Session 11: Closing Program

Objectives:

* To draw out the participants pledge of commitment to the HPS program.

* To participate actively in the closing program

Content:

* Parts of the Program

* Pledge of Commitment

Materials:

Cut-out of a child for every participants, plant in a pot, tape of soft music, cassette recorder.

Training Methodology:

A. Introduction/Mood Setting

* Set the mood of the activity by saying these:

* We are about to close the program and I'm sure we've got a lot of learning ad insights for ourselves and for our school. So let's start the session with this prayer:

Lord in this very hour we pray

For strength to live our best today

Draw near to us that we may have

The king of schools that are to be

For our school is our dream

Be child friendly, health promoting

Health practices, worthy values

Be with our children everyday

B. Activity

* Part of our learning is putting them into action.

* So this time you will write your commitment to the program individually. Be guided by this question. Post it on the board.

 - What do you commit yourselves to do

 - When you go back to your respective schools so that your school will be a Health Promoting School (HPS)?

C. Learning Points

* How did you feel while you are reciting the prayer?

* What is the implication of this training to you as a teacher and as a promoter of health?

Closing Program

* Ask everybody to arrange their chairs in a circle.

* Instruct them to bring with them their commitment. When everybody is seated tell them that during the commitment part of the program, everyone will read his/her commitment, and after reading he/she will post it in a plant placed in a flower pot at the middle of the circle.

* When everybody is ready, proceed to the closing program as follows:

I - Invocation

II - National Anthem

III - Opening Remarks

IV - Impression (by representative of the participants)

V - Challenge (by the facilitator)

VI - Pledge of Commitment

Before each participant read his/her commitment, the facilitator will say:

The past three days have bee full of experience which lead us to our roles in the promotion of HPSS. We have realized our shortcomings in terms of this program but we have explored what we can do so that schools will really be the kind of schools we want them to be.

With these realization, we have our commitment which we promise to fulfill and put into action so that our dreams will be realities in the years to come.

With this may I ask everyone to read his/her commitment

(Play soft music while the participants read the commitment)

VII - Distribution of Certificates

VIII - Closing Remarks

IX - Closing song: Auld Lang Syne

 

Let the participants stand, Join hads and sing Auld Lang Syne

Session 7: Partnership and Services, Community Organizing, a Component of HPS Development and Community Participation.

Objectives:
At the end of the session, the participants will able to:
* Show appreciation of the build active partnership with various stake holders in health promotion in school;
* Understand the principles involved in community organizing and development; and in making various stakeholders active partnership in health promotion;
* Discuss the strategies involved in community organizing and development and the roles/responsibilities of stakeholders as active partners in health promotion; and
* Prepare an action plan in making various stakeholders active partners in health promotion.

Content:
* Partnership and Services, Community Participation, Organization and Development.

Materials:
* Newspapers, yarn, wooden sticks, masking tape, newsprint, pentel pens, Case Students A & B, transparency, planning forms

Training Methodology:
A. Introduction/Mood Setting
1. Review highlights of the previous session "School Organization, Ethos and Environment"
2. Start the activity a contest "Song Combat"
* Divide the participants into 5 groups.
* Tell them the rules of the game
    * everybody will have to participate in singing
    * as the group is called the group will stand and sing the line asked for
    * no other team will repeat the song already sung
    * the group who gets the highest point is the winner
* Say:
    * Sing to me a line or two of a song that will make mention of the word "bayan" (call out groups at random)
* Word "love"
* Word of any color
* Word of any number
3. Process the activity by asking these questions to the winner:
* What made you win?
* Who decided on the song? To the loser:
* Why did you lose?
* What then do you plan to do win the ext game?

Link this activity to the session by saying that in any group endeavor and in any organization,cooperation and teamwork are needed.

B. Activity
1. Divide the participants into six groups.
2. Ask each group to work on a case involving a specific health issue. A surfaced in Exam 4 and let them brainstorm the action to be undertake to improve the negative conditions present in the school.
3. The group will present the highlights of their problem-solving activity in a short skit (5 minutes per group)
4. After the presentation of the different group ask:
* Why is there a need for may stakeholders i health promotion?
* Who are the other stakeholders i health promotion? What do they do now?
* What roles/responsibilities can these stakeholders play?
* How can you convince various stakeholders play?
5. Give 1 lecturette

C. Learning Points
1. Recap this activity by saying that for any endeavor, team work and cooperation is critical. It will be hard for the schools to become health promoting without the active partnership of various stakeholders.

D. Application (Action Planning)
1. Group participant of school.
2. Ask participants to recall results of the school health and nutrition checklist in Session 4.
3. Based on the results identity the problems that surfaced and make an action plan on how to address the problem and how to solicit active participation of the different stakeholders using the attached form.

Session 10: Training Evaluation

Objective:
* At the end of the session the participants will be able to evaluate the Health Promoting School (HPS) training.

Content:
* Evaluation of the Training of HPS

Materials:
* HPS Training Evaluation Form

Training Methodology:
A. Introduction/Mood Setting

Session facilitator will invite the participants to sing the following action song,

WE CAN DO

(Tune: Magagawa Natin Ang Lahat ng Bagay)

We can do everything together

Everything together for the school

We can work, work and work together

Work together to achieve our goals.

We ca do many things together

To help our children in school

All our efforts will be meaningful

And will have a child-friendly schools

Ask: After the song,facilitator will ask the participants to reflect o the song, and answer the following questions:

* In this song, which lie do you like best?

* What have you learned about working together?

* In the training we have just finished have you work together? How do we assess the effectiveness of any training

B. Activity

1. Distribute the training evaluation form to all the participants.

* Ask the participants to answer the training evaluation form honestly and religiously

* Give them 10 minutes to answer the training evaluation form

2. Collect responses by group

3. Have you been honest in answering the evaluation? Why? Close the session by saying that your responses to the evaluation, whether positive or negative will be imputed for future training's.

4. Collate the data and give an objective analysis of the evaluation

Training Evaluation form Training of Trainers on Health Promoting Schools (TOT-HPS)

Name:________________________________________School/Division:_____________________

Designation:__________________________________________Date:_______________________

Instruction: Please rate the following items and write your comments, if there are any. Check (/) the number that corresponds to your rating as follows:

5 - Excellent

4 - Very satisfactory

3 - Satisfactory

2 - Fair

1 - Poor

ASPECTS                                                                               5            4            3            2            1        

1. Objectives

a. Relevance to needs

b. Clarity of statement

c. Degree of achievement

Comments: _____________________________

______________________________________

______________________________________ 

2. Contents

a. Congruence to objectives

b. Comprehensiveness

c. Effectiveness of presentation

Comments: _____________________________

______________________________________

______________________________________ 

3. Activities

(Whole Group Workshop)

a. Relevance to objectives

b. Organization

c. Challenging

d. Innovativeness

Comments: _____________________________

______________________________________

______________________________________ 

(Small Group Workshop)

a. Relevance to objectives

b. Organization

c. Challenging

d. Innovativeness

Comments: _____________________________

______________________________________

______________________________________ 

4. Time Management

a. Flexibility

b. Length

Comments: _____________________________

______________________________________

______________________________________ 

5. Resource Persons/Facilitators

a. Competence

b. Clarity of ideas

c. Pertinence to task

Comments: _____________________________

______________________________________

______________________________________ 

6. Training Materials

a. Facilities

b. Handouts

c. Supplies and materials

d. Sample materials

Comments: _____________________________

______________________________________

______________________________________ 

7. Training Methodology

a. Congruence to objectives

b. Maximum utilization of varied techniques/strategies

c. Group Dynamics/Ice breaker

Comments: _____________________________

______________________________________

______________________________________ 

8. Food

a. Variety

b. Presentation

c. Time served

d. Quantity

Comments: _____________________________

______________________________________

______________________________________ 

9. Venue and Accommodations

a. Ventilation

b. Lighting

c. Cleanliness

d. Water

e. Space

f. Noise, etc.

