HEALTH GRADE 7. EWING PUBLIC SCHOOLS 2099 Pennington Road Ewing, NJ 08618

Transcription

1 HEALTH GRADE 7 EWING PUBLIC SCHOOLS 2099 Pennington Road Ewing, NJ BOE Approval Date: August 29, 2016 Michael Nitti Revised by: FMS H&PE Staff Superintendent In accordance with The Ewing Public Schools Policy 2230, Course Guides, this curriculum has been reviewed and found to be in compliance with all policies and all affirmative action criteria.

2 Table of Contents Page Scope of Essential Learning: Unit 1: Adolescent Growth and Development 1 Unit 2: Responsible Relationships 4 Unit 3: Conflict Management 6 Unit 4: Preventing Abuse and Violence 8 Unit 5: Tobacco 11 Unit 6: Alcohol 14 Unit 7: Medicines and Illegal Drugs 17 Unit 8: Infectious Diseases 20 Scope and Sequence Chart 23

3 1 Unit 1: Adolescent Growth and Development Why Is This Unit Important? This unit deals with different physical and mental changes that adolescents go through. The material in this unit will give the students a better understanding as to why and how different hormonal changes affect their physical, mental and social state at this point in their lives. Understanding these changes plays a role in conflicts and violence which will be learned in following chapters. Enduring Understandings: 1. Students will understand that hormones change their body during puberty. 2. During adolescence, the body s physical changes affect mental processes. 3. Changes in mood during puberty affect different social health and decision making. 4. Students will understand that this is an important time to begin preparing for their future successes. Essential Questions: 1. What causes changes during puberty? 2. What causes differences in adolescent development? 3. What are the physical changes in both genders? 4. How do changes during puberty play a role in the student s mental state? 5. What are the six risky behaviors? 6. How do changes in puberty affect mood? 7. How do peers affect their ability to make responsible decisions about their own independence? 8. How does moving to adulthood prepare them to make good choices that will affect their future? 9. How does abstract thought play a role in how they see their world? Acquired Knowledge: 1. The hormones that affect puberty are estrogen, progesterone and testosterone. 2. Changes for girls and boys happen at different times for every individual. 3. Abstract thought is thought about ideas that are beyond what you see and experience. 4. The six risky behaviors: sexual activity, tobacco use, alcohol and drug use, physical risks, poor nutrition and lack of exercise. 5. Changes in your personality affect your independence and responsibilities. 6. Peers are people your age. 7. Cliques are groups that only accept certain kinds of people.

4 2 8. Your classes, extracurricular activities and organization skills play a factor in your future success. Acquired Skills: 1. Personal hygiene is needed during and after changes in puberty take place. 2. Use abstract thought to foresee dangerous situations. 3. Students will abstain from participation in the six risky behaviors. 4. Use proper organizational and study skills. Benchmark or Major Assessments Formative Assessments: 1. Classroom discussions 2. Review worksheets 3. Homework Summative Assessments: 1. Written test on learned knowledge Interdisciplinary Connections 1. Biology and anatomy - Knowledge of the different hormones and glands in the body. Accommodations and Extensions (Special Education, ELL, Gifted Learners) 1. Students will have accommodations met 2. Students work in cooperative groups 3. Students can retake quizzes/test for partial credit 4. Visual aids will be used 5. Handouts to reemphasize class lessons 6. Class review of material learned List of Applicable NJCCS: 2.1 Wellness: All students will acquire health promotion concepts and skills to support a healthy, active lifestyle. 2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle. 2.4 Human Relationships and Sexuality: All students will acquire knowledge about the physical, emotional and social aspects of human relationships and sexuality and apply these concepts to support a healthy, active lifestyle.

