St. Edward School Nestle Wellness Academy Portfolio

ST. EDWARD SCHOOL LANCASTER NEW CITY • IMUS CITY • CAVITE REGION IV-A CALABARZON

Teacher Anjiyah Gimena

St. Edward School’s Wellness Ambassador

WELLNESS

2021 Official Portfolio of St. Edward School Nestle Wellness Academy Program

FROM MODULES TO LIFELONG LEARNING PORTRAYING SEVEN HEALTHY HABITS IMPLEMENTATION OF ACTIVITIES IMPACT TO STUDENTS SHOWCASE OF BEST STUDENT OUTPUTS

WHAT’S INSIDE?

3 ABSTRACT 5 FROM MODULES TO LIFELONG LEARNING 6-8 PORTRAYING SEVEN HEALTHY HABITS 9 NEWS FEATURE 10-12 IMPLEMENTATION OF ACTIVITIES 13 IN PHOTOS (PART 1) 14-16 IMPACT TO STUDENTS’ KNOWLEDGE, ATTITUDES, AND BEHAVIOURS 16-17 EDWARDIAN FAMILIES EATING TOGETHER EXHIBIT 17-21 SHOWCASE OF BEST STUDENT OUTPUTS 22 IN PHOTOS (PART 2) 23 PROPOSAL AND PLANS 24-26 SAMPLE LEARNING PLAN

Official Nestle Wellness Academy Portfolio of St. Edward School

St. Edward School

Nestle Wellness Academy

School Year 2021-2022

OFFICIAL PARTNERS

Faculty Fitness Program

PLC-Elementary

MAPEH Unit

Wellness Ambassador: Consultant and Layout Artist: Academic Coordinator: Principal: Vice Principal: Vice Principal for Academics:

Anjiyah B. Gimena Paul Jeffrey R. Penaflor Kiel De Guzman Dr. John T. Cabalo Ms. Karen Nogra Ms. Sherwin S. Logto

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t. Edward School (SES) educates Grade School students on nutrition, health, wellness, and environmental protection through the Nestlé Wellness Academy. Led by the school’s Subject Unit Head in Music, Arts, Physical Education, and Health (MAPEH), Ms. Anjiyah Gimena, the PE and Health teachers implement the Nestlé Wellness modules that promote the Seven Healthy Habits, namely, choose nutritious and varied options, manage portions, choose to drink water and milk, enjoy meals together, play actively, care for the planet, and keep good hygiene.

Teacher Gimena led the integration of the modules in the school’s existing curriculum, which led to a contextualized and needsbased facilitation of learning.

She integrated the modules with the activities under the ‘One Art One Sports’ program of the MAPEH department. Moreover, She encouraged other teachers to live out the Seven Healthy Habits; the teachers’ experiences serve as learning tools to complement the modules and further promote the advocacy. The Wellness activities such as the ‘Healthivity’ passport and badges and the ‘dancercise’ have been part of the school’s rewards system, leading to active participation among the students. Through the program, the subject teachers have developed an integration project using the ideas provided by the modules, which further

ABSTRACT

encourages the students to learn other disciplines as they engage themselves with healthy habits.

To evaluate the program's impact, Teacher Gimena facilitated a five-point Likert scale survey in which responders specify their level of frequency according to the statements anchored on the Seven Healthy Habits. The survey shows that the majority of the Edwardians ‘always’ practice these habits. Teacher Gimena also banked on the interviews and feedback from teachers and parents and the modules submitted by the students.

Homeroom advisers and parents have reported that they have observed the children develop discipline, a healthier lifestyle and a more significant concern towards the environment.

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From MODULEs To lifelong learning W hile the learning modules provided by the Nestlé Wellness Academy serve as the guide for both teachers and students, our school’s academic team, during the curriculum planning, gathered the learning competencies of the modules from Grades 1 to 6. I led the Physical Education and Health (PEH) teachers to align the objectives with our school’s existing curriculum.

These competencies were contextualized according to the needs of our students.