Comments: _____________________________

______________________________________

______________________________________ 

10. How would you rate the training in general?

Please write any addition comments/suggestions that will also help in planning for future workshop.

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

Session 9: Monitoring

Objectives:
At the end of the session, the participants will able to:
1. Identify areas of concern that should be monitored.
2. Identify the components that should be monitored.
  * Maintenance/sustenance
  * Enhancement/redirection
3. Know the importance of recording/reporting and utilization of data gathered.

Materials:
* Pens, cartolina, masking tape, transparencies, overhead projector, monitoring form

Training Methodology:
A. Intoduction/Method setting
1.  Start the session with a quotation o leadership

B. Activity:
1. Recall the needs, issues and concerns surfaced in session and discussed how these were addressed by the action plan.
2. Discuss the importance of monitoring the activities stated in the action plan.
3. Form groups into pupils, teachers, school administrator and health personnel and distribute sample monitoring instrument as per grouping.
4. Ask each group to react on the instrument on the following aspects:
  * Strengths and weaknesses of the instrument.
  * Needs/concerns not addressed in the instrument.
  * Suggestions on how to improve the instrument.
5. Group reports.
6. Facilitators discuss with the group on how they can utilize data gathered.

C. Learning Points
* Draw out from the participant the need to monitor their own health program.

D. Application
1. Ask the group to make their own monitoring instrument based on their own needs and concerns.

Monitoring Form

School_______________________________________________ Region_________________

Division_______________________________________________ District________________

Monitor_______________________________________________ Date__________________

A. For pupils:

How often do you do the following? Check the column of your answer

                                                                                             ALWAYS     SELDOM     NEVER

1. I come to school better groomed?

(Hand washed, tooth brushed and hair combed)

2. I wash my hands after going to the toilet

3. I help the surroundings clean?

4. I receive medical and dental services in school?

5. I respect the elder?

6. Am I friendly to other children?

7. My parents provide nutritious food at home?

8. I have time to play in school and at home?

9. Our school give supplementary feeding?

B. For Teachers:

Check the appropriate box for evaluation

1. Integrate Health Education Program in subject areas like Pilipino, English, Science and Health and Makabayan.

    Yes ()     No ()

2. Attend regular training's of teachers on Health & nutrition education.

    Yes ()     No ()

3. Inculcate desirable values on health education

    Yes ()     No ()

4. Encourage pupils to participate in related activities

    Yes ()     No ()

5. Active involvement in putting up of health status profile and health corner.

    Yes ()     No ()

C. For Health Personnel

Check your answer

1. Frequency of school visits

() once a year

() twice a year

() more than twice 

() never

2. Conduct health/oral examination to:

* school children

    Yes ()     No ()

* teaching staff

    Yes ()     No ()

* non-teaching staff

    Yes ()     No ()

* community

    Yes ()     No ()

3. Conduct/assist in taking of heights, weights of school children

() beginning & end of SY

() quarterly

() never

4. Assist in the conduct of HPS training

() yes

() no

5. Coordinate with other agencies for the treatment and referral of school children and ailments

() yes

() no

6. Participate in the implementation of feeding activities

() yes

() no

D. For School Administrator

Monitoring Instrument on the Health Promoting School

Objectives:

General: To determine the status of the Health Promoting Schools Program

Specific:

1. Determine status of implementation of different components of Health Promoting Schools

2. Identify factors that facilitated the implementation of Health Promoting Schools

3. Identify restraining factors

4. Report and disseminate factors

Curriculum Teaching Learning

1. How often do you use the following strategies in teaching health concepts and/or values?

Approaches                                                    Never               Sometimes               Often

a. teaching through themes

b. integrated learning

c. experiential learning

d. learning centers approach

e. child to child approach which

link, home and community

2. In what subject areas have you integrated health concepts?

3. Is the health curriculum design interesting and relevant to students?

4. Does the learning process give emphasis on pupil participation?

5. Does the content reflect issues which pupil's can relate to in their own community which draws on their own experience?

6. Does the curriculum provide appropriate learning experiences for children?

7. Is sufficient time allocated to health in the overall curriculum?

8. Do the pupils have opportunities to gain skills with respect to specific and relevant health issues?

9. Do the pupils gain basic understanding relevant to their age ad culture?

10. Are pupils helped to acquire skills on:

* problem-solving?

* decision-making?

* effective communication?

* interpersonal relationship?

* coping with emotions and stress?

* critical and creative thinking?

Curriculum: Teaching Learning

Direction: Check the appropriate column for your answers.

1. How often do you use the following strategies in teaching health concepts?

Approaches                                                    Never               Sometimes               Often
a. teaching through themes
b. integrated learning
c. experiential learning
d. learning centers approach
e. child to child approach which
link, home and community

Direction: Check the appropriate box for your answer.

2. Do the curriculum activities provide avenues for the development of health concepts in health promoting schools?

    Yes ()     No ()

3. Is the health curriculum addressed to the needs of the community?

    Yes ()     No ()

4. Is the health curriculum design interesting and relevant to pupils?

    Yes ()     No ()

5. Does the content reflect issues which pupils can relate to their own community and drawn from their own experiences?

    Yes ()     No ()

6. Does the curriculum provide appropriate learning experiences for children provided by the BEC?

    Yes ()     No ()

7. Is insufficient time allocated to health in the overall curriculum?

    Yes ()     No ()

8. Do the pupils have opportunities to gain skill with respect to specific and relevant health issues?

    Yes ()     No ()

9. Do the pupils gain basic understanding relevant to their age and culture?

    Yes ()     No ()

10. Are pupils helped acquire skill on:

* problem-solving?                              Yes ()     No ()

* decision-making                                Yes ()     No () 

* effective communication?                   Yes ()     No ()

* interpersonal relationship?                  Yes ()     No ()
* coping with emotions and stress?        Yes ()     No ()
* critical and creative thinking?              Yes ()     No ()

11. Is the curriculum based on the needs of the community?

    Yes ()     No ()

12. What are the effects of learning in the behavioral practices of child?

    Yes ()     No ()

13. Is the transfer of learning from the school to the home manifested in the behavior of children?

    Yes ()     No ()

14. Was the school health education plan carried out?

    Yes ()     No ()

School Organization Ethos and Environment

* Formula of health schools policies

* Establishments of linkages between health organizations for the promotion of health of the pupils

* Tapping the support of the local gov't. agencies for the successful implementation of health programs in school

* Presence of functional health councils/clubs/organization in school

* Presence of functional health and nutrition working committee

* Record of participation of pupils, teachers, parents and communities in school decision-making processes

* Provision of appropriate health facilities, learning aides and programmed for pupils with special needs

* Presence of recreational areas/equipment for pupils implementation of health programs in the school

* Full integration of health and nutrition in the school action plan

* Implementation of health policies in the school

School Partnership & Services

* Presence of school-community health organization

* Linkages with

- LGU

- parents

- local health workers

- religious leaders

- youth workers

- women's groups

- politicians

- policy makers

* Involvement of families i health promoting activities

* Participation of the school in the health services given by health organization

* Pupils and teachers participate in local events

- sports

- festivals

- culture

* Information dissemination about the health programs implemented in school

* Basic health services are provided

- immunization for pupils

- health screening (vision, hearing)

- basic oral health services

- height and weight taking

- deforming

- health examination/assessment

* Presence of appropriate health records to monitor health of the children

* Presence of counselling and support services for children with health problem

* Manifestation of support of the local health service in implementing health programs

* Training programs for teachers on health education are coordinated

* Provision of school health facilities

- functional clinic - 1 in every school

- medicinal garden

- toilets - boy-1 urinal: 100 boys, girls-1 toilet bowl/50 girls

It is encouraged to put oe toilet inside the classroom.

