Health

K to 12 Curriculum Guide HEALTH Grade 1 to 10

Republic of the Philippines Department of Education DepEd Complex, Meralco Avenue Pasig CityK to 12 Curriculum Guide HEALTH (Grade 1 to Grade 10) December 2013

K to 12 BASIC EDUCATION CURRICULUM CONCEPTUAL FRAMEWORK The Kindergarten to Grade 12 (“K to 12”) Health curriculum aims to assist the Filipino learner in attaining, sustaining and promoting life-long health and wellness.The learning experience through the program provides opportunities for the development of health literacy competencies among students and to enhance their over-all well-being. Health Education from Kindergarten to Grade 10 focuses on the physical, mental, emotional, as well as the social, moral and spiritual dimensions of holistic health. Itenables the learners to acquire essential knowledge, attitudes, and skills that are necessary to promote good nutrition; to prevent and control diseases; to prevent substancemisuse and abuse; to reduce health-related risk behaviors; to prevent and control injuries with the end-view of maintaining and improving personal, family, community, aswell as global health. Health Education emphasizes the development of positive heath attitudes and relevant skills in order to achieve a good quality of living. Thus, the focus on skillsdevelopment is explicitly demonstrated in the primary grade levels. Meanwhile, a comprehensive body of knowledge is provided in the upper year levels to serve as afoundation in developing desirable health attitudes, habits and practices. In order to facilitate the development of health literacy competencies, the teacher is highly encouraged to use developmentally-appropriate learner-centered teachingapproaches. This includes scaffolding on student experience and prior learning; utilizing culture-responsive scenarios and materials; incorporating arts, and music in impartinghealth messages; engaging learners in meaningful games and cooperative learning activities; and using life skills and value-based strategies particularly in discussingsensitive topics such as substance abuse and sexuality. The teacher is also advised to use differentiated instruction in order to cater to the learners’ various needs andabilities.K to 12 Health Curriculum Guide December 2013 Page 2 of 66

K to 12 BASIC EDUCATION CURRICULUM Conceptual Framework of Health Education Holistic Values-based Preventive Growth and Development Community and Personal Health Environmental Health Health and Consumer Achieve, Nutrition Learner- Life Skills- Health Sustain and centered Substance Use based Injury Promote and Abuse Prevention and Lifelong Wellness Safety Culture- Disease Family Health Rights-based responsive Prevention and Conrtol Standards and Epidemiological Outcomes-basedK to 12 Health Curriculum Guide December 2013 Page 3 of 66

K to 12 BASIC EDUCATION CURRICULUMHEALTH CONTENT AREASInjury Prevention, Safety and First Aid: Discusses the causes, costs, and prevention of accidents and injuries while performing various activities at home, in school or inthe community. Prevention can be done through the promotion of safe environments, the development of safety programs, procedures and services, which includes first aideducation 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 theenvironment, with the support of individual and community actions and legislation promoting a standard of health, hygiene and safety in food and water supply, wastemanagement, pollution control, pest control, as well as the delivery of primary health care.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 also on family dynamics that influence an individual’s development of ideals, values and standards ofbehavior with regard to sexuality and responsible parenthood.Growth and Development: Emphasizes developmental milestones and health concerns during puberty and adolescence with focus on personal health and thedevelopment 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 as a way to enhance health and preventdiseases.Personal Health: Comprises personal health habits and practices that promote physical, mental, social, emotional, and moral-spiritual health and prevent or managepersonal 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 throughthe 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 thenature of abused substances, the negative impact of substance abuse on the individual, family and society in general; and the importance of learning and using resistanceskills to protect oneself from drug risk-taking behaviors.K to 12 Health Curriculum Guide December 2013 Page 4 of 66

K to 12 BASIC EDUCATION CURRICULUMCHARACTERISTICS OF THE HEALTH CURRICULUMCulture-responsive: Uses the cultural knowledge, prior experiences, and performance styles of the diverse student body to make learning more appropriate and effectivefor 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).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 in order 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 humanrights 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 goodeducational practice.K to 12 Health Curriculum Guide December 2013 Page 5 of 66

K to 12 BASIC EDUCATION CURRICULUMKey Stage Standards K–3 4–6 7 – 10The learner demonstrates an understanding and The learner demonstrates an understanding of The learner demonstrates an understanding of key healthobservance of healthy habits and practices in how changes, which are part of growth and concepts related to the achievement, sustainability andachieving wellness. development, impact health practices that help promotion of wellness as it improves the quality of life of achieve and sustain optimum health and well- the individual, the family and the larger community. being.K to 12 Health Curriculum Guide December 2013 Page 6 of 66

Grade Level Standards K to 12 BASIC EDUCATION CURRICULUM GRADE LEVEL Grade 1 STANDARDS Grade 2 The learner demonstrates an understanding of the essential concepts related to nutrition and personal health as well as knowledge in injury- Grade 3 prevention, safety and first aid, as factors in facilitating the development of healthy habits and practices among individuals. The learner demonstrates an understanding of personal health; family health; the prevention and control of diseases and disorders; as well as Grade 4 injury prevention, safety and first aid, which are factors that facilitate the development of healthy habits and practices. Grade 5 Grade 6 The learner demonstrates an understanding and knowledge in the following: nutrition; prevention and control of diseases and disorders; Grade 7 consumer health; and community and environmental health—factors which help in facilitating the development of healthy habits and practices. Grade 8 Grade 9 The learner demonstrates an understanding of nutrition; prevention and control of diseases and disorders; substance use and abuse; and Grade 10 injury prevention, safety and first aid, leading to the achievement of optimum health and well-being. The learner demonstrates an understanding of the nature of personal health; growth and development; substance use and abuse; and community and environmental health, which helps to achieve optimum health and well-being. The learner demonstrates an understanding of personal health, prevention and control of diseases and disorders; consumer health; and injury prevention, safety and first aid to achieve optimum health and well-being. The learner demonstrates an understanding of growth and development; nutrition; personal health and prevention and control of diseases and disorders (Non-communicable) to achieve, sustain, and promote personal health and wellness. The learner demonstrates understanding of family health; prevention and control of diseases and disorders (communicable); and prevention of substance use and abuse to achieve, sustain, and promote family health and wellness. The learner demonstrates understanding of community and environmental health; injury prevention, safety and first aid ( Unintentional and Intentional Injury); and prevention of substance use and abuse to achieve, sustain, and promote community health and wellness The learner demonstrates understanding of consumer health; national and global health trends, issues and concerns; the development of a health plan and exploration of careers in health to achieve, sustain, and promote health and wellness.K to 12 Health Curriculum Guide December 2013 Page 7 of 66

K to 12 BASIC EDUCATION CURRICULUMHealth Content Matrix for Grades 1 to 10Grading Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Period First Nutrition Personal Nutrition Nutrition Personal Personal Growth and Family Health I Community ConsumerQuarter Health/ Health Health Development Health Nutrition and Environmental HealthSecond Personal Personal Personal Prevention and Personal Prevention and Nutrition Family Health Substance Use Health Trends,Quarter Health Health Health Control of Health/ Growth Control of II and Abuse Issues and Diseases & & Development Diseases & Concerns Prevention and Prevention and Disorders Disorders (Drug (National Control of Control of scenario) Level) Diseases & Diseases & Disorders Disorders Third Personal Family Health Consumer Substance Use Substance Use Consumer Personal Prevention and Injury Health Trends,Quarter Health Health and Abuse and Abuse Health/ Health Control of Prevention, Issues and Safety and Concerns Environmental Diseases and Health Disorders First Aid (Global Level) (Unintentional (Communicable) Injuries)Fourth Injury Injury Injury Injury Injury Injury Prevention and Substance Use Injury Planning for aQuarter Prevention, Prevention, Prevention, Prevention, Prevention, Prevention, Control of and Abuse Prevention, Health Career Safety and Safety and Safety & First Safety & First Safety & First Safety & First (Gateway Safety and Aid/Community Diseases and drugs First Aid First Aid Aid Aid Aid/ Disorders (Non- First Aid /Community & and Communicable) (Intentional Environmental Environmental Consumer Health Injuries) Health HealthK to 12 Health Curriculum Guide December 2013 Page 8 of 66

