Singapore Americcan School 1 High Scho
ool Health Curriiculum: BODY SYSTEMS and
d DISEASES STANDARD 1: Comprehend heealth related conceptts to enhance physical, social and mental health a
and avoid or reduce health rrisks. STANDARD 2: Demonstrate the ab
bility to practice beha
aviors that enhance physiccal, social and menta
al health and avoid orr reduce health risks.
1.1 Understand d the relationship betweeen physical, social and mental health and overall welllness. 2.1 Use decision‐makking skills to enhance heealth. 2.2 Apply goal‐settin
ng skills to enhance heallth. STANDARD
D 3: Demonstra
ate the ability to acceess valid informatio
on, products and servvices to enhance physical, ssocial and mental hea
alth and avoid or reduce hea
alth risks. STANDARD 4: Demonstrate thee ability to use interp
personal communication sskills to enhance physsical, social and mental health an
nd avoid or reduce heealth risks. 3.1 Analyzee the influence of familyy, peers, culture, media,, technollogy and other factors o
on health behaviors. 4.1 Communicate effectively with family,, peers and others to enhance heealth and avoid or reducce health risks. 4.2 Advocate for p
personal, family and com
mmunity health. Strand: PHYS
SICAL HEALTH 1.1‐1 Body Sy
ystems a. Identify vaarious body systems, their componen
nts and functions an
nd understand their interrrelationship. b. Comprehend the impact of peersonal health, behaviors aand life‐styles on body systems. c. Analyze ho
ow the body system
ms are affected by disorders, diseases and malfu
unctions; compare d
different approachees for preventing these and promoting wellnesss. d. Understand how the immunee system functions tto prevent or combat diseases, like AIDS HIV. 1.1‐2 Commu
unicable and Non‐C
Communicable Disease
es a. Understand causes and symptoms of major communicable and non‐comm
municable diseases. b. Summarize
e how common infeectious illnesses are transm
mitted by food, air, indirect contact, and person
n‐to‐person contactt. c. Understand the relationship b
between major diseases an
nd conditions such as heart disease, cancer, diaabetes, AIDS and lifeestyle, relationships and overall wellness. d. Understand that treatments o
of diseases are constantly evolving. e. Describe th
he prevention, treatment, and significant medical breakthroughs associated with majorr diseases and cond
ditions such as heart diseaase, cancer, diabetees, AIDS and lifestyle, re
elationships and oveerall wellness. 2.1, 2.2‐1 Body Systems
a. Distinguish be
etween choices that enhance/hind
der health of body systems e.g., d
dietary choices, leissure activities, slee
ep patterns... b. Examine barriiers that can hinderr healthy decisiion‐making relatingg to health of bodyy systems. c. Evaluate personal practices in terms of maintainingg and/or improvingg health of bodyy systems. Comm
municable and Non‐
Comm
municable Diseasess a. Avoid behavio
ors that have the potential to in
ncrease the risk of adverse health condition and/or disease. b. Demonstrate behaviors that prevvent and/or protecct self and others frrom different type
es of diseases. c. Evaluate personal lifestyle in term
ms of risk of disease
e. 2.1, 2.2‐2
Adapted from
m National Health Edu
ucation Standards, HEECAT 3.1‐1 Body Systems
B
a. Identiify sources of health
h information and servicces relating to bodyy systems. b. Identiify influences that m
may affect well‐
being of body systems e..g., environmental factorrs, stress levels a.
b.
c.
e.
Communicable and Non‐
C
4.1, 4.2‐2 Com
mmunicable and No
on‐
C
Communicable Dise
eases Com
mmunicable Disease
es a. Communicate ways to avoid sittuations that Accesss current and valid information relatin
ng to major commu
unicable and non‐
may lead to adverse health con
nditions comm
municable diseases, especially those and/or diseaase. relateed to the region or ffamily history. b. Know how to appropriately com
mmunicate Underrstand how researcch and medical information about disease and illnesses with advan
nces strive to prevent and control family and h
health professionalss. diseasse. c. Express com
mpassion and suppo
ort for people Know who and how to co
ontact health professsionals for medicaal care relating to living with d
disease. diseasse. d. Encourage p
peers to engage in p
positive Know internal factors thaat influence chancee behaviors reelating to disease prevention. of diseease e.g., hyperten
nsion, genetic makeup, blood type Know environmental and
d external factors that in
nfluence individual,, family, and comm
munity health and chance of disease e.g., cclean water, food haandling. 3.1‐2
d.