- garbage disposal

- water facilities

- drinking facilities - 1 in every school

- hand washing facilities - 1 in every school

- tooth brushing facilities - 1 in every school

- canteen - 1 in every school

- health and personal corner in every classroom depending on grade level
* Delivery of health services by health workers/personnel's
- physician
- dentist
- nurses
- clinic teacher
- firs-aid teacher

Physical Environment and Health Services

Place a check or cross in each sentence

() School building with adequate space, ventilation ad lighting.

() Adequate and safe sports equipment.

() Sufficient toilets/urinals for boys and girls.

() Adequate potable water for drinking ad hand washing.

() Practice zero waste management.

() Support food production.

() Establish/maintain functional clinic.

() Ensure the conduct of health examination of school children and teaching/non-teaching staff.

() Network with GO's, NGOs and PO's for treatment and referral of school children with ailment.

() Coordinate with school health personnel on the training of teachers o health and nutrition education.

Session 8: Integrated School Action Plan on Health Promoting School

Objective:
At the end of the session, the participants will able to:
1. Prepare a school action plan integrating the three components of Health Promoting School.

Content:
* Integrated School Action Plan on HPS.

Materials:
* Manila paper/newsprint
pen-tel pen

Training Methodology:
A. Mood Setting
1. Review the different components of Health Promoting Schools. Point out the essential features which are related to the enhancement of Health Promoting Schools.

B. Activity
1. Let them identify the priority needs of their school in terms of health practices, programs, policies and problems in the school and community.
2. After identifying the needs and priorities, let the participants identify the stakeholders and the key actors in health promotion. Emphasize their roles and responsibilities in health promotion. Give them 15 miutes to do this activity.
3. Record the discussion.
4. Using the attached format, make your own school action plan integrating the three components of the promoting schools.
5. Let the participants present their finished output for critiquing.

C. Learning Point

" There are three kinds of people in the world.

There are those who watch things happen.

There are those who wonder what happened.

There are those who make things happen.

We believe that all these things that you put 

in your action plan will really be translated 

into actions.

Session 6: Component of Health Promoting School: School Organization, Ethos and Environment

Objectives:
As the end of the session, the participants will able to:
1. name the 5P's of a supportive environment;
2. discuss the characteristics of each of the 5Ps and the roles that they play in the development of health promoting schools; and
3. prepare an action plan o the development of health promoting school environment.

Content:
Creating Supportive School Environment, School Organization, Ethos and Environment

Materials:
Envelope with jumbled letters of Supportive, School, Environment, coloring pens, newsprint, activity cars with reading materials for the 5Ps, pentel pen.

Training Methodology:
A. Introduction/Mood Setting
Call three participants. Give each participant an envelope containing set of jumbled letters that when joined together will form the following words:

SUPPORTIVE                                           SCHOOL                                          ENVIRONMENT

Let them form the words in two minutes. Then let them post what they have formed. Ask the following questions:
1. What words were formed?
2. What thoughts came to your mind about these words?
3. How is this related to the previous session on Curriculum Teaching & Learning which is one of the component of the HPS?

B. Activity:
1. In the previous session we talked about the curriculum, Teaching and Learning as one of the components of the  HPS. This time, we will now focus on the other components of HPS.
2. Divide the participants into 5 groups. Give each group an activity card with the following instructions
* Read the paragraph
* Analyze within the group the content of the paragraph.
* Answer the following questions:
a. What is the paragraph all about?
b. Identify the characteristics of the element being described in the paragraph.
c. Have a group presentation of your activity using the strategy indicated therein.
(Every after group presentation, point out important concepts particularly the element being portrayed by the group)
3. After the presentation, Ask;
a. How did you fing the activity?
b. How did the members of each group work?
c. What significant insights/learning did you gain from the process?
d. Why are they important to the promotion of a healthy school environment?
e. How they contribute to the promotion of a safe, healthy and supportive environment in schools?

C. Learning Points
Discuss 5Ps using transparencies

D. Application
Let the participants recall the checklist on "HOW HEALTHY IS YOUR SCHOOL" ad them identify the aspects of their school that contribute to the development of health promoting school environment.

                                                                      ACTIVITY CARD

Element # 1

*The places in the school setting - the classrooms, school and environs, the school climate and the wider community, have the potential to enhance or weaken health outcomes.

*Places involved in supportive environment are mostly welcoming, clean, colorful and well-kept, providing shade and areas for physical activities, ventilated and lighting in classrooms ad environmentally- friendly waste disposal, clean toilets and washing facilities.

* Psycho-social environments could be intimidation or harassment by students and staff to students. These and emotional impacts are unlikely to be conducive to health and learning. A psycho-social environment that produces alienation will result in permanent jeopardy of students welfare.

                                                                                                                             Strategy - Drawing

Element # 2

* A supportive school environment should focus on the involvement and empowerment of all - the people, the students, teacher, and other school staff, families, health and community workers.

* Students are more likely to think positively about health and modify behavior if they have a sense of their own worth. An environment where management involves staff in leadership ad decision-making. Parents, community health personnel and other groups, contribute to supportive environments by creating, links with the school decision-making and programs; working cooperatively wit the school through involvement and work experience programs and the provision of resources.

                                                                                                                             Strategy - Pantomime

Element # 3

* The process and practices involved in decision-making and participation have the potential to enhance or weaken health outcomes.

* The teaching practices in a supportive environment are centered around the students. Involving them in planing curriculum that is appropriate for their needs and interest. Activity in the classroom and the wide community occur in interactive way hereby allowing students to develop their critical ability, listening, problem solving, and interpersonal skills. Safe practices include regular maintenance of playground facilities to prevent fall injuries, and foresight in planning for sports related accidents and on excursion. Those students who feel alienated from the schools environment are after at risk for the development of problematic health behaviors.

                                                                                                                              Strategy - Role Playing

Element # 4

* A supportive school environment has policies involving the guidelines for action, resource allocation and for priority setting.

* Policies in schools that help create supportive environments include: policies on health concerns such as serving of nutritious foods in school canteens and proper garbage disposal.No smoking policy also be present in schools.

                                                                                                                              Strategy - Dialog

Element # 5

* Programs must be organized and coordinated to provide learning in classrooms and across the school activities. Health education programs must equitable, comprehensive, sequential and on-going, covering all aspects of physical, social and emotional health.

* A student council also provides access to the school decision making process and opportunity for student to develop advocacy for health and the wider school community.