K to 12 BASIC EDUCATION CURRICULUM GRADE 1CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS H1N-Ia-b-1 MATERIALSGrade 1 - NUTRITION – 1ST QUARTER (H1N) The learner… The learner… Page 9 of 66A. Healthful and less healthful The learner… 1. distinguishes healthful from less foods practices healthful eating healthful foods understands the habits daily1. Water and milk vs. soft importance of good drinks eating habits and2. Fruits and vegetables behavior vs. sweets, salty andprocessed foodB. Consequences of eating less 2. tells the consequences of eating H1N-Ic-d-2 healthful food H1N-Ie-f-3 less healthful foodsC. Good eating habits 3. practices good decision-making 1. Eat regular meals. skill in food choices 2. Eat a healthful 4. practices good eating habits that H1N-Ig-j-4 breakfast daily. can help one become healthy 3. Chew food thoroughly.Grade 1 – PERSONAL HEALTH – 2ND QUARTER (H1PH)A. Health habits and hygiene The learner… The learner… 1. identifies proper behavior during H1PH-IIa-b-1 practices good health mealtime H1PH-IIc-d-21. Proper behavior during demonstrates habits and hygiene dailymealtime. 2. demonstrates proper hand H1PH-IIe-3 understanding of the washing H1PH-IIf-i-42. Proper hand washing proper ways of taking 2.1 before and after care of one’s health 3. realizes the importance of washing hands eating 4. practices habits of keeping the2.2 after using the toilet body clean & healthy2.3 when the hands getdirty3. Washing the feet when 5. realizes the importance of practicing good health habits dirty, before going tobed, and after wading H1PH-IIj-5in flood waters4. Taking a bath every day5. Wiping hands and faceK to 12 Health Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALS H1FH-IIIa-1 Page 10 of 66with a clean H1FH-IIIb-2handkerchief6. Covering cough andsneeze with cleanhandkerchief or tissuepaper when coughingor sneezing7. Coughing or sneezinginto the crook of theelbow rather than thehand8. Wearing clean clothesappropriate to theactivity9. Having enough rest andsleep10. Maintaining goodposture11. Engaging in physicalactivityGrade 1 – FAMILY HEALTH – 3RD QUARTER (H1FH)A. Characteristics of a The learner… The learner… The learner…healthful home environment understands the consistently demonstrates 1. describes the characteristics of a1. Clean water importance of keeping healthful practices for 2. healthful home environment the home environment a healthful home2. Clean indoor air environment. discusses the effect of clean water on one’s health healthful. 3. discusses how to keep water at H1FH-IIIc-3 home clean 4. practices water conservation H1FH-IIId-e-4 5. explains the effect of indoor air H1FH-IIIf-g-5 on one’s healthK to 12 Health Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS H1FH-IIIf-g-6 MATERIALS Page 11 of 66 6. identifies sources of indoor air pollution 7. practices ways to keep indoor air clean H1FH-IIIf-g-7B. Ways to keep the healthful 8. explains the effect of a homehome environment environment to the health of the H1FH-IIIh-i-8 people living in it 9. describes ways on how family H1FH-IIIh-i-9 members can share household chores in keeping a healthful home environment 10. demonstrates how to keep the H1FH-IIIj-10 home environment healthfulGrade 1 – INJURY PREVENTION, SAFETY AND FIRST AID – 4th QUARTER (H1IS)A. Knowing personal The learner… The learner… The learner…informationand ways to ask for help demonstrates appropriately 1. identifies situations when it is understanding of safe demonstrates safety appropriate to ask for assistance H1IS-IVa-1 H1IS-IVb-2 and responsible behavior behaviors in daily from strangers to lessen risk and prevent activities to prevent injuries in day-to-day injuries 2. gives personal information, such as living name and address to appropriate persons 3. identifies appropriate persons to H1IS-IVc-3 ask for assistance 4. demonstrates ways to ask for help H1IS-IVc-4B. Preventing childhood 5. follows rules at home and in H1IS-IVd-5 Injuries school.K to 12 Health Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS H1IS-IVe-6 MATERIALS1. Safety rules at home H1IS-IVf-72. Safety rules in school, 6. follows rules during fire and other H1IS-IVg-8 disaster drills H1IS-IVh-9 including fire and other H1IS-IVi-10 disaster drills 7. observes safety rules with stray or H1IS-IVj-113. Safety with animals strange animals 8. describes what may happen if safety rules are not followedC. Ways by which people are 9. describes ways people can be intentionally intentionally helpful or harmful to one another helpful or harmful 1. Good touch and bad 10. distinguishes between good and touch bad touch 2. Protection against violent or unwanted 11. practices ways to protect oneself behaviors of others against violent or unwanted behaviors of othersK to 12 Health Curriculum Guide December 2013 Page 12 of 66

K to 12 BASIC EDUCATION CURRICULUM GRADE 2CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALS 1. states that children have the right H2N-Ia-5Grade 2- NUTRITION – 1ST QUARTER (H2N) The learner… to nutrition(Right of the child to nutrition Article 24 of the UN H2N-Ib-6A. Healthy Food and the Body The learner… 1. demonstrates good Rights of the Child) H2N-Icd-7 decision-making H2N-Ie-81. Provides energy understands the skills in choosing 2. discusses the importance of eating H2N-If-h-91.1 Carbohydrates and food to eat to have a a balanced meal H2N-Ii-j-10 balanced diet.Fats importance of eating a 3. discusses the important functions 2. consistently practices of food2. Promotes growth and balanced diet. good health habits and hygiene for the 4. describes what constitutes abody-building sense organs balanced diet2.1 Protein 5. considers Food Pyramid and Food3. Regulates body functions Plate in making food choices3.1 Vitamins and MineralsB. Guide in Eating Balanced diet 1. Food Pyramid for Filipino children (7-12 years old) 2. Food Plate for Filipino children (7-12 years old) 6. displays good decision-making skills in choosing the right kinds of food to eatK to 12 Health Curriculum Guide December 2013 Page 13 of 66