These needs have been planned before the start of the school year, so we identified which activities will complement or support our learning competencies from the Nestlé modules. For instance, in our content standard stating that learners should “demonstrate understanding of personal health issues and concerns and the importance of health appraisal procedures and community resources in preventing or managing them,” we included Nestlé Grade 6 Lesson Guide’s objective wherein learners “describe problems on nutritional status.” The learning content discusses the two types of malnutrition, and the students enjoyed the activity where they measured their own Body Mass Index. The activity is a more specific approach to the module’s objective and is aligned with the content standard of “understanding the importance of health appraisal. For students to further understand the

content is to do it by themselves, which we believe is a way to instill lifelong and pragmatic learning. Nestlé modules provide practical activities, and we let our students enjoy them.

This is aligned with our unit’s goal for students and the community to be actively engaged in a healthy and robust lifestyle now that threats to their health continue.

As the Subject Unit Head, I have been guiding the PEH teachers in integrating the modules in every grade level curriculum. Our unit has been eager to merge them with our learning playlists/ lesson plans.

Feedbacking has been done each week to ensure that the learning modules' facilitation leads to the attainment of the objectives.

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Portraying the SEVEN HEALtHY HABITS

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he portrayal of the Seven Healthy Habits begins with us, teachers, before and during the module integration. In one of our online faculty assemblies, I discussed the benefits of applying the Seven Healthy Habits. We believe that modelling the way is an effective strategy to engage students. Also, every teacher is encouraged in our Wellness advocacy. The Wellness activities are part of our One Art One Sport program.

In choosing nutritious and varied options, managing portions, and enjoying meals together, we created a vlog during our Lakbay Cavite, an integration project of the elementary teachers of St. Edward School. We presented ‘500-Peso Fruit Market Challenge’ and ‘Healthy Mukbang’ (an eating show) to our students as a resource material for their performance task and as a supplementary material in teaching the “importance of nutrition in achieving good health” and other similar competencies included in the modules. Students were able to learn the healthy and affordable delicacies and homegrown fruits of Cavite.

Aside from the vlog, I also encouraged the teachers to share how they enjoy meals with their families or friends. We have learned that eating together is an important family activity. Studies show that it even makes weight management more effortless. In addition, I have worked with our school clinic and our sports coach for our presentation about maintaining a healthy diet and food choices. Our school nurse and sports coach gave pieces of advice and tips on how our students can “eat smart” and take fewer calories.

Scan the QR Code to watch the ‘Lakbay Cavite Vlog #4: 500-Peso Challenge and Healthy Mukbang Vlog.”

Continue on the Next Page.

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Scan the QR Code to watch the instructional material about environmental protection, ‘Tulungan N’yo Naman Ako.’

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I spearheaded the conduct of the “RESt Time” or the “REhydrate and Stretch Together Time.” This allows classes to pause for a while, stretch and drink water after 30 minutes of online lectures. It helps students and teachers to protect muscles from sprains and strains.

Meanwhile, drinking water now and then avoids headaches and migraines.

I have been supporting our school’s Faculty Fitness Program.

I encourage my colleagues, both from the faculty and nonteaching staff, to attend gym sessions every Monday, Wednesday, and Friday after our school work in the afternoon.

Our sports coach, Alvin Amposta, trains us, and the participants have observed a significant improvement in their physical and mental health.

I have actively participated in our school’s environment and energy-saving initiatives such as planting trees and vegetables during our ‘Gulayan sa Paaralan’ activity and earth-friendly and active transport such as walking and biking. Keeping good hygiene has been emphasized, such as bathing regularly, wearing masks, and keeping hands sanitized; this has become part of the system since the onset of the Covid-19 pandemic.

These seven healthy habits have been used as supplementary materials not only during the facilitation of the learning modules. Still, they will also be integrated with our Physical Education, Health, Science, TLE, and Homeroom lessons.

NEWS FEATURE

‘USE YOUR CORE’

School's fitness program builds up stronger, healthier teachers

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he teachers of St. Edward School (SES) attested to the physical and mental benefits that the school's faculty fitness program under Coach Alvin Amposta provides. The regular fitness sessions "give greater confidence, which translates to [the teachers'] ability to build behavior-changing rapport and influence with students."