                                                                                                                   Strategy - Newsprint Reporting

School Organization, Ethos and Environment

* This is the second component of the health promoting schools. Schools ethos encompasses the whole school environment including the physical environment, social relations, organizational structure, policies and practices and daily activities in schools. This components includes several factors to create a safe, healthy supportive environment such as:

1. Smooth interpersonal relations: staff to staff, staff to pupil
* School site wellness programs for staff and parents
* Positive role modeling and involvement in improving the health of students
* Decreased staff absenteeism and improved teacher morale and productivity
2. Policies and codes of behavior
* An enabler of healthy choices promotion
* Effective if widely consulted with school community
* Clearly written, well communicated, consistently enforced
3. Physical and psychological environment
* Physical environment involves the built and natural environments that could involve mechanical, chemical and biological hazards.
* Psychological environment involves the social, economics, political, influences within family's school and communities.

Psycho-social environment could be intimidation or harassment by student and staff to students. These experiences and emotional impact are unlikely to be conducive to health ad learning. Psycho-social environment that produces alienation will result in permanent jeopardy of student's welfare.

Secondly, the focus should be on involvement and empowerment of all: the people, the students, teachers and other school staff, families, health and community workers.

People and supportive environments: students are more likely to think positively about health and modify behavior if they have a sense of their own worth. This can be fostered if management creates an environment where staff is involved in leadership and decision-making processes, and provides opportunities where parents, community health personnel and other groups work cooperatively with the school activities and resource mobilization.

Thirdly, the process and practices involved in decision-making and participation.

Practices that occur in supportive environments: the teaching practices in supportive environment are centered around the students, involving them in planning curriculum that is appropriate fo their needs and interest. Activity in the classroom ad wide community occur interactive way thereby allowing students to develop their critical ability, listening, problem solving and interpersonal skills. Safe practices include regular maintenance of playground facilities to prevent fall injuries, and foresight in planning for sports related accidents ad on excursion. Those student who feel alienated from the school environment are often at risk for the development of problematic health behaviors.

Fourth, policies involving the guidelines for action, for resources allocation and for priority setting.

Policies
1. Does the school have a policy on nutritious and healthy foods and on food safety?
2. Does the school have a policy on smoking?
3. What is the school policy on sick children in the school?
4. Does the school have a policy in physical examination and health screening?
5. What is the policy of the school during calamities? Accidents? Emergencies?
6. Is there a policy on garbage disposal?
7. Is there a policy on the provision of medicines and supplies?

Places
1. Does the school provide a safe ad healthy environment? No health and safety hazard/
2. Is the garbage properly disposed? How?
3. Are the classrooms adequately ventilated and lighted? What about the size of the rooms? desks?
4. Are there playground equipment?
5. Are there sufficient toilet bowls ad urinals for the pupils?
6. Is there adequate, safe and potable water supply for drinking, hand washing?
7. Who helps maintain cleanliness ad beautification of school?

People
1. Who takes leadership on school health and nutrition activities?
2. Who is responsible for identifying health issues and concerns?
3. Who proposes,implements health policies?
4. How is the working relationship of the principal and teachers? Leaders and teachers? Principal and pupils? Teachers and pupils? Pupils and pupils? Principal and parents? Teacher and parents? Pupils and principals? Teachers and GO's and NGOs? Principals and GO's and NGOs? Is cooperation among them evident?
5. Is the curriculum appropriate to the pupils needs?

Practices
1. Are the teaching practices centered around the students?
2. What are the practices of teachers in disciplining the pupils?
3. What are the practices of pupils during recess?
4. Are there safe practices relative to playground facilities; accidents; outdoors sports?
5. Is the curriculum appropriate to the pupils needs?

Programs
1. Are there staff development programs on health and health education; first aid, etc.
2. Is there a program for children with special needs?
3. Is the health education programs designed to cover the physical, social and emotional health needs of the pupils?
4. Are the programs on health education sustained? How?
5. Is there involvement of parents, government agencies in the preparation and implementation of programs?
6. Is there a drug abuse prevention program in the school?

Session 5: Curriculum, Teaching and Learning towards Health Promoting Schools

Objectives:
At the end of the session, the participants will be able to:
1. Explain the distinctive characteristics of an effective school health education program;
2. Identify the different approaches that facilitate child-centered teaching and experiential learning; and
3. Appreciate the need to work together and prepare the school health promotion action plan.

Content:
* Characteristics of an Effective School Health Education Program
* Approaches that Facilitate Child-Centered Teaching and Experiential Learning

Materials:
Cassette recorder, tape "I Have a Dream" or any related song; charts.

Methodology:
A. Introduction/Mood Setting:
1. Introduce the session by linking with session 4: Health Promoting Schools
2. Explain that this session is a attempt to look more closely o curriculum, teaching and learning as a component of a HPS. (Show diagram of HPS)
3. Set the mood and begin the activity by playing and singing the song "I Have a Dream" Invite the participants to give insights o the song.

B. Activity:
1. Invite participants to dream of a school-based health education program in a child-friendly school environment. Let them describe their dream by writing ideas/phrases in sheet of paper.
2. Group participants. Let them share their dreams with group  members and come up with a group dream.
3. Ask each group to put a learning center to advocate the school's health education  program as envisioned by the group.
4. Allow center visitation by the different groups. Then ask 2 to 3 participants to share their observations/learning from the centers.
5. Ask the following questions after the sharing:
* What do you notice as common or typical among the centers? How are they different?
* What messages do the centers covey?
* How would you describe a health education program i a CFS environment?
6. Deliver a lecturrete on:
* Creating Health Promoting Schools
* Elements of a Successful Curriculum-Based Schools Health Program
* Approaches that Promote Child-Centered Teaching and Learning Experience
7. Link the energizer to the group's dream of a health education program in a child-friendly school environment
8. Ask the group to invent a human functioning machine that will be useful in their health education program.
9. Process the activity-emphasize working together/team work to attain group goals, development of life skills i.e. decision-making.

C. Learning Point:
* Draw out from the participants the following:
* Characteristics of a effective school health education program
* Approaches that facilitate child-centered teaching ad experiential learning

D. Application:
* Make a School Health Action Plan (please see attached)

Curriculum Teaching Learning
* Student centered teaching
* Experiential learning
* Planned sequential curriculum
* Pre-service & in-service training
* Health topics integrated into other subjects

School Organizations, Ethos & Environment
* Resource allocation for health
* Based on social justice principle
* Clean
* Shade
* Health promoting
* School policy
* Passive Recreational areas
* Occupational health & safety
* Physical activity areas
* Respectful of diversity
* Friendly waste disposal
* Caring ethos underpins
* Social interactions
* Based on social justice principles
* Staff Health & Welfare

THE HEALTH PROMOTING SCHOOL

Partnerships & Services
* Local health services contribute to school health through-screening immunization, education of teachers and parents, expert advice on referral and policy development
* School welfare services
* School/community members involved in initiation development and implementation of school health policies & programs
* Community use of school facilities
* Alliance formed with health, welfare & local community agencies

Creating Health Promoting Schools
* Health Promoting School
* The Basic Vision
* School Health Goals and Plans
* Characteristics of a school Health Education Program

Health Promoting School
" A Health Promoting School is a place where all members of the school community work together to provide students with integrated and positive experiences and structures which promote and protect their health. This includes both the formal and informal curricula on health, the creation of safe and healthy school environment, the provision of appropriate health services and the involvement of the family and the community in their efforts to promote health"

The Basic Vision
Health promoting school approach lead to improved teaching and learning atmosphere, delivery of quality health care and eventually help in social, mental, physical and emotional development of children turning them out healthy, responsible and productive citizens of society.