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS H2PH-IIa-e-6 MATERIALS Page 14 of 66Grade 2 – PERSONAL HEALTH – 2ND QUARTER (H2PH) H2PH-Iif-h-7A. Health Habits and hygiene The learner… The learner… The learner… H2PH-Ii-j-81. Care of the eyes, ears, consistently practices good 1. describes ways of caring for H2FH-IIIa-b-nose demonstrates health habits and hygiene the eyes, ears, nose, hair 11 for the sense organs and skin in order to avoid1.1 Pediculosis (lice understanding of the common childhood health H2FH-IIIc-d-infestation) proper ways of taking care conditions 121.2 Scabies of the sense organs 2. describes ways of caring for the mouth/teeth1.3 Sore eyes1.4 Excessive orhardened ear was(impacted cerumen)2. Care for the mouth/teeth2.1 Proper tooth brushingand flossing at leasttwice a day andalways beforesleeping2.2 Going to the dentisttwice a year fordental checkupB. Development of self- 3. displays self-management management skills skills in caring for the sense organsGrade 2 – FAMILY HEALTH – 3RD QUARTER (H2FH)A. Healthy Family Habits and The learner… The learner… The learner…Practices consistently adopts 1. describes healthy habits of the1. Sharing responsibilities demonstrates healthy family familyin keeping the house understanding of healthy The learner… 2. demonstrates good family healthclean family habits and habits and practices2. Preparing and eating practiceshealthy foods together3. Exercising regularly as afamily4. Doing recreationalactivities togetherK to 12 Health Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALSB. Positive Expressions of H2FH-IIIe-f- Page 15 of 66 Feelings The learner... The learner... 3. explains the benefits of healthy 13 expressions of feelings demonstrates an demonstrates positive H2FH-IIIg-h- understanding of expression of feelings 4. expresses positive feelings in 14 managing one’s feelings toward family members appropriate ways and respecting and ways of coping with differences negative feelings 5. demonstrates positive ways of H2FH-IIIi-j-15 expressing negative feelings, such as anger, fear, or disappointment 6. displays respect for the feelings of H2FH-IIIj-16 othersGrade 2 – INJURY PREVENTION, SAFETY AND FIRST AID - 4TH QUARTER (H2IS)A. Safety Rights and The learner… The learner… The learner…Responsibilities demonstrates an demonstrates consistency 1. discusses one’s right and H2IS-IVa-12 understanding of rules to in following safety rules responsibilities for safety ensure safety at home at home and in school. and in school.B. Home Safety 2. identifies hazardous areas at home H2IS-Ivb-c-13 1. Hazards at home 2. Safety Rules 3. identifies hazardous household H2IS-Ivd-e-14 2.1. Walk cautiously products that are harmful if H2IS-IVf-15 ingested, or inhaled, and if especially when touched especially electrical using the stairs appliances 2.2. Be aware of rough edges around the 4. recognizes warning labels that house identify harmful things and 2.3. Be extra careful substances when using the bathroom to avoid falls 2.4. Do not play withK to 12 Health Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS H2IS-IVg-16 MATERIALS H2IS-IVh-17 Page 16 of 66 matches, knives, 5. explains rules for the safe use of pointed materials, household chemicals H2IS-IVi-18 electrical equipment and household 6. follows rules for home safety H2IS-IVj-19 chemicals) 2.5. Never touch a hot 7. identifies safe and unsafe oven/cooking practices and conditions in the material schoolC. School Safety 8. practices safety rules during school activities 1. Hazards in the school 2. Safety Rules 2.1. Always wear your school identification card 2.2. Observe proper behavior in the corridor and when using the stairs (no pushing/shoving) 2.3. Report observed hazards such as damaged equipment, slippery floor, or dangerous material to the teacher or school personnel 2.4. Observe playground safety rules (do not climb or jump on high bars; avoid harmful physical contacts with others; report improper behavior to teachers or school personnel)K to 12 Health Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUM GRADE 3CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS MATERIALS The learner… H3N-Ia-b-11Grade 3 – NUTRITION – 1ST QUARTER (H3N) The learner… H3N-Ia-b-12 Page 17 of 66 1. describes a healthy person H3N-Ic-d-13A. Good Nutrition and Health The learner… consistently H3N-Ie-f-14 demonstrates good 2. explains the concept of1. Concept of Malnutrition decision-making skills in malnutrition H3N-Ie-f-152. Forms of demonstrates making food choices H3N-Ig-h-16 3. identifies nutritional problemsmalnutrition(undernutrition understanding of the H3N-Ii-17 4. describes the characteristics, H3N-Ij-18and overnutrition) importance of nutritional H3N-Ij-19 signs and symptoms, effect of2.1. Protein-Energy Malnutrition guidelines and balanced the various forms of diet in good nutrition malnutrition(PEM) 5. discusses ways of preventing2.2. Micronutriental Deficiencies and health the various forms of malnutrition2.2.1. Vitamin A – NightBlindness2.2.2. Vitamin B – Beri-beri2.2.3. Vitamin C – Scurvy2.2.4. Votamin D – Rickets2.2.5. Iron – Anemia2.2.6. Iodine – Goiter2.2.7. Calcium – Rickets/Osteoperosis2.3. Overweight and obesityB. Nutritional Guidelines for Filipinos 6. identifies the nutritional (with emphasis on items with *) guidelines for Filipino 1. Eat variety of foods every day to get the nutrients needed 7. discusses the different by the body* nutritional guidelines 2. Breastfeed infants exclusively from birth up to 6 months 8. realizes the importance of then give appropriate following nutritional guidelines complementary foods while continuing breastfeeding for 2 9. describes ways of maintaining years and beyond for optimum growth and healthy lifestyle development 3. Eat more vegetables, andK to 12 Health Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS H3N-Ij-20 MATERIALS fruits everyday to get the H3N-Ij-21 essential vitamins, minerals 10. evaluates one’s lifestyle and fiber for regulation of body processes* 11. adopts habits for a healthier lifestyle4. Consume fish, lean meat, poultry, egg, dried beans or nuts daily for growth and repair of body tissues*5. Consume milk, milk products and other calcium-rich foods, such as small fish and shellfish everyday for healthy bones and teeth*6. Consume safe foods and water to prevent diarrhea and other food and water-borne diseases*7. Use iodized salt to prevent Iodine Deficiency Disorders8. Limit intake of salty, fried, fatty and sugar-rich foods to prevent cardiovascular diseases*9. Attain normal body weight through proper diet and moderate physical activity to maintain good health and help prevent obesity.10. Be physically active, make healthy food choices, manage stress, avoid alcoholic beverages and do not smoke to help prevent lifestyle- related non-communicable diseases.*K to 12 Health Curriculum Guide December 2013 Page 18 of 66