In a joint interview, the teachers expressed that they always look forward to attending the sessions every Monday, Wednesday, and Friday after the whole day of sedentary facilitation of online classes and accomplishing school works.

According to the teachers, the fitness sessions help them “alleviate symptoms of anxiety and depression, relieve stress, and exhibit a positive outlook.”

Also, they do this for the benefit of their students, who want to see “happy and healthy teachers” even on their online classes.

DESIGNED FOR EDWARDIAN TEACHERS Coach Amposta shared that the routines in the fitness sessions are specifically designed for the teachers of SES. The structure, a combination of aerobic and anaerobic exercises, is personalized to address the needs of Edwardian teachers in “getting stronger after a day of sitting for online classes, faculty meetings, consultations, and paper works.”

In addition, Coach Amposta regularly monitors each teacher's progress; he assesses the teachers’ improvement and revises the routines if necessary. Adjusting the routines is aligned with the teacher’s body goals and what Coach Amposta sees that needs improvement.

MAPEH teacher Anjiyah Gimena, who enjoys weight lifting, said that the sessions help her gain strength without getting bulked.

“I told Coach that I don’t want to gain size from the strength training; his routines and guidance have been effective,” Gimena said.

“I’m able to develop muscle definition and tone. I also observed that I became more confident and happy as I face my students every day; No more stress,” she added.

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I’m able to develop muscle definition and tone. I also observed that I became more confident and happy as I face my students every day; No more stress.

• Teacher Anjiyah Gimena

Meanwhile, Araling Panlipunan teacher John Emmanuel Pascua said that the routines improve his brain and heart health.

“I think I become more focused now at work, my mood is improved,

and I don’t become easily agitated,” Pascua said.

He also shared how the sessions improved his cardiovascular health.

“Coach said that the regular gym sessions help our heart and brain work well with each other. The heart beating faster increases the flow of blood that carries oxygen to the brain,” he said.

“I feel that it would help me not to develop diseases,” the teacher added.

The routines combine kettlebell press, barbell row, bicycle crunch, plates lunges, ski steps, Russian twists, military press, deadlifts, planks, dumbbell curls, plyometrics, battling ropes, squats, slam balls, body blades, etc.

BENEFITS OF HAVING A COACH Aside from the personalized training plan, the teachers said that though they have mastered some of the routines, having a coach to guide them is “really important.”

“I thought I am doing [the routines] correctly, but Coach Amposta has always had a reminder regarding proper posture, techniques, and form whether it be on weights, jumps, or slams,” Ms. Jenny Sarno, Mathematics teacher, said.

“The motivation as well; whenever coach shouts at us, we tend to give our best in doing the routines perfectly, which leads to faster results,” she added.

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Implementation

Of activities T

he presentations and the modules provided by the Nestlé Wellness Academy had been facilitated to the students during our Health period. Aside from the contextualized approach through the worksheets given. Some advanced students finished all the modules, and some needed further guidance. We also looked into the students' multiple intelligences and planned how we could better provide them with an enriching learning experience through the module integration.

We also asked for the help of parents and guardians as students learn to do the tasks in the modules, and they have been very supportive. For instance, the mother of Grade 5 student Lucienne Eunice Garcia helped her daughter take photos for the ‘One Week Physical Activity Plan’ worksheet. Many parents have shared that the modules help guide their children in maintaining a healthy lifestyle.

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Some of the activities that we implemented and will continue to conduct this school year include the different physical activities that students can do every day to stay active, Pinggang Pinoy Meal daily, research of the causes of foodborne illnesses, and meal plan for a balanced diet. Through the help of homeroom advisers, our subject unit has decided to revisit students’ output every month, wherein students can update their worksheets. For instance, the Meal Plan for Balanced Diet worksheet can be done by the students monthly; they could include more nutritious food and

snacks in their meal plan.