School Health Goals and Plans
* School should have health goals that relate to local needs and emerging priorities.
* Each health goal should be supported by a plan that includes specific and measurable objectives to achieve the goal. This plan should also include activities to achieve the objectives.
* Objectives should be realistic and attainable, recognizing the context i which the school operates. Objectives with the greatest health impact and which can be achieved with existing resources should be given priority.
* Health goals and objectives should be known and understood by all members of the school community, including the children. Everyone should have a role in achieving these goals and objectives.
* School health activities should include simple systems of monitoring ad evaluation, using checklist to assess progress in implementing activities and achieving objectives. The systems should be open and designed to be run by the school staff including the children.

Characteristic of a school Health Education Program
* Health education in schools can be taught as a particular subject like science and health, integrated into various subjects like social studies, mathematics, etc. or included in extracurricular activities.
* Health knowledge and skills emphasizing life skills should be reinforced in the curriculum with opportunities to apply such learnings in the school, home and community.
* A health education curriculum should be planned and help achieve the school's health objectives.
* Health content is an ideal way of developing skills in language, mathematics and science.
Example: written and spoken language, measuring, observing.
* The health education curriculum should not be overload. School should focus on an identified health issue for one or more grading periods.
* Health education should enable students to acquire values and attitudes and help them adopt healthy lifestyles and create conditions conducive to health.

Characteristic of a school Health Education Program
* Health education should implement learning with doing to make school a healthier place.
* Health education should involve children in planning and implementing the school health program.
* Activity learning not only makes learning relevant and enjoyable but also encourages children to think, act, feel and communicate health related issues.
* Cooperative learning where children help each other in class is recommended. It promotes understanding and develop healthy attitudes.

Elements of a successful Curriculum-Based School Health Program
1. Teacher training and support
* Pre-service training
* On-going professional development
* Teacher support
* In-service training
* Teacher autonomy and commitment
2. Life skills acquisition
3. Adequate resources
4. Teaching ad learning strategies
5. Time allocation
6. Comprehensive health promotion programs
7. Team approach
8. Involvement of local community
9. Environment support

Approaches that Promote Student Centered Teaching and Experiential Learning
* Teaching through themes
* Integrated learning
* Experiential
* Learning centers approach
* Child-to-child Approach which link school, home and community

Example of Health Themes and Subtopics for Study are as follows:
Theme: Hygiene
Subtopics/Messages:
1. Wash hands with soap and water
2. Proper waste disposal
3. Use only clean water
4. Prepare food properly

Example of Health Concepts and Activities which can easily be Integrated in Social Studies:
1. Concepts related to food we eat, community hygiene, immunization and the prevention of epidemics, effect of pollution on community health, food production, water management and its relation to healthy lives.
2. Rights and duties of citizens with regards to health; health issues relating to rights of women and children.
3. Recognition of the relationship between poverty and ill health.
4.Making health map of the neighborhood and locating health services o a local map.
5. Survey of practices of local people on treating fever or attitudes towards parents with AIDS.

Sample of Concepts and Activities which can Easily be Integrated in Mathematics 
1. Getting people's weight; measuring number of breaths per minute of a person after exercise.
2. Estimating distance from the classroom to the school clinic; recording numbers of case of malaria; make graphs of this and relate it to the amount of rainfall in the area.
3. Measuring, weighing and recording a person's weight regularly.
4. Budgeting for healthy meals.
5. Cost of water consumption on a monthly basis.
6. Survey of incidents of illness due to diseases.
7. Counting family members; comparing age.

Steps in the Development of a Learning Center
1. Instructional purpose. Decide on the purpose of the center. What objective(s) do you want to accomplish? A teacher may want to set up a science ad health center where students can try out and experiment on foods in order to develop specific health concepts. A center is an environment arranged to accomplish a particular instructional purpose.
2. Activity. What will the students do at the center? What activities are to be performed? Whatever the activity, it should accomplish the instructional purpose. If the purpose is to reinforce a skill, then the activity should provide practice and application to the learned skill.
3. Materials. Decide what materials will be needed for the students to perform the activity. Center materials can include books, paper, pictures, magazine, tapes, manipulate materials, etc.
4. Evaluation. How will the activity evaluated? Some activities can be designed so that students ca self-check their work. If the activity has answers, correct responses can be provided in a booklet located in the center. Evaluation can also be a joint student-teacher activity and may involve a classroom discussion instead of a paper-pencil check.

Child-to-Child Approach Linking the School, Home and Community
Living Place
*Learning place
Step 1- Choosing ad understanding
* Chalk and Talk, Discussion Group, Stories, Pictures, Games, Needs Assessment, Role Playing Experiments and Demonstration
Step 2- Finding out more
* Surveys, Interviews, Recording information (graphs,chart etc) measuring, comparing
Step 3- Reporting, discussion and planning
* Reporting, Describing, Discussion, Debate, Group Work, Preparation and Practice for Step 4 activities
Step 4- Taking action (individually and together)
* Campaigns, school fairs & open days
* Poster & Picture-making
* Drama &puppets
* Songs &poems
* Demonstrations
* Radio programmers
* Teaching other skills, games songs etc.
Step 5- Discussing what we did
* Reporting Describing, Discussions,Role play
Step 6- Doing it better
* As for Step 4

Guidelines on the Preparation of the School Health Action Plan
1. Identify the school-community specific health needs through a situational analysis
2. Establish priorities and focus on relevant health needs/issues
3. Develop health themes on the prioritized health needs. Select health themes that:
* children do not know or practice
* addresses the needs of the community
* children are capable of learning and doing
* children can pass o the messages to others
4. Decide which themes the school will concentrate for each grading period.
5. Select specific health topics for each class/grade level (How many topics will you cover in each class per grading).
6. Decide on how many lessons will be committed to health education intervention activity. (How many lessons will you spend for each health theme or topic)?

Session 4: The Health Promoting School (HPS)

Objectives:

At the end of the session, the participants will demonstrate

1. a clearer understanding of the Health Promoting School (HPS) concepts.

2. knowledge on the development of a health promoting school.

Content:

Health Promoting Concepts

* Components of Health Promoting Schools

* Characteristics of a Health Promoting Schools

Materials:

Puzzle, checklist "How is your school", cartolina - red, purple, blue, light yellow. Transparencies on background, definitions, components of HPS including benefits derived from HPS.

Training Methodology
A. Introduction/Mood Setting
* Distribute the puzzle to the participants

 A  B  Z  R  P  W  A  E  F

 E  D  M  S  R  E  U  H  G

 N  F  M  T  O  R  O  L M

 C  G  N  U  M  I  C  O  S

 H  L  P  V  O  S  D  N  C

 H  E  A  L  T  H  B  C  H

 B  C M  P  I   J   I    K  O

 F  G  E  Q  N  E  R  J   O

 H  K  L  M  G  O  P  S  L

* Ask the participants to look for three words contained in the puzzle.

* Give them three minutes to do the task individually.

* After three minutes;

  Ask: What words did you find? (Health Promoting School)

  What do the words imply?

B. Activity

1. Divide the participants by school. Give each group the checklist on "How Healthy is Your School".

2. Give the following directions:

  a. Cooperatively answer the checklist. There are 24 items in the checklist. Check the items that best describe your school.

   b. Count the items you checked and write your score on the box at the end of the list.

   c. If you scored 23-24 points give yourselves a RED HEART; if you scored 18-22 give yourselves a BLUE HEART; if you scored 13-17 give yourselves a LIGHT YELLOW HEART. You may cut your heart from the cartolinas available in the room. Write the name of your school on the heart.