5 3 Teacher Resources: Decisions for Health - (Chapter 10) Technology Integration Overhead Projector PowerPoint

6 4 Unit 2: Responsible Relationships Why Is This Chapter Important? This chapter will help students build healthy relationships, understand roles in the family, problem solving and communication skills. It describes characteristics of good friends and offers tips on how to identify and cope with unhealthy relationships. Enduring Understandings: 1. Students will understand the importance of communication skills to help maintain healthy relationships. 2. Students will understand how to develop empathy and why tolerance is important to relationships. 3. Students will understand family structures, roles/responsibilities, changes/ adversities that happen to families and how to cope with the issues. 4. Students will understand positive and negative influences on relationships. 5. Students will understand healthy ways to show affection, the benefits of sexual abstinence and how to apply refusal skills. Essential Questions: 1. How do communication skills help maintain healthy relationships? 2. Why is tolerance and empathy important in relationships? 3. What are ways families can cope with problems? 4. Why do family roles and responsibilities change over time? 5. How can you tell if a media message is a good influence? 6. What are five qualities of good character and three ways to make new friends? 7. Why is keeping friendships healthy important? 8. What are four benefits of sexual abstinence? Acquired Knowledge: 1. Helps to let the people around you know what you think and feel. 2. Tolerance means accepting people for who they are and empathy is sharing and understanding another person s feelings. 3. Two possible coping strategies when dealing with family problems are talking about them and counseling. 4. Family roles and responsibilities change when the needs of the family change (jobs, school, death, money, etc.). 5. A media message is good if it encourages healthy behaviors and is consistent with values. 6. Good character traits: caring, respect, dependability, loyalty and honesty. 7. Keeping friendships healthy is important because it can affect the people involved and their health.

7 5 8. Benefits of sexual abstinence: no unwanted pregnancies, no STDs, not emotionally hurt from sexual involvement, and it demonstrates care for yourself, family and future. Acquired Skills: 1. Communication/refusal skills 2. How to cope with family issues 3. Students learn what good character traits look like 4. Students will learn what a good media message entails Benchmark or Major Assessments Formative Assessments: 1. Classroom discussions 2. Review worksheets 3. Homework Summative Assessments: 1. Written test on learned knowledge Interdisciplinary Connections 1. Sociology - Factors that influence health Accommodations and Extensions (Special Education, ELL, Gifted Learners) 1. Students will have accommodations met 2. Students work in cooperative groups 3. Students can retake quizzes/test for partial credit 4. Visual aids will be used 5. Handouts to reemphasize class lessons 6. Class review of material learned Teacher Resources: Decisions for Health - (Chapter 11)

8 6 Unit 3: Conflict Management Why Is This Chapter Important? This chapter is important because it teaches students about conflict, its sources, and how to recognize and avoid it. They will also learn healthy conflict resolution strategies and how to avoid violence. Enduring Understandings: 1. Students will identify signs that conflict is happening or about to happen. 2. Students will understand ways to avoid conflict. 3. Students will understand how to negotiate to resolve conflict. 4. Students will compare compromise and collaboration as tools for resolving conflict. 5. Students will be able to explain how mediation is used to resolve conflicts. Essential Questions: 1. What are three signs that a conflict is happening or about to happen? 2. What are three ways to avoid conflict? 3. What is negotiation dealing with conflict? 4. What is the difference between collaboration and compromise? 5. What is mediation dealing with conflict? Acquired Knowledge: 1. Three signs that conflict is about to occur: a. Disagreement with another person over an issue b. Feeling strong emotions (anger, resentment, frustration) c. Behavior of others that shows anger or frustration 2. Three ways to avoid conflict: a. Pick your battles b. Respecting different opinions c. Take a break(walk away to calm down) 3. Negotiation is discussion of a conflict to reach an agreement 4. Compromise is a solution in which both sides agree to give up something to reach a solution. Collaboration is a solution in which neither side has to give up anything. 5. Mediation is a process by which a third party becomes involved in a conflict, listens to both sides, and then offers solutions to the conflict. Acquired Skills: 1. Communication skills

9 7 2. Conflict resolution skills 3. Students will learn mediation skills 4. Students will learn how to avoid conflict 5. Students will identify signs of conflict Benchmark or Major Assessments Formative Assessments: 1. Classroom discussions 2. Review worksheets 3. Homework Summative Assessments: 1. Written test on learned knowledge Interdisciplinary Connections 1. Sociology - Factors that influence health Accommodations and Extensions (Special Education, ELL, Gifted Learners) 1. Students will have accommodations met 2. Students work in cooperative groups 3. Students can retake quizzes/test for partial credit 4. Visual aids will be used 5. Handouts to reemphasize class lessons 6. Class review of material learned Teacher Resources: Decisions for Health - (Chapter 12)