This allows us to facilitate a more constructivist approach in teaching a healthy lifestyle.

The activities in the module were also facilitated through the synchronous and asynchronous modality of learning. During synchronous classes, presentations that have been modified according to the needs of our learners and according to our school’s curriculum were presented.

During asynchronous classes, activities aligned with the module’s competency were facilitated through our learning management system, Phoenix Aralinks.

Students enjoyed learning to be healthy through quiz games, interactive presentations, and other EdTech tools.

As a school tradition, we open the Nestlé Wellness Academy with rewards systems such as the Healthivity Passport and Badge and the Inter-level Dancercise Competition. The Nestlé Wellness Dancercise has been part of our daily morning routine. Students and the homeroom adviser dance with the dance choreography video created by the elementary teachers using the music provided by Nestlé. After the dance, the homeroom advisers usually facilitate questions about health and the environment. Some questions include the following: • How do you make sure that you are healthy during this time of the Covid-19 pandemic?

• Paano mo ginagawa ang reduce, reuse at recycle sa inyong tahanan? (How do you reduce, reuse, and recycle at home?)

• What does the line from the song, “Wellness ay right portions sa pagkain,” mean?

How do you practice this?

Homeroom advisers submit the dance video of their class every week, and the MAPEH teachers pick the Best Class Dancercise and Top 3 Wellness Dancers. This has been part of the school’s EdEx (Edwardian Excellence) Cup, the rewards system program of the school.

The activities provided in the modules have been beneficial to our school as we aim for our students to become more active in achieving a healthier lifestyle and a healthier planet.

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I am able to complete my planned activities for the week. My week is a combination of inactive physical and active physical activities. From Monday to Friday, I mostly spend my time sitting in class which is an inactive physical activity. However, I balance it with active physical activities when I go up and down the stairs for several times, play with my hyperactive pet dog, and when I attend Taekwondo classes.

It’s on Friday that I have more time so I can do more active physical activities because it’s a weekend and I don’t have any school work to do. It is when I could go out and play outside • Lucienne Eunice Garcia’s whenever possible and whenever it’s Realizations on safe to do so. Doing active physical Grade 5 Module activities gives me the energy for the day. I feel that stretching in the morning after I wake up and after every class relaxes my muscles after being stiff and just steady for some hours.

I know that doing more active physical activities makes my body more flexible and burn energy. What I can do to make myself more active and healthier is to do stretching everyday, run around with my dog, dance TikTok whenever possible, and practice more of my Taekwondo drills. And of course, I should drink vitamins and water to keep myself hydrated. Most importantly, I should eat balanced and nutritious meals so my body will be able to do what needs to be done.

Lucienne Eunice Garcia includes petting her dog in her ‘One Week Physical Activity Plan’ Worksheet.

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Scan the QR Code to watch the ‘Pinggang Pinoy’ short vlog, sample synchronous discussions, and Dancercise videos.

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In photos

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As part of their morning routine, Grade 6B dances to the music of Nestle Wellness Academy, “Wellness is Life,” led by the homeroom adviser.

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Sample Certificate for “Best Dancercise Class of the Week” is given. MAPEH teachers evaluate the Best Class and Best Dancer every week.

Some modules are facilitated through the school’s learning management system, Phoenix Aralinks, during Asynchronous sessions. With this, children learn at their own pace.

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Teacher Anjiyah interviews the school nurse, Norita Antonio, about the 7 Habits of Good Public Hygiene in time of Covid19 Pandemic. She presents the gathered information to the students.

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In a vlog, Teacher Anjiyah and Teacher Jonoa present the Pinggang Pinoy which includes Go, Grow, and Glow foods.

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Teacher Anjiyah explains the Seven Healthy Habits during one of their Synchronous sessions.

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Badges are given to students who have given outstanding outputs and who have accomplished the modules on time.

Healthy habits are also observed among them.