3. Call the attention of the participants to the big RED, PURPLE, BLUE, and LIGHT YELLOW HEART posted in front.

4. Ask them to present their group rating and explain why they got such heart,

5. Let them post their heart to the corresponding BIG HEART in front.

6. Synthesize different group ratings and discuss areas for improvement.

7. Give lecturette on the following;

* The rationale of HPS Approach

* Definition of a Health Promoting School (HPS)

* Benefits of the school from the HPS Approach

C. Learning Points

Solicit from the participants the important insights they gained from the session.

Ask: Are you satisfied with your rating? Why? Why not?

D. Application

Cite how you make your school a health promoting school based on the different aspects.

     Aspect                                                              What to do in my school

  Curriculum, Teaching and Learning

  School Organization, Ethos and Environment

  School Partnership and Services

End the session with this food for thought 

* Children are like wet cement. We can mold them, shape or leave them alone and blindly hope that they wil make it in life. What difference it will make if we learn to invest our time, treasure and talents to cultivate the lives of those entrusted to us by God Almighty.

                              How Healthy is Your School

School___________________________________________________ Region______________
District___________________________________________________ Division_____________
Respondent/s__________________________________________________________________

Check the items that best describe your school
1. Does your school enhance the children's heath and well-being.
    Do you have or are you doing the following?

() Your school maintains and regularly updates a health record of each pupils.
() Your school holds annual weighing and health examination of your pupils.
() Your school holds annual dental examination of your pupils.
() Your school treats or refers pupils with health problem.
() Your school treats pupils with decayed teeth.
() Your school ha a feeding program for malnourished children.
() Your school serves or sells healthy and nutritious food in your premises.
() Your school practice proper waste disposal.
() Your school has a steady supply of clean and safe drinking water.
() Your school has a separate toilet facilities for boys and girls consisting of urinals and lavatories that are regularly maintained and kept clean.
() Your school has a functional clinic.

2. Does your school guarantee safe ad protective spaces for children?

() Your classrooms have proper ventilation and lightning ad enough space for 45-50 pupils.
() Your classroom desk and other furniture are sized to the age of the pupils. In the case of shared desk, each pupils has enough space to do seatwork.
() Your classrooms layout ad furniture allow pupils to interact and do group work.
() Your classrooms have a bulletin board or a corner that displays helpful learning materials such as posters, illustrations, newspaper and magazine clippings, and your pupils own works.
() Your classrooms, facilities and premises are regularly maintained and kept clean.
() Your school has library for reading and for study.
() Your school has facilities and equipment for recreation and sports.
() Your school has sufficient lawn and space and vegetation.
() Your school has duly assigned personnel in charge of securing it's premises, its properties ad those of it's pupils and teachers.
() Your school coordinates with the barangay and local authorities to ensure the safety and protection of your pupils.
() Your school has a policy against discrimination with regard to gender, cultural origin, social status, religious belief and others.
() Your school has a program for children with special needs.
() Your school use non-threatening styles of disciplines.

Rationale for HPS Approach
a.) More effective and comprehensive approach to learning
* Holistic view of the physical, social, mental, intellectual, spiritual, ad environment dimensions of health
b.) Teachers and school community focused for students HP.
* Teachers as key figures on the lives of children
c.) Takes into account health research and need for integrated health service delivery
* Good health and education are interrelated
* Social morbidity
* Integrated approach for health service delivery
d.) Health education and promotion are cost effective
e.) HPS approach a framework to draw current activity
f.) HPS adopt a more effective approach compared to vertical programs

What is Health Promoting School (HPS)
* A place where all members of the school community work together to provide students with the integrated and positive experiences and structures which promote ad protect their health.

Includes:
* Formal and informal health health curricula
* Safe and healthy school environment
* Provision of appropriate health service
* Involvement of the family and community

Three Components of Health Promoting School
1.) Curriculum, Teaching and Learning
- Provides sufficient information
- Develop skills relevant to physical & phychosocialhealth
* Decision-making
* Abilities to participate
* Self-assertion, communication
* Personnel values, positive self-concept
2.) School Orgaization, Ethos and Environment
- Encompass the whole school environment
* Physical environment
* Social relations
* Organizations structure
* Policies and practices

Physical Environment
* Adequate lightning and ventilation
* Ideal classroom size
* Adequate classroom
* Adequate water ad sanitation
* Adequate play ad safe recreation facilities
* Social interaction areas

Social Relations
- School climate-relationship among staff
* Openness of communication
* Responsiveness to suggestions for change
* Collegial atmosphere
* Mutual helpfulness
- Classroom climate
* Teacher-student and student-student relationship

Organization Structure
* School Health Committee
* Clinic/First Aid Teachers
* School Health Workers
* Little Doctors and Nurses

Policies and Practices
* Day to day guidelines and incentives
* Types of food served and sold
* Wearing of protective equipment
* Involvement in decision-making
* No smoking policy

Session 3: The DepEd Integrated School Health and Nutrition Program (DepEd -ISHNP)

Objectives:
At the end of the session, the participants will be able to understand the following concepts:
* Health and Nutrition Education
* Healthful School Living
* Health and Nutrition Services
* School Community Coordination for Health and Nutrition

Content:
 Integrated School Health and Nutrition Program

Materials:
 Masking tapes, pentel pens, Manila paper, transparencies on ISHNP

Training Methodology:

A. Introduction/Mood setting
1. In a plenary session ask the participants to identify the health and nutrition programs that are implemented in their respective communities.
2. Write down the responses of the participants on the board.
3. Ask the participants the following questions:
* Who are the recipients of these programs?
* Which of these programs are being sustained?
4. If there are existing health and nutrition programs in the community, there is also a health and nutrition program in the DepEd.

B. Activity
1. Distribute survey forms to participants and ask them to fill up survey forms.
2. Divide participants into 4 groups and assign each group into 4 components such as Health and Nutrition Education, Healthful School Living, Health and Nutrition Services; and School Community Coordination for Health and Nutrition.
3. Ask them to separate their filled-up survey forms as to component and submit them to the assigned groups.
4. Ask assigned group to coordinate data and prepare a report on analysis of the data.
5. Present data gathered and analyzed.
6. Deliver a lecturette on the Components of the Integrated School Health and Nutrition Program.

C. Learning Points
* Draw out from the participants objectives, approaches of the different components of the ISHNP.
* Refer to readings on ISHNP.

D. Application:
* Considering the status of the school health and nutrition program in your school,where do you want to improve? What will you do? Fill up the chart.

Areas of school Health and                                     Activities to Undertake to Improve
Nutrition Program                                                   My School Health and Nutrition Program

Components of the Integrated School Health and Nutrition Program
* The Integrated School Health and Nutrition Program is a coordinated course of action undertaken in schools to promote optimum physical, mental and social health of the school population. It is an intgral part of the school curriculum , and has four (4) components to wit:

I. Health and Nutrition Education
* Is the organization of learning experiences directed towards the development of favorable health and nutrition knowledge, attitudes and practices which may be formal or informal.