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS MATERIALS Page 19 of 66Grade 3 – PERSONAL HEALTH / PREVENTION AND CONTROL OF DISEASES AND DISORDERS - 2ND QUARTER (H3PH/DD)A. Concept of health and wellness The learner… The learner… The learner… demonstrates an consistently practices 1. describes a healthy and an H3PH-IIa-9 understanding of the healthy habits to prevent unhealthy person nature of and the and control diseases H3DD-Iib-d-1 prevention of diseases 2. identifies common childhood H3DD-Iib-d-2B. Common Childhood Diseases diseases H3DD-Iib-d-3 1. Common diseases 3. identifies risk factors for 2. General risk factors diseases 2.1. Heredity 4. discusses the different risk 2.2. Environment factors for diseases 2.3. Lifestyle 3. Effects 5. gives an example of health H3DD-Iib-d-4 condition under each risk factor 6. explains the effects of common H3DD-Iib-d-5 diseasesC. Preventive Measures for Common 7. explains measures to prevent H3DD-Iie-g-6 Childhood Diseases common diseases H3DD-IIh-7 1. Proper Hygiene 8. explains the importance of proper hygiene and building up 2. Environmental Sanitation one's body resistance in the 3. Building up one’s body prevention of diseases resistance through healthy 9. demonstrates good self- H3DD-Ii-j-8 lifestyle management and good-decision 3.1. Proper Nutrition making-skills to prevent 3.2. Adequate Rest and Sleep common diseases 3.3. Regular Physical Activities 4. Specific protection through immunization 5. Regular health and dental check-upGrade 3 - CONSUMER HEALTH – 3RD QUARTER (H3CH)K to 12 Health Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS MATERIALSA. Introduction to consumer Page 20 of 66 education and its components The learner… The learner… The learner… H3CH-IIIa-b- (health information, products and 1. defines a consumer 1 services) demonstrates demonstrates critical understanding of factors thinking skills as a wise 2. explain the components of H3CH-IIIa-b-B. Factors that influence the choice that affect the choice of consumer consumer health 2 of goods and services health information and 1. Personal (interest, products preference) 2. Economic (budget) 3. identify different factors that 3. Psychological (emotion) 4. Ethical (values) influence the choice of H3CH-IIIb-c- 5. Environmental/Social (family, goods and services 3 peers, media, trends) 4. discusses the different H3CH-IIIb-c-C. Skills of a wise consumer factors that influence choice 4 of goods and services 1. Budgeting 5. describes the skills of a wise H3CH-IIId-e- 2. Bargaining (negotiation) consumer 5 3. Data collection (collecting 6. demonstrates consumer H3CH-IIId-e- 6 data or learning more about skills for given simple the product through situations literature, etc.) 4. Comparison buying 5. Communication and assertiveness (writing or reporting a complaint regarding a defective or fraudulent good/service)D. Consumer Rights 7. identifies basic consumer H3CH-IIIf-g- 1. Right to basic needs rights 7 2. Right to safety 3. Right to informationK to 12 Health Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING4. Right to choose STANDARDS STANDARDS MATERIALS Page 21 of 665. Right to representation 8. practices basic consumer H3CH-IIIf-g-6. Right to redress rights when buying 87. Right to consumer education8. Right to a healthy environmentE. Consumer Responsibility 9. identify consumer H3CH-IIIh- responsibilities 9 1. Critical awareness (ask 10. discusses consumer H3CH-IIIi- questions on the quality, use responsibilities 10 and prices of goods and services) 11. identifies reliable sources of H3CH-IIIj- health information 11 2. Action (assertiveness) 3. Social concern (awareness on the impact of consumption on other citizens) 4. Environmental awareness (understand environmental consequences of consumption) 5. Solidarity-(organize together as consumers to develop strength and influence to promote and protect interests)F. Sources of reliable health information 1. Government agencies such as Department of Health, Department of Education, Department of Trade and Industry 2. Health Professionals such as licensed doctor, dentist, nurse, health, educator 3. Printed materials such as health books, pamphlets,K to 12 Health Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS MATERIALS H3IS-Iva-b- Page 22 of 66brochures, and magazines 19produced by health H3IS-Iva-b-professionals or legitimate 20health institutions H3IS-Ivc-d-Grade 3 – INJURY PREVENTION, SAFETY AND FIRST AID – 4TH QUARTER (H3IS) 21A. Road safety The learner… The learner… The learner… H3IS-Ivc-d- 1. explains road safety practices 221. Road safety practices as as a pedestrian H3IS-IVe-23pedestrian demonstrates demonstrates 2. demonstrates road safety1.1. Cross safely using the understanding of risks to consistency in following practices for pedestrianpedestrian lane (with an ensure road safety and in safety rules to roadaccompanying adult or the community. safety and in the 3. explains basic road safety practices as a passengercross in groups) community.1.2. Follow road crossing 4. demonstrates road safety practices as a passengerprocedure: Stop, Look 5. explains the meaning of trafficand Listen signals and road signs1.3. Obey traffic rules androad signs1.4. Walk facing traffic (bestchance to seeapproaching vehicles)1.5. Walk on the sidewalk1.6. Be aware of bikers andrunners while walking.2. Road safety as passenger2.1. Choosing a safe spot tosit on2.2. Using the designatedloading and unloadingzones2.3. Keep all body parts insidethe vehicle2.4. Line up properly whenentering boarding vehicleand allow exitingpassengers to get offfirst.K to 12 Health Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS H3IS-IVf-24 MATERIALS 2.5. Step down only from the Page 23 of 66 vehicle when it comes to 6. describes dangerous, a complete stop destructive, and disturbing road situations that need to be 2.6. Not running into the reported to authorities street 7. displays self-management H3IS-IVg- 2.7. Do not distract the driver skills for road safety. 253. Road hazards and accident prevention 3.1. Road hazards such as open manhole, slippery surface, crowded sidewalk, uneven surface, poor lighting 3.2. Self-management skillsB. Community safety 8. identifies hazards in the H3IS-IVh-26 1. Hazards in the community community 1.1. Natural hazards(landslide, volcano, earthquake, 9. follows safety rules to avoid H3IS-IVi-27 typhoon, tsunami, etc.) accidents in the community 1.2. Human-caused hazards (crime and violent acts) 10. recommends preventive action H3IS-IVj-28 2. Safety guidelines for a safe community 2.1. Participate in family/community disaster drills 2.2. Be vigilant (do not talk to strangers; do not invite a stranger to the house; do not accept anything from a stranger) 2.3. Report to a trusted adult or authority any suspicious looking person or suspicious actions 2.4. Use safe routes for walking in the communityK to 12 Health Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS MATERIALS2.5. Know places/people to go when seeking help.K to 12 Health Curriculum Guide December 2013 Page 24 of 66

K to 12 BASIC EDUCATION CURRICULUM GRADE 4CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALS H4N-Ia-22Grade 4 – NUTRITION – 1ST QUARTER (H4N1) H4N-Ib-23 Page 25 of 66 H4N-Ic-e-24A. Reading Food Labels The learner... The learner... The learner... H4N-If-g-25 H4N-If-g-261. Name and Description 1. understands the 1. Understands the 1. identifies information provided on H4N-Ih-i-27of Food significance of reading the food label and interpreting food2. Nutrition Facts importance of reading label in selecting healthier 2. explains the importance of reading and safer food food labels in selecting and(nutrition information food labels in selecting purchasing foods to eat 2. practices dailypanel, ingredients list) healthier and safer food appropriate food safety 3. demonstrates the ability to habits to prevent food- interpret the information provided3. Advisory and Warning 2. understands the borne disease in the food label importance of following Statements food safety principles in 4. analyzes the nutritional value of preventing common two or more food products by4. Directions for Use and food-borne diseases comparing the information in their Storage food labels5. Date Markings (Expiration Date and‘best before’ date) 3. understands the nature and prevention of food borne diseasesB. Food Safety Principles 5. describes ways to keep food clean 1. Keep clean and safe 2. Wash hands properly before preparing and 6. discusses the importance of eating food keeping food clean and safe to 3. Separate raw from avoid disease cooked foods 4. Cook food thoroughly particularly chicken 5. Keep food at safe temperature 6. Use clean and safe water in washing foods and cooking/eating utensils 7. Protect food from fliesK to 12 Health Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALSand pests that cantransmit diseaseC. Food-borne Diseases 7. identifies common food-borne H4N-Ij-26 1. Diarrhea diseases H4N-Ij-27 2. Typhoid Fever H4DD-IIa-7 3. Dysentery 8. describes general signs and H4DD-IIb-9 4. Cholera symptoms of food-borne diseases 5. Amoebiasis H4DD-Iic-d-10 6. Food poisoning H4DD-Iie-f-11 7. Hepatitis AGrade 4 – PREVENTION AND CONTROL OF DISEASES AND DISORDERS – 2ND QUARTER (H4DD)A. Communicable diseases The learner… The learner… The learner… 1. Characteristics of 1. describes communicable diseases Communicable Disease understands the nature consistently practices 2. identifies the various disease2. Germs or Disease and prevention of personal and agents of communicable diseases common communicable environmental measures Agents(pathogen) 2.1. Bacteria diseases to prevent and control 2.2. Virus common communicable 2.3. Fungi diseases 2.4. Parasites3. Elements of the Chain of 3. enumerates the different Infection elements in the chain of infection 3.2. Disease Agent (pathogen) 3.3. Reservoir 3.4. Portal of Exit 3.5. Mode of Transmission 3.6. Portal of Entry 4. describes how communicable 3.7. Susceptible Host diseases can be transmitted from4. Transmission of one person to another. Communicable diseases(routes for spread of infectiousK to 12 Health Curriculum Guide December 2013 Page 26 of 66