Correlation to National Health Educatiion Standards: SAS Sttandard 1 –NHES Standaard 1 Body Systems
a. Use communication skills to exxpress a concern or p
problem relating to a body system. b. Use knowled
dge of body system
ms to communicatte and advocate waays to encourage h
healthy lifestyles. 4.1, 4.2‐1
SAS Standard 2 – NHES Standard
d 5, 6, 7 SAS Standard 3 – NHES Standard 2,, 3 Singapore A
American School, Apriil 27, 2009 SAS Standard 3 – NHES Standard 4, 8
8 Singapore Americcan School 2 High Scho
ool Health Curriiculum: BODY SYSTEMS and
d DISEASES Strand: PHYS
SICAL HEALTH [ccont’d] 1.1‐3 Sexual Health and Safety
1.1‐4 Substan
nces a. Understand the nature, causees and signs of substance abuse and addictio
on. b. Explain the
e physical, social an
nd mental health risks relate
ed to various types of potentially addictive substances e.g., tob
bacco, alcohol, heroin, perrformance‐enhancing drugs, inhalants... c. Know the e
effects and dangerss in combining substancess e.g., alcohol and d
depressants. d. Analyze the relationship betw
ween using alcohol and
d other drugs and o
other health risks, such as unintentional injuries, violence, and sexual risk behaviors. e. Explain the
e relationship between intravenous drug use and transmission of blood‐borne diseases, such as HIV and hep
patitis. f. Know and comprehend the Siingapore Law regarding ssubstance use. Sexua
al Health and Safetyy
Analyze the benefits of delaying romantic invo
olvement. Compare posssible consequencess of early sexual behavior to the emotional, so
ocial, and physical benefits of de
elaying it, including impact on ach
hieving goals. Identify ways to set personal limits for situations/acttivities that pose a rrisk to sexual health and safety. 2.1, 2.2‐3
a.
a. Justify whyy sexual abstinence is the safest, most effecctive method of pro
otection from HIV and other SSTIs (STDs). b.
b. Know how HIV and common SSTIs (STDs) are transmitted; describe signs an
nd symptoms. c. Understand how setting perso
onal limits can help avoid risky sexual behaviior. d. Identify situations that could lead to being pressured into having sex. c.
e. Know healtth checkups and screenings are beneficial tto maintaining reprroductive health. f. Know some potential health p
problems associated with fads or trendss, e.g., body piercing an
nd tattooing. 2.1, 2.2‐4 Substa
ances
a. Identify availaable positive alternaatives to using alcoh
hol and other drugss. b. Predict immediate and long‐term
m consequencess of using alcohol or other drugs fo
or oneself, for one’ss family, and fo
or the community. c. Defend choice
e when deciding to abstain from aalcohol or other drugs. d. Recognize signs of life threatenin
ng emergencies ssuch as alcohol poisoning. Adapted from
m National Health Edu
ucation Standards, HEECAT Correlation to National Health Educatiion Standards: SAS Sttandard 1 –NHES Standaard 1 Sexual Health and SSafety
4.1, 4.2‐3 Se
exual Health and Saafety a. Accesss valid information, including statisticss, a. Demonstrrate verbal and non
n‐verbal ways aboutt sexual health issuees. to refuse pressure to engagee in sexual risk b. Accesss a trusted adult to
o provide accurate behavior. inform
mation and supportt about sexual healtth, b. Demonstrrate verbal and non
n‐verbal ways risks aand responsible sexxual behavior. to ask for help from a parentt, other c. Examiine internal influences on sexual trusted ad
dult, or friend when
n pressured to feelings and behavior e.gg., hormones, participate in sexual behavio
ors. emotiions, personal valuees. c. Demonstrrate healthy ways to
o express d. Identiify external influencces on sexual affection, love, friendship, an
nd concern. decisions e.g., parents, m
media, internet, d. Demonstrrate how to commu
unicate clear culturre, peers, substancees, fads and trends.. limits on ssexual behaviors an
nd set personal safety straategies. a. Evaluaate fads and trendss that potentially could result in health pro
oblems e.g., body e. Advocate for family memberrs to get piercing and tattooing.
