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Health and Family Life Education encompasses a wide trajectory of factors that contribute to learners' overall identity, and aids in molding their beliefs, values, and morals. The Health and Family Life Education concept emphasizes on the development of relevant life skills for adaptable, positive attitude, and conduct. This is in relation to the four major themes linked with this philosophy: self and interpersonal relationships, sexuality and sexual health, eating and fitness, and environmental management.

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Health and Family Life Education encompasses a wide trajectory of factors that contribute to learners' overall identity, and aids in molding their beliefs, values, and morals. The Health and Family Life Education concept emphasizes on the development of relevant life skills for adaptable, positive attitude, and conduct. This is in relation to the four major themes linked with this philosophy: self and interpersonal relationships, sexuality and sexual health, eating and fitness, and environmental management.

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1) To instill and aid children in developing positive behaviours and attitudes, regardless of the obstacles.                                                                                                                                                                          ____________________________                                                                                                                                                                     2) To attain life skills knowledge, culturally relevant and gender-sensitive experiences.                   

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1) To instill and aid children in developing positive behaviours and attitudes, regardless of the obstacles.                                                                                                                                                                          ____________________________                                                                                                                                                                     2) To attain life skills knowledge, culturally relevant and gender-sensitive experiences.                   

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3) To develop genuine and acceptable principles and practices that govern individual traits/ character

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3) To develop genuine and acceptable principles and practices that govern individual traits/ character

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1) For each session, learners would attain an understanding of various concepts and materials to assist in creating deeper and meaningful connections, not just with themselves, but with others too. The teacher would select a group of students to participate in a role-play/drama based on a given topic. For instance, if the topic given is “Positive relationships”, students would be allowed to select their preferred props and demonstrate a scenario of a family living together, but they always argue/fight, and say hurtful words to each other. During the role-play, students would be required to write down what they observed. In the end, the teacher would engage the students in a class discussion about what they noticed based on the drama, identify what issues they saw, how they came about, and what they would have done differently in order to resolve or prevent the problem. From this discussion, students would be able to develop critical thinking skills, among others, and contribute factors that foster positive relationships such as communication, understanding, etc.

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2) Health is not only associated with the internal side but also the physical. Students would view a short clip that explains what ‘Healthy’ and ‘Unhealthy’ foods are, along with their advantages and disadvantages when consumed. For this activity, the teacher would inform the students that we are going to attend a buffet, where they can only select the ‘healthy’ foods to put on their plates. The teacher would place replicas of ‘healthy’ and ‘unhealthy’ foods on a table. Students would walk to the front of the classroom, take a paper plate and begin choosing the foods they would like to have. When each child has gone to the buffet, the teacher, along with the students would examine each plate together to see if only ‘healthy’ foods were chosen. Additionally, the teacher would solicit responses from the students to say if their peers made accurate selections. If a plate has ‘unhealthy’ foods, they would be asked to identify it, and place it in the bin (replica) situated at the center of their table, where they are seated.

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Black Pink Bold Elegant Monogram Personal Brand Logo (2)

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HFLE policy presentation - mira que te miro. (n.d.). Retrieved February 16, 2023, from https://data.miraquetemiro.org/sites/default/files/documentos/HFLE%20Policy%20presentation.pdf

Parkay, F.W., & Hass, G. (2000). Curriculum planning: A contemporary approach.

(Seventh Ed.). Boston., MA: Allyn and Bacon

The importance of Health and Family Life Education. (n.d.). Retrieved February 16, 2023, from https://www.ipl.org/essay/The-Importance-Of-Health-And-Family-Life-FC4X2ZQKRU