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALSdiseases) Page 27 of 66 4.1 direct transmission e.g. skin to skin 4.2 indirect transmission such as airborne e.g. common colds, influenza, tuberculosis vector borne e.g. malaria, dengue, rabies, leptospirosisB. Common Communicable 5. describes common communicable H4DD-Iig-h- Diseases diseases 1. by Virus (dengue fever, 12 common colds, influenza, chickenpox, 6. demonstrates ways to stay healthy H4DD-Ii-j-13 measles, mumps) and prevent and control common communicable diseases 2. by Bacteria ( boil, sty, tuberculosis) 3. by Fungi (ringworm,hletes foot, tineaflava“an-an”) 4. by Parasites 4.1 parasitic worm(roundworm, tapeworm, hookworm) 4.2 pediculosisC. Prevention and Control of Common Communicable Diseases (Breaking the Chain of Infection at respective points)K to 12 Health Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS H4DD-Ii-j-14 MATERIALS1. Disease Agent (ex. Page 28 of 66 7. identifies ways to break the chain H4DDIIi-j-15 sterilization, of infection at respective disinfection)2. Reservoir (ex. 8. practices personal habits and environmental environmental sanitation to sanitation) prevent and control common3. Portal of Exit (ex. communicable diseases cough etiquette)4. Mode of Transmission (ex. proper hygiene)5. Portal of Entry (ex. protective clothing)6. Susceptible Host (ex.vaccination, proper nutrition, enough sleep, regular exercise)Grade 4 – SUBSTANCE USE AND ABUSE – 3RD QUARTER (H4SU)A. Uses of Medicines The learner… The learner… The learner… 1. Describes uses of medicines1. Protection2. Prevention Demonstrates Practices the proper use 2. Differentiates prescription from non-prescription medicines H4S-IIIa-13. Cure understanding of the of medicines H4S-IIIb-2 3. Describes ways on how medicines H4S-IIIc-d-3 proper use of medicines are misused and abused to prevent misuse andB. Types of Medicines1. Over-the-counter (non- harm to the bodyprescription)2. PrescriptionC. Medicine Misuse and Abuse 1. Self- Medication 2. Improper use (overdosage, excessive use) 3. Dependence 4. AddictionK to 12 Health Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS H4S-IIId-e-4 MATERIALSD. Potential Dangers Associated Page 29 of 66with Medicine Misuse and Abuse 4. describes the potential dangers associated with medicine misuse 1. Physical harm such as and abuse deafness due to antibiotic misuse 2. Psychological harmE. Proper Use of Medicines 5. describes the proper use of H4S-IIIf-g-5 1. Use under adult medicines supervision 2. Read and check labels 6. explains the importance of reading H4S-IIIi-j-6 3. Consult with physician drug information and labels, and 4. Follow instructions and other ways to ensure proper use of medical prescription medicines 5. Check expiration date 6. Observe proper storage 7. Buy from reliable sourceGrade 4 – INJURY PREVENTION, SAFETY AND FIRST AID – 4TH QUARTER(H1IS)A. Safety guidelines during The learner… The learner… The learner…disasters and other demonstrates practices safety measures 1. recognizes disasters oremergency situations H4IS-IVa-28 H4IS-IVb-d-1. Typhoon understanding of safety during disasters and emergency situations2. Storm Surge guidelines during emergency situations. 293. Flood disasters, emergency and 2. demonstrates proper response4. Landslide other high-risk situations before, during, and after a5. Volcanic eruption disaster or an emergency6. Earthquake7. Tsunami situation 3. relates disaster preparedness and H4IS-IVe-30 proper response during emergency situations in preserving livesK to 12 Health Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS H4IS-Ivf-g-31 MATERIALSB. Safety guidelines for other situations or events that 4. describes appropriate safety H4IS-Ivh-j-32 may lead to injury or measures during special events H4IS-Ivh-j-33 emergency or situations that may put people 1. Firecrackers during at risk holidays especially New Year 5. describes the dangers of engaging 2. Alcohol drinking and in risky behaviors such as use of rowdy crowds during firecrackers, guns, alcohol fiestas, parties, holidays drinking and other special events 6. advocates the use of alternatives to firecrackers and alcohol in celebrating special eventsK to 12 Health Curriculum Guide December 2013 Page 30 of 66

K to 12 BASIC EDUCATION CURRICULUM GRADE 5 CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS MATERIALSGrade 5 – PERSONAL HEALTH – 1ST QUARTER (H5PH) The learner…A. Mental, Emotional and Social The learner… practices skills in The learner… managing mental,Health emotional and social1. Characteristics of a Healthy demonstrates health concerns 1. describes a mentally, H5PH-Ia-b- 10Person (mentally, emotionally understanding of mental emotionally and socially healthy emotional, and social personand socially)2. Ways to Develop and Nurture health concernsOne’s Mental Health 2. suggests ways to develop and3. Ways to Stay Emotionally maintain one’s mental and H5PH-Ic-11 emotional healthHealthyB. Healthy and Unhealthy 3. recognizes signs of healthy and H5PH-Id-12 relationships unhealthy relationships 1. Signs of Healthy Relationships 4. explains how healthy H5PH-Ie-13 relationships can positively (loving family, genuine impact health friendships) 5. discusses ways of managing H5PH-If-14 2. Importance of Healthy unhealthy relationships H5PH-Ig-15 Relationships in Maintaining 6. describes some mental, Health emotional and social health concerns 3. Signs of Unhealthy Relationships 4. Managing Unhealthy RelationshipsC. Mental,Emotional and Social Health Concerns (include ways on how these negatively impact one’s health and wellbeing) 1. Social anxietyK to 12 Health Curriculum Guide December 2013 Page 31 of 66

