. encouraging patient not to engaged
c. tailoring information to one cultural group
d. promoting health literacy at all levels of education.
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10. Which type of health literacy focuses on interpersonal communication skills related to
health?
a) Functional Health Literacy
b) Interactive Health Literacy
c) Critical Health Literacy

11. How does functional health literacy impact an individual’s ability to understand health
information?
a) It enables individuals to analyze health disparities
b) It involves basic reading and writing skills for understanding health information
c) It focuses on interpersonal communication skills

12. Health literacy is important to healthcare professionals because of all the following
EXCEPT:
A. When low literacy individuals finally seek our help, they are usually much sicker than
normal Literacy individuals.
B. Individuals with low literacy are more likely to sue.
C. Individuals with low literacy have annual healthcare costs that are four times higher than
for those with higher literacy levels.

13. Health literacy is the ability to read, understand and act on health information to make
informed decisions.
A. True
B. False

14. Which patient is most likely to have low health literacy?

A. The patient whose eyes wander over the page, does not ask any questions, and signs the
Form without reading the information.
B. The elderly patient who asks if she can stop taking her stool softeners.
C. The patient who takes 10 different medications per day.
 20

15. The following are grouped characteristics of a K-12 Health Curriculum, except for some,
which among the choices corresponds to the incorrect set of K-12 Health Curriculum
characteristics?

I. Culture-responsive, Values-based, Learner-centered

II. Preventive, Quality, Health and life skills based
III. Epidemiological, Safety, Rights-based
IV. Standards and Outcomes based, Holistic

A. I and IV
B. II and III
C. I and III
D. II and IV

16. With the K-12 Health Curriculum, a learner should be able to do the following for
lifelong and wellness, EXCEPT one.
A. Appreciate
B. Achieve
C. Sustain
D. Promote

17. Which among the choices is NOT included in the 9 strands of a Health Curriculum?
A. Nutrition and Fitness
B. Mental Health
C. Dental Health
D. Human Growth and Development

18. Question: What is the primary goal of the 2012 Contemporary Health Education
Curriculum?
A) Enhancing academic performance
B) Fostering artistic expression
C) Addressing physical, mental, emotional, and social dimensions of health
D) Promoting environmental sustainability
 21

19. Why is health literacy considered a critical 21st-century competence for children and
adolescents?
A. To enhance artistic skills
B. To navigate digitalized health information
C. To master ancient languages
D. To improve mathematical abilities

20. Complete the sentence. Health literacy is ____________________ but needs to be

understood as a structural approach addressing system-level factors and conditions.
A. all about personal competencies and individual behavior
B. not only about personal competencies and individual behavior
C. all about taking care of one’s state and mental health
D. not only about taking care of one’s state and mental health
 22

Answer Key
1.C
2.C
3.B
4.C
5.C
6.B
7.C
8.B
9.D
10.B
11.B
12.B
13.A
14.A
15.B
16.A
17.C
18.C
19.B
20.B
Prepared by:
Roy Anam-Anam
Jonathan Arroz
Reynaldo Dela Cruz
Eljin Pacilan
Clarisse Guarino
Maryrose Malijoc
Rina Mae Mahusay
Judy Mae Pardo-ano
Joey Mae Patiño
Ma. Victoria Treyes
Rena Tupas
Chaila Villaluz

Prepared to:
Dr. Randyll V. Villones