10 8 Unit 4: Preventing Abuse and Violence Why Is This Chapter Important? Students need to know how to spot dangerous situations before they turn to violence as well as learning the different forms of abuse and how to get help for them. Enduring Understandings: 1. Being proactive during conflicts can prevent it from becoming violent. 2. A person s threat of violence to themselves or others should always be taken seriously. 3. Avoiding certain situations can prevent you from becoming a victim of violence. 4. There are many different forms of abuse that affect people both physically and mentally. 5. Many people deal with abuse. Someone who is abused should never feel alone or ashamed. 6. A person who is abused needs to break the silence to get help and stop the cycle from continuing. 7. Harassment comes in many different forms. Essential Questions: 1. What are the signs that a conflict may become dangerous? 2. What are three ways to scale down conflicts? 3. How can abusive/violent acts be projected both inward and outward? 4. Why is it important to take threats seriously? 5. How can you help your friends if they are victims of violence? 6. What are the five different forms of abuse? 7. Where are the five places where a person could get help from abuse and which one would be the best for each type of abuse? 8. What is the abuse cycle and why it should be stopped? 9. What is harassment? Acquired Knowledge: 1. Avoiding dangerous people and places can avoid violence. 2. Using empathy, reason and tolerance can scale down conflicts before they become violent. 3. Taking a threat of violence seriously can prevent suicide and large school shootings. 4. If a friend has been a victim of violence, the police, hospital, victim support groups and crisis hotlines can assist them and you. 5. Domestic violence is one of the most common forms of violence. 6. Physical, sexual, verbal, emotional and neglect are all forms of abuse.

11 9 7. School staff, health professionals, community professionals, local people and family members are all people can help someone who has or is being abused. 8. Victims of abuse can feel fear, shame and anger which can lead to violent acts like suicide. 9. People who were abused are more likely to become abusers and need to get help. 10. If an abuser is not reported, they will continue to abuse others. 11. Any repeated and unwanted action or comment can be classified as harassment. Acquired Skills: 1. Recognize violent situations 2. Know places to get help from abuse or violence 3. Know how to stop harassment. Benchmark or Major Assessments Formative Assessments: 1. Classroom discussions 2. Review worksheets 3. Homework Summative Assessments: 1. Written test on learned knowledge Interdisciplinary Connections 1. Sociology - Factors that influence health Accommodations and Extensions (Special Education, ELL, Gifted Learners) 1. Students will have accommodations met 2. Students work in cooperative groups 3. Students can retake quizzes/test for partial credit 4. Visual aids will be used 5. Handouts to reemphasize class lessons 6. Class review of material learned List of Applicable NJCCS: 2.1 Wellness: All students will acquire health promotion concepts and skills to support a healthy, active lifestyle. 2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle.

12 Human Relationships and Sexuality: All students will acquire knowledge about the physical, emotional and social aspects of human relationships and sexuality and apply these concepts to support a healthy, active lifestyle. Teacher Resources: Decisions for Health - (Chapter 13) Technology Integration Overhead Projector PowerPoint

13 11 Unit 5: Tobacco Why Is This Chapter Important? Students need to know the damages that tobacco can cause with short- and long-term use. Enduring Understandings: 1. Hundreds of chemicals enter your body when smoking. 2. Being in an environment with smoke causes a relative amount of damage. 3. Both smokeless and smoke-able forms of tobacco are dangerous. 4. Tobacco use causes irreversible bodily damage. 5. People can become easily addicted to tobacco products. 6. Quitting tobacco use is difficult. 7. Family and peers play a role in a child s choice to smoke. Essential Questions: 1. What are the different forms that tobacco comes in? 2. What is the drug found in tobacco? 3. What are the health issues that tar and carbon monoxide cause? 4. What are the early effects of smoking? 5. What are the effects of second and third hand smoke? 6. What are the major types of diseases caused by smoking? 7. How does using tobacco products affect your social health? 8. What causes your body to become addicted to tobacco? 9. How do peers influence you to use tobacco? 10. What media influences decisions to use tobacco? 11. How do advertisements target children to smoke? 12. What are the two types of dependence/addiction and what makes it hard to quit? 13. How do you resist negative peer pressure? 14. How do you quit smoking? 15. What laws are out to protect the rights of people who are non-smokers? Acquired Knowledge: 1. Nicotine is the drug in tobacco products. 2. Carbon monoxide and tar are made from burning tobacco and cause physical damage to the body. 3. Cigars, pipes, cigarettes, snuff and chewing tobacco all contain chemicals in them that can cause diseases, especially cancer. 4. Nausea and dizziness are short-term effects of smoking. 5. Cancer, emphysema and cardiovascular disease are all conditions that smoking causes.