Objectives:
* Presents basic knowledge and facts which serve as guides in the development  of desirable health and nutrition habits;
* Develops proper values toward health and nutrition resulting to a healthful behavior; and
* Provides opportunities to put into practice health and nutrition learning

Approaches for Health and Nutrition Education
* Formal Teaching - health and nutrition concepts messages are integrated i the different subject areas based on Basic Education Curriculum on identified proper entry points or in TCP Approach to Health and Nutrition Education.
* Incidental/Informal Teaching - health and nutrition concepts are given whenever opportunity/teachable moments occur such as: chair-side teaching, individual or group discussion, community assemblies, pre and post conference, symposia, lecture-discussion and field trips.
* Integration of health and nutrition messages in co-curricular activities like scouting, canteen services, sports, food production among others.

II. Health and Nutrition Services
* These are procedures designed to determine the health and nutrition status of the school population with appropriate intervention.

Objectives:
* Appraise the health and nutritional status of pupils ad school personnel.
* Counsel pupils, parents and others concerning appraisal/assessment findings.
* Encourage the immediate management of defects.
* Assist in the identification and education of handicapped children.

Six (6) Aspects of Health and Nutrition Services:
1. Health and Nutrition Appraisal - process of determining the total health and nutrition status of the children through:
* History taking
* Teachers and public health nurse observations
* Screening Test
* Physical examination/assessment

Kind of Health and Nutrition Appraisal and Screening Procedures:
A. Health Examination - is the complete and extensive assessment of the health and nutrition status of the school population undertaken by the school health and nutrition personnel.
B. Health Inspection - is the physical assessment of the individual which includes the following:
* arms, hand and fingernails
* eyes
* nose
* teeth
* mouth and throat
* ears
* neck and chest
* hair
* feet and legs
* skin
* height and weight
C. Daily Classroom Observation - This is a teacher's activity. The teacher passes through the aisle and looks at the pupils one by one. The purpose of this observation is to check the cleanliness of the children and to discover early signs and symptoms of diseases and deviation from normal health. Those pupils/students who show signs of communicable diseases are referred to the physician/rural health physician.

2. Health and Nutrition Counseling, follow-through and referral
These are activities which nurses,teachers, physicians, dentist, nutritionist, guidance counselors and others undertake to explain the findings found during the health/nutrition assessment to the pupils/students and help develop a plan of action which will lead to the solution of their health problems.

a. Health and Nutrition Guidance and Counseling are essential parts of a well-planned school program. It helps the child to be aware and adjust himself to problems which are difficult for him to solve alone. These problems are often recognized through daily or continuous observation of pupil's physical condition ad behavior by teachers, school health and nutrition personnel ad parents.

b. Referrals
Findings during health appraisal must be followed up immediately by measures for correcting defects. Minor infections or ailments can be taken cared of in the school clinic. If school physician is not available, the case maybe referred to any of the following:
* Provincial Health Hospital
* Rural Health Unit
* Department of social Welfare and Development
* Private Health Practitioner
* Other cooperating agencies/organizations

3. Prevention and Control of Communicable Diseases
Most ailments that cause pupils,students to be usually come from minor ones if left untreated and which later get worse. Pupils/students must know the early signs and symptoms of communicable diseases in order to prevent the onset and avoid complication.

Prevention and control of communicable diseases is done through:
a. Education of pupils, teachers, parents or community as a whole.
b. A coordinated program of immunization by the school, health agencies and other civic organizations.
c. Early detection of the signs and symptoms of communicable disease.
d. Isolation and exclusion of affected pupils.

4. Safety, First Aid, Emergency Care and Correction of Remedial Defects.
* First aid is the immediate and temporary care given to the victim of an accident or sudden illness until the service of a physician can be obtained.
* It refers to the measures taken to prevent injury, further harm or even death. The injured person can be attended to by someone competent to give remedial treatment.

Objectives:
* Provide first aid treatment in case of injury
* Give temporary relief until further arrangement can be done
* Familiarize pupils/students with simple first aid procedures
* Develop desirable attitude toward the prevention of accident safety consciousness
* Develop sense of personal responsibility in reporting accident to see that immediate care is provided

Procedures:
For sudden illness occurring in school, the following steps shall be considered:
a. Administer first aid
b. Notify parents regarding the injury or illness
c. Arrange transportation for the child if parents cannot go with him/her
d. Refer patients to health agencies, if necessary
e. Follow-up cases

5. Care of Exceptional Children
Exceptional children are those who deviate from normal or average children.
A. Classification
* Mental deviates - mentally gifted and mentally retarded
* Physical deviates - deaf and hard of hearing, blind and partially sighted, speech defects, harelip and cleft palate, cripples and defective, tubercular, malnourished and the epileptic.
* Emotional - social deviates - truants, delinquents, socially maladjusted and those with behavioral problems.
B. Procedures in identifying the exceptional children are the following:
1. Mental Deviates
  a. Intelligence test
2. Physical Deviates
  a. Health examination
  b. Vision testing
  c. Hearing test
  d. Teachers observation
3. Emotional-Social Deviates
  a. Teachers observation
  b. Referral to psychologist and/or psychiatrist

6. Promotion of the Health and Nutrition of School Population.
The school has the obligation to take care of the health and nutritional well-being of the school population. Children and students get the greatest benefits from the school experience when teachers and school administrators are in good health.

6.1 Yearly physical and laboratory examination like chest x-ray, ECG, urinalysis etc. are required for all school personnel.

6.2 Provision of supplemental feeding in the form of snacks, lunch supplements, hot lunch serving indigenous, nutritious and affordable food for malnourished school children.

III. Healthful School Living
* It pertains to the provision of wholesome and safe environment, harmonious interpersonal relationship and organization of a healthful school day.
* For a child to learn, observe and practice sound health and nutritional habits, a healthful school environment with adequate provision of facilities offers great opportunity to effect concrete application of theories learned in the classroom. A healthful environment serves as good vehicles for acquiring knowledge pertaining to orderliness, safety, cleanliness and appreciation of beauty and the values of health and nutrition.

Objectives:
1. Provide an environment conducive to optimum growth and development;
2. Educate school teachers and other school personnel to appreciate environment factors and sanitary practices which will contribute to good health and nutrition and provide opportunities for pupils to internalize good health and nutrition values;
3. Maintain adequate sanitation in the school and provide means to carry over the values to the home and to the community;
4. Promote wholesome interpersonal relationship through a healthful physical, mental, social and spiritual atmosphere.

A. Healthful School Environment
It pertains to the provision of school environment suitable and conductive to learning. School safety and sanitation includes adequate lighting, proper ventilation, safe water supply, adequate and sanitary drinking, handwashing, toothbrushing and foot washing facilities, ample space for building safe and clean school building safe and clean school building,safe playground apparatus, proper seating arrangement, safety from accident, hazards, freedom from noise and the provision of good drainage. In this connection, the standards and the provision of health and nutrition facilities are the following:
A. Physical environment
The following requirements shall be observed.
1. Toilet-Child-Ratio
     Boy - 1 urinal: 100 boys
     Girls - 1 toilet bowl: 50 girls
     It is encouraged to put one toilet inside the classroom
2. Drinking facilities - 1 in every classroom
3. Handwashing/Toothbrushing facilities - 1 in every school
4. Functional clinic - 1 in every school
5. Canteen - 1 in every school
6. Building construction (refer to DECS Educational Facilities Handbook)
7. Classroom set up (refer to DECS Educational Facilities Handbook)
8. Drainage/Water disposal
9. School garden
10. Health and personality corner in every classroom depending on grade level (Health corner-grade I&II, personality corner-grade III-IV)

B.Emotional climate
1. School administrators shall take leadership in the promotion of wholesome emotional and social climate in the school.
2. School administrators shall set policies and procedures for maintaining and promoting health of the school population through wholesome interpersonal relationship.