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS H5PH-Ih-16 MATERIALS2. Mood swings3. Teasing 7. discusses the effects of mental,4. Bullying, including cyber emotional and social health concerns on one’s health and bullying wellbeing5. Harassment6. Emotional and physical abuse7. Other stressful- situationsD. Preventing and Managing Mental, 8. demonstrates skills in H5PH-Ii-17 preventing or managing teasing, H5PH-Ij-18 Emotional and Social Health bullying, harassment or abuse Concerns 9. identifies appropriate resources 1. Practicing life skills and people who can help in dealing with mental, emotional (communication/assertiveness/ and social, health concerns. self-management/decision- making) 2. Finding Resources and Seeking HelpGrade 5 – GROWTH AND DEVELOPMENT/ PERSONAL HEALTH - 2ND QUARTER (H5GD/PH)A. Changes during Puberty The learner… The learner... The learner... 1. Physical Changes (secondary demonstrates demonstrates health 1. describes the physical, H5GD-Ia-b-1 understanding of the practices for self-care H5GD-Ia-b-2 sexualcharacteristicssuch as emotional and social changes different changes, during puberty based on during puberty hair growth, voice change, breast development, health concerns and accurate and scientific management strategies information menstruation) 2. accepts changes as a normal during puberty The learner... 2. Emotional and Social Changes part of growth and Understands basic Demonstrates respect development concepts regarding sex for the decisions that and gender people make with regards to gender identity and gender roles.K to 12 Health Curriculum Guide December 2013 Page 32 of 66

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS H5GD-Ic-d-3 MATERIALSB. Puberty-related Health Myths and Page 33 of 66Misconceptions 3. describes common misconceptions related on 1. On Menstruation puberty 1.1. not taking a bath 1.2. not carrying heavy loads 4. assesses the issues in terms of H5GD-Ic-d-4 1.3. avoiding sour and salty scientific basis and probable effects food on health 1.4. no physical activities 1.5. use of menarche for facial wash 2. On Nocturnal Emissions 2.1. not related to preoccupation with sexual thought 3. On Circumcision 3.1 at the appropriate maturational stageC. Puberty-related Health Issues and 5. describes the common health H5GD-Ie-f-5 Concerns issues and concerns during H5GD-Ie-f-6 puberty 1. Nutritional issues H5GD-Ig-h-7 2. Mood swings 6. accepts that most of these H5GD-Ig-h-8 3. Body odor concerns are normal 4. Oral health concerns consequence of bodily changes 5. Pimples/Acne during puberty but one can 6. Poor Posture learn to manage them 7. Menstruation-related Concerns 7. demonstrates empathy for (Pre-menstrual Syndrome, persons undergoing these Dysmenorrhea, and other concerns and problems abnormal conditions) 8. discusses the negative health 8. Early and Unwanted impact and ways of preventing major issues such as early and Pregnancy unwanted pregnancy 9. Sexual HarassmentK to 12 Health Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS H5GD-Ii-9 MATERIALSD. Self -care and Management of Page 34 of 66Puberty-related Health Issues and 9. demonstrates ways to manage H5GD-Ii-10Concerns puberty-related health issues H5GD-Ii-11 and concerns 1. Self-management Skills/Responsibility for 10. practices proper self-care personal health(proper diet, procedures proper hygiene, oral care, care during 11. discusses the importance of menstruation/circumcision, seeking the advice of breast self-examination) professionals/ trusted and reliable adults in managing 2. Seeking the Advice of puberty-related health issues Professionals/Trusted and and concerns Reliable AdultsE. Sex and Gender 12. differentiates sex from gender H5GD-Ij-121. Sex (male, female or intersex) 13. identifies factors that influence H5GD-Ij-132. Gender Identity (girl/woman, gender identity and gender H5GD-Ij-14 roles boy/man or transgender)3. Gender Roles (masculine, 14. discusses how family, media, religion, school and society in feminine, androgynous) general reinforce gender roles4. Factors that Influence Gender Identity and Gender Roles 15. gives examples of how male H5GD-Ij-15 and female gender roles are changingGrade 5 – SUBSTANCE USE AND ABUSE – 3RD QUARTER (H5SU)A. Nature of Gateway Drugs The learner… The learner… The learner…1. Caffeine (products with 1. explains the concept of gateway drugscaffeine include coffee, tea understands the nature demonstrates the ability H5SU-IIIa-7 and cola drinks) and effects of the use2. Tobacco and abuse of caffeine, to protect one’s healthK to 12 Health Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING3. Alcohol STANDARDS STANDARDS H5SU-IIIb-8 MATERIALS tobacco and alcohol 2. identifies products with H5SU-IIIc-9 Page 35 of 66 by refusing to use or caffeine abuse gateway drugs. 3. discusses the nature of caffeine, nicotine and alcohol use and abuseB. Effects of Gateway Drugs 4. describes the general effects of H5SU-IIId-e- 10 1. Caffeine the use and abuse of caffeine, 2. Tobacco tobacco and alcohol 3. AlcoholC. Impact of the Use and Abuse of 5. analyzes how the use and H5SU-IIIf-g- Gateway Drugs abuse of caffeine, tobacco and 11 alcohol can negatively impact 1. Individual the health of the individual, 2. Family the family and the community 3. CommunityD. Prevention and Control of Use 6. demonstrates life skills in H5SU-IIIh- keeping healthy through the 12 and Abuse of Gateway Drugs non-use of gateway drugs 1. Development of Life Skills 7. follows school policies and H5SU-IIIi-j- (resistance, decision-making, national laws related to the sale 13 communication, assertiveness) and use of tobacco and alcohol 2. Observance of Policies and Laws such as school policies and national law (RA 9211 or the Tobacco Regulation Act of 2003)Grade 5 – INJURY, SAFETY AND FIRST AID – 4TH QUARTER (H6PH)A. Nature and Objectives of The learner… The learner… The learner…First Aid demonstrates practices appropriate 1. explains the nature and H5IS-IVa-34 understanding of basic first aid principles and objectives of first aid1. prolong life first aid principles and procedures for common2. alleviate suffering/lessen pain procedures for common injuries3. prevent further injuryK to 12 Health Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS H5IS-IVb-35 MATERIALSB. First aid principles 1. Ensure that it is safe to injuries 2. discusses basic first aid H5IS-IV-c-j- intervene principles 36 2. First aider’s safety first 3. Conduct initial assessment 4. Take immediate action. First things first. 5. Get help.C. Basic First Aid for Common 3. demonstrates appropriate first aid for common injuries or Injuries and Conditions conditions 1. Wounds 2. Nosebleed 3. Insect bite 4. Animal bite 5. Burn and scald 6. Food poisoning 7. Fainting 8. Musculoskeletal injuries (sprain, strain, musclecramps, dislocation and fracture)K to 12 Health Curriculum Guide December 2013 Page 36 of 66

K to 12 BASIC EDUCATION CURRICULUM GRADE 6CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALSGrade 6 – PERSONAL HEALTH – 1ST QUARTER (H6PH) The learner…A. Personal Health -Issues and The learner… practices self- The learner… management skills toConcerns Demonstrates prevent and control 1. describes personal health issues and H6PH-Ia-b-181. height and personal health issues concerns and concernsweight(stunted growth, understanding ofunderweight, personal health issuesoverweight, obesity) and concerns and the2. hearing (impacted importance of healthcerumen, swimmer’s appraisal procedures andear, otitis media) community resources in3. vision preventing or managing4. (astigmatism, myopia, themhyperopia,xerophthalmia, strabismus)5. skin, hair andand nail6. (sunburn, dandruff,corns, blisters andcalluses, ingrowntoenails)7. posture and spinedisorders (scoliosis,lordosis, kyphosis)8. oral/dental problems(cavities, gingivitis,periodontitis,malocclusion, halitosis)K to 12 Health Curriculum Guide December 2013 Page 37 of 66