14 12 6. An average smoker can spend several thousand dollars per year on tobacco. 7. One hour in a smoke filled room equals one cigarette. 8. A person is physically and psychologically addicted to nicotine. 9. Withdrawal effects from nicotine cessation are reduced by using Nicotine Replacement Therapy (NRT) such as the patch. 10. People who grow up in a smoking household are more likely to be smokers. 11. Peers play a large role in a person s decision to try tobacco. 12. There are many ways tobacco is advertised through modeling and technology which is aimed at children. Acquired Skills: 1. Abstain from tobacco 2. Advocate for others to be tobacco free Benchmark or Major Assessments Formative Assessments: 1. Classroom discussions 2. Review worksheets 3. Homework Summative Assessments: 1. Written test on learned knowledge Interdisciplinary Connections 1. Biology - Factors that influence health 2. Anatomy - Organs impacted by tobacco 3. Sociology - Factors that influence health Accommodations and Extensions (Special Education, ELL, Gifted Learners) 1. Students will have accommodations met 2. Students work in cooperative groups 3. Students can retake quizzes/test for partial credit 4. Visual aids will be used 5. Handouts to reemphasize class lessons 6. Class review of material learned List of Applicable NJCCS: 2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle.

15 Drugs and Medicines: All students will acquire knowledge about alcohol, tobacco, other drugs, and medicines and apply these concepts to support a healthy, active lifestyle. Teacher Resources: Decisions for Health - (Chapter 14) Technology Integration Overhead Projector PowerPoint

16 14 Unit 6: Alcohol Why Is This Chapter Important? Students need to know how alcohol affects their body and mind in both the long- and short-term and that abuse, violence and risky behaviors can be attributed to its use. Enduring Understandings: 1. The reaction of your body while using alcohol. 2. How alcohol immediately affects your body and damages that can occur over time. 3. Alcohol affects your decision making skills. 4. Alcohol reduces a person s ability to drive. 5. Reasons why a person is pressured to drink. 6. Reasons why not to drink. 7. Dangers of alcoholism. Essential Questions: 1. What are different types of alcohol and is there only one type that should be consumed? 2. How does alcohol affects the body systems, including the central nervous system? 3. How do reactions to alcohol differ? 4. How do different alcohol beverages affect BAC? 5. How does drinking alcohol lead to intoxication, alcohol poisoning and a hangover? 6. How does alcohol affect the body over a long time? 7. What are the effects of alcohol during pregnancy? 8. How does alcohol affect decision making? 9. How does alcohol have an effect on violent acts? 10. What are the dangers of drinking and driving? 11. What causes a person to drink? 12. What is alcoholism and the warning signs of a teen who is abusing alcohol? 13. Where can they get support for people affected by alcoholism? Acquired Knowledge: 1. Alcohol is a CNS depressant. 2. Ethanol is the only alcohol that is consumable. 3. How fasting, weight, food, genetics, tolerance and gender affect a person s BAC. 4. Intoxication is mental and physical changes from drinking alcohol. 5. A hangover is the uncomfortable physical effects from drinking alcohol. 6. Cirrhosis is the damage to the liver tissue.

17 15 7. Fetal Alcohol Syndrome is what happens when a pregnant woman drinks. 8. Alcohol affects judgments, inhibitions and mood. 9. Alcohol increases the incidence of violence. 10. Alcohol decreases reaction time. 11. People have both internal and external pressures to drink. 12. Alcoholism is the physical and mental need to drink alcohol. 13. AA, Al-Anon and Alateen are support groups for people affected by alcoholics. Acquired Skills: 1. Abstain from alcohol 2. Advocate for others to be alcohol free 3. Help alcoholics through support groups Benchmark or Major Assessments Formative Assessments: 1. Classroom discussions 2. Review worksheets 3. Homework Summative Assessments: 1. Written test on learned knowledge Interdisciplinary Connections 1. Sociology - Factors that influence health 2. Biology - Factors that influence health 3. Anatomy Organs/systems impacted by alcohol Accommodations and Extensions (Special Education, ELL, Gifted Learners) 1. Students will have accommodations met 2. Students work in cooperative groups 3. Students can retake quizzes/test for partial credit 4. Visual aids will be used 5. Handouts to reemphasize class lessons 6. Class review of material learned List of Applicable NJCCS: 2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle.