C. Organization of a Healthful School Day
The organization of a healthful school day is an aspect of healthful living which includes the healthful arrangement of daily school program for the development of the health and nutritional well being of the pupils and teachers alike.

This requires that the School Health and Nutrition Program considers the physiological, emotional and psychological needs of children, teachers and non-teaching personnel. It must be arranged to prevent fatigue, boredom and anxiety. The following must be observed:
1. Varied activities must be provided to promote interest;
2. Assignment or activities requiring intense concentration or abstract thinking should be limited to the early part of the day;
3. Length of class periods should be suited to the age development of pupils;
4. Scheduling of P.E. classes should be done early morning and late afternoon to prevent too much exposure to destructive rays of the sun which is detrimental to the health of the child;
5. Homework should be reduced to a minimum to provide adequate rest and relaxation.

IV. School-Community Coordination for Health and Nutrition
* It is a coordinated endeavor to link the school with the home and the community so that there is an effective carry-over of health and nutrition habits and practices learned in the school to the home and community.

The following are to be coordinated:
1. the different activities of the components of the Integrated School Health and Nutrition Program;
2. objectives; standard, policies, agreements, and other procedures particularly changes in personnel and
3. the  Integrated School Health and Nutrition Program with other existing community health and nutrition programs.

How to coordinate the school-community agencies for health and nutrition:
1. School
a. Coordinate/orient the head of the school on the specific roles, functions and responsibilities of different members of the Integrated School Health and Nutrition Program.
b. Hold conference with parents and other members of the community;
c. Have an organizational chart showing the flow of responsibility of different members;
d. Recognize the valuable contribution of others;
e. Keep each member posted with the results or problems issues met.

2. Community agencies
a. Agreement on policies and objectives to other community health personnel guide personnel in the different activities;
b. Knowledge of the responsibilities of each member of the staff within the organization;
c. Setting up functional action program with the corresponding member of the staff within the organization;
d. Quarterly evaluation with continuous monitoring of the implementation of the program and keeping everyone properly informed.

3. Organization of the School-Community Health and Nutrition Council
The effective implementation of the Integrated School Health and Nutrition Program depends to a large measure on the functional coordination between the school and the community be organized fo health and nutrition education.

A. School-community council shall be organized. The council shall be composed of the following agencies/organization:
1. School
2. Rural Health Unit
3. Parent-Teacher Association
4. Government and non-government health agencies
5. Other professional, civic religious organizations

The council should be elect a Chairman, Vice-Chairman, Secretary and other needed officers. This council should be responsible for developing and implementing a workable action program as well as helping coordinate the existing school and community health and nutrition programs. Channel of communication concerning health and nutrition matters between and among concerned agencies should be established for the successful operation of a coordination program. Consultant services of health and nutrition specialist or technocrats should be availed of by the council, if necessary.

Session 2: Child Friendly Movement (CFM) and Child-Friendly School System (CFSS:) an Overview

Objectives:
At the end of the session the participants will be able to demonstrate:
* Understanding of the child-friendly move
* Increased awareness of the child's rights and responsibilities.
* Appreciation of the linkage of health promotion to child-friendly schools

Contents:
* The Child-Friendly Movement
* The Child-Friendly School System
* Rights-Based Child-Friendly Schools
* Health Promoting Schools (elements, advantages)

Materials:
activity sheets, Manila paper, pentel pens, transparencies on ISHNP

Training Methodology:
A. Introduction/Mood Setting
1. In the previous session, you surfaced your expectations of the training. We are all aware that the CFM and CFSS are new concepts to most if not all of us, so in this session, we will altogether discover what these are all about.

B. Activity
1. Divide the participants into four groups, give each group activity sheet with readings about the following topic:(assign topics by lottery)

* Activity Sheet 1                   1. Child-Friendly Movement
* Activity Sheet 2                   2. Child-Friendly School
* Activity Sheet 3                   3. Rights-Based Child-Friendly School
* Activity Sheet 4                   4. Elements of Health Promoting School

2. Give the following instructions: (may be given orally or written on Manila paper)
* Read the topic assigned to your group.
* Individually, write your insights about it.
* Share your insights among the members of the group.
* Have a discussion of the insights shared and come up with common insights.
* Write group output on a Manila paper.
* Report group outputs.
* Ask for other participants insights. Request them to write their insights on a piece of Manila paper and post on the report presented.

C. Learning Points:
Deliver a lecturette on the following: (use transparencies)
* Child-Friendly Movement
* Child-Friendly School System
* Rights-Based Child-Friendly Schools
* Health Promoting Schools

D. Application:
Based on your learning in this session, list down at least 10 characteristics of your school that correspond to those discussed.

The Child-Friendly Movement
* Goal oriented
* Strong linkages among rights: health, education, protection, participation
* Broad partnerships at all levels, multi-sector
* Highly monitored

Why do we need Child-Friendly Schools?
* To help children learn what they need to learn
* To enhance health and well-being of children
* To encourage school enrollment and completion
* To raise teacher's morale and motivation as Child-Friendly = Teacher-Friendly
* To guarantee safe, protective spaces for children
* To mobilize community support for education

Desired Outcomes for Children
* To be healthy, well nourished, and free from exploitation and violence-and from labor which iterferes with learning
* To be aware of their rights and have opportunities to realize them
* To be able to protect themselves and develop their full potential
* To be able to participate in decisions which affect their lives in accordance with their evolving capacities
* To respect diversity, practice equality, and resolve differences without violence
* To be able to learn in environment that is effective, healthy and safe in clusive and gender sensitive, and protective of their rights

What is a Child-Friendly School?
* Effective with children
* Healthy for children
* Protective and inclusive children
* Gender-sensitive
* Involve with families and communities

When is a School Effective with Children?
* Promotes structured, child-centered content and teaching-learning processes appropriate to the child's developmental level abilities, and learning style.
* Promotes quality learning outcomes.
* Provides education based on the realities of a child's life.
* Enhances teacher capacity, morale, commitment, status and income.

When is a School Protective and Inclusive of Children?
* Helps to defend and protect all children from abuse and harm, both inside and outside of school.
* Guarantees the safety ad security of children.
* Acts to ensure inclusion,respect for diversity, and equality of opportunity for all children" (e.g. girls, working children, differently able children, victims of exploitation and abuse).
* Does not stereotype, exclude or discriminate on the basis of differences.

When is a School Gender-Sensitive?
* Promotes equality in the enrollment and achievement of boys and girls.
* Eliminates gender stereotypes.
* Guarantees girl-friendly facilities, curricula, textbooks ad teaching-learning.
* Socialize girls and boys in an environment which is non-violent and encourages respect for rights, dignity ad equality.

When is a School involved with Families and Communities?
1. Child-centered
* Understands and is concerned with the whole child's health and nutritional status, and general well-being and also considers what happens to them before they enter and after they leave the school.
2. Family-focused
* Works to strengthen families and helps children, parents and teachers establish harmonious, collaborative relationships.
3. Community-based
* Encourages local partnerships in school-based management, acts in the community for the sake of children, and works with other actors to ensure well-being.

When is a School Healthy for Children?
* When it is health-promoting.
* A health where all members of the school and community work together to provide students with integrated and positive experiences and structures which promote and protect their health. This includes the formal and informal curricula i health; the creation of a safe and healthy school environment; provision of appropriate health services; and involvement of families and communities in efforts to promote health.