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS H6PH-Ia-b-19 MATERIALSB. Prevention and 2. demonstrates self-management H6PH-Ic-20Management of Personal skills H6PH-Id-f-21 H6PH-Id-f-22Health Issues and Concerns 3. discusses health appraisal H6PH-Ig-h-23 procedures during puberty1. Developing Self- H6PH-Ig-h-24 4. explains the importance of H6PH-Ig-h-25management Skills undergoing health appraisal procedures(proper nutrition, proper 5. regularly undergoes healthhygiene, regular physical appraisal proceduresactivity, enough rest and 6. identifies community healthsleep, good posture, oral resources and facilities that maycare) be utilized to address a variety of personal health issues and2. Undergoing Health concernsAppraisal Procedures 7. avails of health services in the(height and weight school and in the communitymeasurement, breastself-examination forgirls, hearing test,vision screening,scoliosis test and healthand dentalexaminations)3. Utilizing School andCommunity HealthResources3.1. Medical Professionals /Practitioners (doctor,dentist, nurse)3.2. Health Facilities3.3. School Clinic3.4. Barangay HealthStation/Rural HealthUnit 8. promotes the use of health resources and facilities in the school and in the communityK to 12 Health Curriculum Guide December 2013 Page 38 of 66

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS H6CMH-IIa-1 MATERIALS H6CMH-IIb-2Grade 6 – COMMUNITY HEALTH – 2ND QUARTER (H6CMH) H6CMH-IIc-d-A. Healthy School and The learner… The learner… The learner… 3Community Environments 1.describes healthy school and H6CMH-IIe-41. Characteristics understands the demonstrates practices community environments1.1. physical importance of keeping for building and 2. explains the effect of living in a environment (safe, the school and maintaining healthy healthful school and community school and community clean, with good air community environments environments 3. demonstrates ways to build and and water quality, healthy. keep school and community environments healthy aestheticallypleasing, withflexible spaces)1.2. psychosocialenvironment (warmatmosphere,healthyinterpersonalrelations, free fromabuse anddiscrimination)2. Ways of Building andMaintaining HealthySchool and CommunityEnvironmentsB. Keeping Homes, Schools and 4. identifies different wastes Communities Healthy through Proper Waste Management 1. Identification andK to 12 Health Curriculum Guide December 2013 Page 39 of 66

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNINGSeparation of Waste STANDARDS MATERIALS Page 40 of 661.1 Biodegradable 5. classifies different types of wastes H6CMH-IIe-5 1.1.1 paper 1.1.2 kitchen waste 1.1.3 yard cuttings- 1.2 Non-biodegradable 6. Describes proper ways of waste H6CMH-IIf-6 1.2.1 plastics disposal H6CMH-IIg-7 1.2.2 styrofoam H6CMH-IIh-8 1.2.3 glass 7. identifies things that can be 1.2.4 cans recycled in school and in the community 1.3 Hazardous waste 1.3.1 chemicals 8. practices proper waste 1.3.2 used batteries management at home, in school, 1.3.3 expired medicines and in the community2. Proper Waste 9. advocates environmental protection H6CMH-Ii-j-9 through proper waste managementManagement 2.1 Waste Reduction (reuse) 2.2 Waste Storage (separation of biodegradable from non- biodegradable, tight- fitting storage containers) 2.3 Waste Disposal (composting, recycling, proper disposal of hazardous waste)Grade 6 – ENVIRONMENTAL HEALTH – 3RD QUARTER (H6EH)A. Diseases and Disorders The learner… The learner… The learner…caused by Poor 1. describes diseases and disordersEnvironmental Sanitation demonstrates consistently practices caused by poor environmental H6EH-IIIa-11. Respiratory Diseases understanding of the ways to maintain a health implications of healthy environmentK to 12 Health Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALS2. Skin Diseases Page 41 of 663. Gastrointestinal poor environmental sanitation sanitation Diseases4. Neurological 2. explains how poor environmental H6EH-IIIb-2 sanitation can negatively impact Impairment (lead and the health of an individual mercury poisoning)B. Environmental Sanitation 3. discusses ways to keep water H6EH-IIIc-3 1. Clean water: access to and air clean and safe potable water, making water safer 4. explains the effect of a noisy H6EH-IIId-4 2. Clean air: prevention of environment air pollution, tobacco control, anti-smoke 5. suggests ways to control/manage H6EH-IIIe-5 belching drives noise pollution 3. Control of noise pollution Control of 6. practices ways to control/manage H6EH-IIIfg-6 pests and rodents noise pollution 7. explains the effect of pests and H6EH-IIIhi-7 rodents to ones health 8. identifies some common diseases H6EH-IIIh-i-8 caused by pests and rodents 9. practice ways to prevent and H6EH-IIIj-9 control pests and rodentsGrade 6 – CONSUMER HEALTH – 4TH QUARTER (H6CH)A. Importance of Consumer The learner… The learner… The learner…Health1. Wise and informed Consistently 1. explains the importance of understands the concepts demonstrates critical consumer health H6CH-IVa-13decision in purchasing and principles of selectingK to 12 Health Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALS products or availing services and using consumer thinking skills in the health products. selection of health2. Protection from fraud products. and malpractice3. Ability to differentiate valid health information from myths and misconceptionsB. Components of Consumer 2. enumerates the components of H6CH-Ivb-c- health consumer health 14 1. Health information ( sources include books, 3. describes the different components H6CH-Ivc-d- print ads, radio, of consumer health 15 television , internet) 2. Health products (pharmaceutical, cleaning agents, food, personal care products) 3. Health services (health professionals, health units, health care plans and programs)C. Medicines as Health Products 4. differentiates over- the- counter H6CH-Ivc-d- : Types and Uses from prescription medicines 16 1. Over the Counter (such 4. gives example of over the counter H6CH-IVe-17 and prescription medicines H6CH-IVf-18 as antacid, analgesic, antipyretic, 5. explains the uses of some over antidiarrheal, laxative, and decongestant) the counter and prescription 2. Prescription (such as medicines antibiotic, antidepressant, and antihypertensive)K to 12 Health Curriculum Guide December 2013 Page 42 of 66

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS H6CH-IVg-19 MATERIALSD. Evaluating Health Products 6. identifies the common H6CH-IVg-20 propaganda techniques used in 1. Ask questions (What is advertising H6CH-IVh-21 the motive of the ad? What is misleading 7. Identifies the common propaganda about the ad?) techniques used in advertising 2. Identify the propaganda 8. analyzes packaging and labels of health products techniques used (testimonial, reward, bandwagon, scientific, novelty, humor, fear, plain folks, snob, glittering generality, slogan, false image, and others) 3. Read packaging and labelC. Use the modified DECIDE 9. practices good decision making H6CH-IVh-22 skills in the selection of health Model in the Selection and Purchase of Health Products products. D-etermine the essential product to purchase. E-xplore the alternatives. C-Consider the consequences of each option I- Identify the factors that you consider important D- Decide what to buy. E- Evaluate your decision.K to 12 Health Curriculum Guide December 2013 Page 43 of 66

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS H6CH-Ii-j-23 MATERIALSD. Protection from Fraudulent 10. discusses ways to protect oneself Health Products from fraudulent health products 1. Awareness and Vigilance 2. Know How and Where to Seek HelpK to 12 Health Curriculum Guide December 2013 Page 44 of 66