appropriate health screeninggs and examinations. 3.1‐3
3.1‐4 Substances
4.1, 4.2‐4 Su
ubstances
a. Accesss and interpret info
ormation, includingg a. Demonstrrate effective refusaal skills when statisttics, relating to alco
ohol and other druggs. pressured
d to use alcohol or o
other drugs. b. Recoggnize internal and eexternal factors thatt b. Demonstrrate how to effectivvely dissuade may in
nfluence substancee use behaviors e.g.., others fro
om using alcohol or other drugs. social or mental health isssues, peers, mediaa, c. Support ffriends and family m
members who adverrtizing, culture. abstain fro
om alcohol or other drugs. c. Interp
pret and evaluate th
he image of tobacco
o, d. Know how
w, when and what tto drug aand alcohol use pro
ojected by the mediia. communiccate in an emergen
ncy. d. Accesss reliable assistance in situations where e. Devise waays to advocate for SAS to be alcoho
ol and other drugs present risks. drug free. e. Underrstand information relating to the Singap
pore Law regardingg substance use. SAS Standard 2 – NHES Standard
d 5, 6, 7 SAS Standard 3 – NHES Standard 2,, 3 Singapore A
American School, Apriil 27, 2009 SAS Standard 3 – NHES Standard 4, 8
8 Singapore Americcan School 3 High Scho
ool Health Curriiculum: BODY SYSTEMS and
d DISEASES STANDARD 1: Comprehend heealth related conceptts to enhance physical, sociall and mental health a
and avoid or reduce health rrisks. STA
ANDARD 2: Deemonstrate the abilityy to practice behavio
ors that enh
hance physical, socia
al and mental health and avo
oid or reduce health risks. 1.1 Understand
d the relationship betweeen physical, social and m
mental health and overa
all wellness. 2.1 Use decision‐making skills to enhance health
h. 2.2 Apply goal‐setting skkills to enhance health.
STANDARD
D 3: Demonstra
ate the ability to acceess valid informatio
on, products and servvices to enhance physical, ssocial and mental hea
alth and avoid or reduce hea
alth risks. 3.1 Analyzee the influence of familyy, peers, culture, media,, technollogy and other factors o
on health behaviors. STANDARD 4: Demonstrate thee ability to use interp
personal communication sskills to enhance physsical, social and mental health an
nd avoid or reduce heealth risks. 4.1 Communicate effectively with family,, peers and others to enhance heealth and avoid or reducce health risks. 4.2 Advocate for p
personal, family and com
mmunity health. Strand: SOCIIAL HEALTH Within the Bo
ody Systems and Disseases Course, Sociial Health is addresssed in the context o
of the topics in the o
other strands as it a
arises.
Strand: MEN
NTAL HEALTH 1.1‐5 Stress 2..1, 2.2‐5
a. Understand the nature of streess, including its function
nal role in humans ee.g., “fight or flight.” b. Understan
nd the relationship of the nervous syystem and stress. c. Recognize stress behaviors. d. Identify pe
ersonal comfort zon
ne and personal “sstressors”; understand how these vary but are equally releevant for the individual. e. Identify waays to avoid/minimize and manage stress, including makking plans and setting goaals. f. Understand the importance o
of relaxation and sleep iin reducing stress and enhancing mental heaalth. a..
b.
Stress Demonstrate strrategies to managee and/or minimize
e stress e.g., practiccing relaxation techn
niques, monitoring sleep Evaluate current levels of activity aand the purpose of those; set realistic goalss and make plans to avoid overload. S
Stress a. Identify sources of inforrmation and servicees relatting to stress managgement. b. Know
w who to contact…... c. Identify influences on sttress e.g., perception of success, p
peers, family expeectations and intervventions. 3.1‐5
Sttress
a. Communicate appropriately in response to stress in self and others. b. Utilize effective listening skills e.g., “seek to understtand before being u
understood.” c. Know how
w to be one’s own aadvocate in different ssituations, includingg confrontations. d. Understan
nd appropriate com
mmunication for managging stress, includin
ng use of technologgy. e. Utilize SASS Core Values when
n managing stress. 4.1, 4.2‐5
Adapted from
m National Health Edu
ucation Standards, HEECAT Correlation to National Health Educatiion Standards: SAS Sttandard 1 –NHES Standaard 1 SAS Standard 2 – NHES Standard
d 5, 6, 7 SAS Standard 3 – NHES Standard 2,, 3 Singapore A
American School, Apriil 27, 2009 SAS Standard 3 – NHES Standard 4, 8
8