18 Drugs and Medicines: All students will acquire knowledge about alcohol, tobacco, other drugs, and medicines and apply these concepts to support a healthy, active lifestyle. 2.4 Human Relationships and Sexuality: All students will acquire knowledge about the physical, emotional and social aspects of human relationships and sexuality and apply these concepts to support a healthy, active lifestyle. Teacher Resources: Decisions for Health - (Chapter 15) Technology Integration Overhead Projector PowerPoint

19 17 Unit 7: Medicines and Illegal Drugs Why Is This Chapter Important? Students need to know how medicines/drugs are used to treat, cure and prevent diseases and conditions and the dangers to people who are misusing these medicines/ drugs. Enduring Understandings: 1. Know what a drug is. 2. Know the kinds of medicines and how to use them properly. 3. How people misuse and abuse drugs and how it leads to addiction. 4. Know how stimulants and depressants affect the body. 5. Know about dangers of marijuana even with popular opinion. 6. Know what the opiates do and how they are abused. 7. Know the dangers of inhalant use and why it s easily abused. 8. Know how hallucinogens work and dangers of abusing them. 9. Know how designer drugs came about and that they are still dangerous. 10. Know how to stay drug free. 11. Know how to get help for yourself or others. 12. It only takes one time to die and the biggest danger of using drugs is that you never know how it will affect you. 13. Using items that are not illegal or classified as drugs for the purpose of a high be extremely dangerous. Essential Questions: 1. What is the term for a drug? 2. How does a drug enter the body and how it relates to its effect? 3. What is a medicine is used for? 4. What are the different kinds of side effects of medicines? 5. What is the difference between drug use, misuse and abuse? 6. Are illegal drugs abused for their effects? 7. What are the types and costs of drug addiction? 8. What are the effects of and types of stimulant drugs? 9. What are the effects of and types of depressant drugs? 10. How do people use Rohypnol? 11. What are the uses for and long term dangers of using marijuana? 12. What are the legal and illegal opiates? 13. How do people move from legal opiates to illegal ones? 14. What are the effects of hallucinogens and how can they lead to death? 15. What are the immediate and long term dangers of inhalant use? 16. What are different kinds of designer drugs and the dangers of using them? 17. Will using ecstasy lead to permanent brain damage?

20 What are the ways to stay drug free? 19. What are the ways to get help for substance abuse? Acquired Knowledge: 1. Injection will cause the drug to get into your body the fastest and have the greatest effect, but increases your chances for infection. 2. Anything that changes how the mind and body works is a drug. 3. Medicines, whether prescription or OTC, must be taken correctly. 4. Anyone can have a drug interaction, allergy or side-effect. 5. Physical and psychological are the two types of addiction. 6. Stimulants speed up the body functions and increase risk of death from cardiovascular complications. 7. Depressants slow the body systems and cause death from coma. 8. THC is the drug in marijuana and long term use can lead to damage similar to tobacco. 9. Opiates are used to treat pain and are commonly abused drugs. This abuse can lead to heroin use. 10. Hallucinogens cause a person to hear and see things that are not real. 11. Inhalants are chemicals that are breathed in for a high which is caused by a lack of oxygen to the brain. Because of its accessibility, many children try this drug first. 12. Designer drugs mimic the effects of other drugs but are just as dangerous as the drug they are mimicking. 13. Saving money, staying healthy, in control and out of jail and are all reasons to refuse drugs. 14. Interventions, counseling and support groups help people suffering from addiction. Acquired Skills: 1. Use drugs correctly 2. Abstain from illegal drug use 3. Advocate for others to be drug free Benchmark or Major Assessments Formative Assessments: 1. Classroom discussions 2. Review worksheets 3. Homework Summative Assessments: 1. Written test on learned knowledge