K to 12 BASIC EDUCATION CURRICULUM GRADE 7CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS MATERIALS The learner…GRADE 7 - GROWTH AND DEVELOPMENT – 1st Quarter (H7GD) 1. discusses the concept of holistic The learner… The learner… healthA. Holistic health 2. explains the dimensions of holistic H7GD-Ia-12 OHSP in Health health (physical, mental/ 2010 SEC demonstrates appropriately manages intellectual, emotional, social, and moral-spiritual); understanding of holistic concerns and challenges health and its during adolescence to 3. analyzes the interplay among the health dimensions in developing management of health achieve holistic health. holistic health; OHSP in Health concerns, the growth and 2010 SEC 4. practices health habits to achieve H7GD-Ib-13 development of holistic health; OHSP in Health adolescents and how to H7GD-Ib-14 2010 SEC 5. describes developmental milestones H7GD-Ic-15 manage its challenges. as one grow H7GD-Id-e-16 OHSP in Health H7GD-Id-e-17 2010 SECB. Stages of growth and 6. recognizes that changes in different H7GD-Id-e-18 development health dimensions are normal H7GD-If-h-19 OHSP in Health (infancy to old age) during adolescence; 2010 SECC. Changes in the health 7. describes changes in different OHSP in Health dimensions during aspects of growth that happen to 2010 SEC adolescence boys and girls during adolescence; OHSP in Health 8. recognizes that changes in different 2010 SEC dimensions are normal during adolescence’ OHSP in Health 2010 SEC 9. explains that the pattern of change during adolescence is similar but H7GD-If-h-20 the pace of growth and Page 45 of 66 development is unique for each adolescent;K to 12 Health Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS MATERIALSD. Management of health concerns during 10. identifies health concerns during H7GD-Ii-j-21 adolescence adolescence (poor eating habits, lack of sleep, lack of physical 11. explains the proper health H7GD-Ii-j-22 activity, dental problems, appraisal procedures H7GD-Ii-j-23 body odor, postural H7GD-Ii-j-24 problems, as well as other 12. demonstrates health appraisal H7GD-Ii-j-25 problems in other health procedures during adolescence in H7N-IIa-20 dimensions) order to achieve holistic health H7N-IIb-c-21E. Health appraisal procedures 13. avails of health services in the (height and weight school and community in order to measurement, breast self- appraise one’s health; examination for girls, hearing test, vision 14. applies coping skills in dealing screening, scoliosis test, with health concerns during health exam, and dental adolescence exam) The learnerF. Development of self- awareness and coping skills 15. identifies the right foods during adolescenceGRADE 7 – NUTRITION – 2nd Quarter (H7N) The learner The learner 16. follows the appropriate nutritional makes informed guidelines for adolescents forA. Nutrition during demonstrates decisions in the healthful eating 2010 SEC I adolescence understanding of choice of food to eat EASE Health Educ nutrition for a during adolescence 16.1 explains the need to selectB. Nutritional guidelines healthy life during food based on the nutritional 2010 SEC I adolescence needs during adolescence EASE Health Educ 16.2 follows the Food Pyramid Page 46 of 66 guide for adolescents and nutritional guidelines for Filipinos in choosing foods to eatK to 12 Health Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS MATERIALSC. Nutrition problems of H7N-IId-f-22 2010 SEC I adolescents 17. identifies the nutritional problems EASE Health Educ 1. Malnutrition and of adolescents H7N-IId-f-23 2010 SEC I micronutrient EASE Health Educ deficiencies 18. describes the characteristics, H7N-IId-f-24 2010 SEC I 2. Eating disorders signs and symptoms of H7N-IId-f-25 EASE Health Educ 2.1 Anorexia nervosa malnutrition and micronutrient H7N-IId-f-26 2010 SEC I 2.2 Bulimia deficiencies H7N-IIg-h-27 EASE Health Educ 2.3 Compulsive eating 2010 SEC I disorder 19. discusses ways of preventing and H7PH-IIIa-b-28 EASE Health Educ controlling malnutrition and H7PH-IIIa-b-29 2010 SEC ID. Decision-making skills micronutrient deficiencies H7PH-IIIa-b-30 EASE Health Educ H7PH-IIIa-b-31 OHSP HealthGRADE 7 – PERSONAL HEALTH – 3rd Quarter (H7PH) 20. explains the characteristics, signs and symptoms of eating disorders H7PH-IIIc-32 Page 47 of 66 H7PH-IIIc-33 21. discusses ways of preventing and H7PH-IIIc-34 controlling eating disorders H7PH-IIId-e-35 22. applies decision-making and critical thinking skills to prevent nutritional problems of adolescentsA. Mental Health The learner The learner 23. explains the factors that affect the promotion of good mental(An Introduction) consistently health demonstrates skills demonstrates that promote mental 24. explains that stress is normal and understanding of health inevitableB. Understanding stress mental health as a 25. differentiates eustress from 1. Eustress dimension of holistic distress 2. Distress health for a healthy life 26. identifies situations that cause feelings of anxiety or stressC. Common areas of stressor that affects adolescents 27. identifies the common stressors (peer, family, school, that affect adolescents community) 28. identifies physical responses ofD. Coping with stress the body to stress 29. identifies people who can provide support in stressful situations 30. differentiates healthful from unhealthful strategies in copingK to 12 Health Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS MATERIALS H7PH-IIId-e-36 Page 48 of 66 Coping with Dying and with stress H7PH-IIId-e-37 Death 31. demonstrates various stress H7PH-IIId-e-38 H7PH-IIIf-h-39E. Types and Management of management techniques that one Common Mental Disorders can use every day in dealing with 3. Identifying triggers and stress warning signs 32. explains the importance of 4. Prevention coping and grieving treatment 4.1 Mood disorders, 33. demonstrates coping skills in bipolar, schizophrenic, managing loss and grief Obsessive Compulsive Disorder (OCD), 34. recognizes triggers and warning Obsessive Compulsive signs of common mental Personality Disorder) disorders (OCPD), post- traumatic 35. discusses the types, sign, H7PH-IIIf-h-40 symptoms, and prevention, treatment and professional care in managing common mental health disordersGRADE 7 – PREVENTION AND CONTROL OF DISEASES AND DISORDER (Non-communicable and Lifestyle Diseases) – 4th Quarter (H7DD)A. Introduction to non- The learner The learner The learnercommunicable diseases demonstrates consistently demonstrates 36. discusses the nature of non-(NCDs) understanding of non- personal responsibility communicable diseases H7DD-IVa-24B. Common non- communicable diseases and healthful practices incommunicable diseases for a healthy life. the prevention and1. Allergy control of non- 37. explains non-communicable communicable diseases.2. Asthma diseases based on cause and3. Cardiovascular diseases effect, signs and symptoms,4. Cancer risk factors and protective H7DD-IVb-d-255. Diabetes factors and possibleK to 12 Health Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS H7DD-IVe-26 MATERIALS 6. Arthritis H7DD-IVf-27 7. Renal failure complications C. Prevention and control 38. corrects myth and fallacies of non-communicable about non-communicable disease diseasesD. Self-monitoring skills to 39. practices ways to prevent and prevent non-communicable diseases (physical control non-communicable activities/regular exercise, healthy eating, not diseases smoking, weight management, routine 40.demonstrates self-monitoring to H7DD-IVg-h-28 medical check-up, stress prevent non-communicable management) diseasesE. Programs and policies on 41. promotes programs and policies to H7DD-IVg-h-29 non-communicable disease prevent and control non- prevention and control communicable and lifestyle diseases42. Agencies responsible for non-communicable disease 42. identifies agencies responsible for H7DD-IVg-h-30 prevention and control non-communicable disease prevention and controlK to 12 Health Curriculum Guide December 2013 Page 49 of 66