21 19 Interdisciplinary Connections 1. Sociology - Factors that influence health 2. Biology - Factors that influence health 3. Anatomy Organs/systems impacted by medicine and/or illegal drugs Accommodations and Extensions (Special Education, ELL, Gifted Learners) 1. Students will have accommodations met 2. Students work in cooperative groups 3. Students can retake quizzes/test for partial credit 4. Visual aids will be used 5. Handouts to reemphasize class lessons 6. Class review of material learned List of Applicable NJCCS: 2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle. 2.3 Drugs and Medicines: All students will acquire knowledge about alcohol, tobacco, other drugs, and medicines and apply these concepts to support a healthy, active lifestyle. 2.4 Human Relationships and Sexuality: All students will acquire knowledge about the physical, emotional and social aspects of human relationships and sexuality and apply these concepts to support a healthy, active lifestyle. Teacher Resources: Decisions for Health - (Chapter 16) Technology Integration Overhead Projector PowerPoint

22 20 Unit 8: Infectious Diseases Why Is This Chapter Important? Students will know what causes diseases and how to prevent infection from those different kinds of diseases. It will show students the consequences if they are not sexually abstinent. Enduring Understandings: 1. The different pathogens that cause diseases. 2. How to prevent diseases. 3. Know common bacterial infections. 4. Know common viral infections. 5. Know different sexually-transmitted diseases. 6. Know how to prevent STDs and HIV. Essential Questions: 1. What are the pathogens that cause diseases? 2. How does someone get STDs? 3. What is the importance of abstinence? 4. What are the common STDs, how are they spread, their symptoms and treatment? 5. What are HIV and AIDS? 6. Where did HIV come from? 7. How is HIV spread? 8. What are the effects of HIV on the body? 9. How are HIV and AIDS treated? 10. How can HIV be spread through drug use? Acquired Knowledge: 1. Bacteria, virus, fungus, protist and parasite are the different kinds of pathogens. 2. Antibiotics stop bacterial infections where vaccines are used to prevent viral infections. 3. Chlamydia, HPV, herpes, gonorrhea, syphilis, and trichomoniasis are STDs. 4. HIV destroys the immune system and causes AIDS. 5. HIV causes death from an opportunistic disease. 6. Abstinence is the only sure way not to get an STD. 7. HIV can be spread from mother to child and by use of IV needles. Acquired Skills: 1. Washing hands prevents diseases.

23 21 2. Practice abstinence. 3. Visit the doctor to get vaccines and when you are sick Benchmark or Major Assessments Formative Assessments: 1. Classroom discussions 2. Review worksheets 3. Homework Summative Assessments: 1. Written test on learned knowledge Interdisciplinary Connections 1. Biology and anatomy - Knowledge of how the immune system works to fight off infections Accommodations and Extensions (Special Education, ELL, Gifted Learners) 1. Students will have accommodations met 2. Students work in cooperative groups 3. Students can retake quizzes/test for partial credit 4. Visual aids will be used 5. Handouts to reemphasize class lessons 6. Class review of material learned List of Applicable NJCCS: 2.1 Wellness: All students will acquire health promotion concepts and skills to support a healthy, active lifestyle. 2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle. 2.3 Drugs and Medicines: All students will acquire knowledge about alcohol, tobacco, other drugs, and medicines and apply these concepts to support a healthy, active lifestyle. 2.4 Human Relationships and Sexuality: All students will acquire knowledge about the physical, emotional and social aspects of human relationships and sexuality and apply these concepts to support a healthy, active lifestyle. Teacher Resources: Decisions for Health - (Chapter 17)

24 22 Technology Integration Overhead Projector PowerPoint

25 23 Scope and Sequence Chart 6 th 7 th 8 th Personal Health I/S S S Family Relationships I/S S S Friendships and I/S S/R S/R Dating Relationships Body Systems I/S R R Growth and I/S R S Development Pregnancy and I S/R S/R Childbirth Birth Control - I S/R Communicable I S S/R Diseases Non-Communicable I S S/R Diseases Violence Prevention I/S S R Safety and First Aid I S R I - Introduced R - Reinforced S- Stressed