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IMPACT TO STUDENTS’ Knowledge, attitudes, And behaviours

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o measure the program's impact on the students’ knowledge, attitudes and behaviours, the Health teachers considered the worksheets submitted, conducted an assessment and survey to students, and interviewed the teachers and parents. The worksheets provide checklists, graphic organizers and charts completion, and essay questions.

We took the opportunity to check students’ knowledge through their essay entries. Among the criteria (integration of knowledge, grammar, mechanics, organization) set in evaluating essays, we put a premium on how students integrated their knowledge.

Generally, students demonstrated how to live out the Seven Healthy Habits in their essays. More importantly, the worksheets have allowed them to plan how they can make their food choices varied and nutritious at the same time. They have evaluated their physical activities whether they have been actively doing enough or not.

Continue on the Next Page.

IN PHOTO: ASEHAN SIBLINGS’ WELLNESS DANCERCISE

BY THE NUMBERS

4.58

5

Average rating of Edwardians in living out the healthy habits.

Meanwhile, their scores in Health during our First Term Assessment showed favourable results.

On average, the students from Grade 1 to 6 received a rating of 90% for the 10-item test included in the MAPEH Term Assessment. The assessment includes multiplechoice questions following the lower and higher-order thinking skills.

We developed a survey to assess how students develop the Seven Healthy Habits to evaluate students' attitudes and behaviours. For Grades 4 to 5, a Likert scale (Always, Often, Sometimes, Seldom, and Never) was provided, while for Grades 1 to 3, a Likert scale with a ‘Smileyometer’ was facilitated.

Overall, Edwardians ‘always’ eat the right kinds and the right amount of food, drink enough water and milk, exercise more, enjoy eating with family at home, observe good hygiene, and care for the planet in their way. The survey received 4.58 as an average rating of Edwardians in living out the healthy habits.

Among the items, “I drink one to three cups of milk a day” received the lowest rating of 3.87. Some students shared that they are

lactose intolerant, so we suggested drinking milk substitutes such as soy milk, oat milk, or coconut milk.

Meanwhile, caring for the planet in their own way is the priority of the students; the item received an average rating of 4.89. With this, we encouraged the students to participate actively in the activities of the Ecology Club of the Lancaster New City community.

In addition, we promoted the ‘31-Day Self Care’ and ‘31-Day Family Care’ Challenge of the school’s Guidance and Counselling Center in celebration of the National Mental Health Week last October. We observed how students enjoyed sleeping a few more minutes, cooking a meal together with their family, writing a thank you note, preparing a healthy snack, learning a new skill, doing a random act of kindness, drinking more water, playing a dress-up game, have a gratitude jar or journal, create a family vision board, so stretching exercises, and many more.

The program's positive impact not only on the students but also on the parents and teachers has been observed. The homeroom advisers have reported that the Nestlé Wellness Academy activities improve students’ attendance, cognitive skills, and classroom behaviours.

Students have always been looking forward to doing the

Continue on the Next Page.

4.82

I eat the right kinds of food (Go, Grow and Glow)

4.58

I eat the right amounts of food.

4.55

I drink 8 or more glasses of water.

3.87

I drink 1 to 3 cups of milk.

I exercise more.

4.33 4.85

I enjoy eating with my family at home.

4.72

I observe good hygiene (Taking a bath daily and keeping hands clean and sanitized).

4.89

I care for the planet in my own way (Proper disposal and segregation of wastes, planting in pots, and informing others about protecting the environment).

730 Total population of grade school students

20

Total number of grade school sections

97%

Active participation of students based on the attendance report of homeroom advisers and worksheet submissions reported by the Health teachers

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the ‘dancercise’ with their classmates and homeroom adviser. Every homeroom period and in-between breaks, the daily ‘dancercise’ routine encourages students to open their cameras because they want to show their dance moves. This helps the homeroom advisers see how energized and motivated their students are in front of the cameras.

SUBJECT INTEGRATION The Nestlé Wellness Academy opens other teachers to subject integration. In an interview, Mathematics teacher, Ms. Jenny Sarno, said that many of her advisory students always look forward to the ‘dancercise’ and the activities that deal with healthy food and snacks. In one of her activities, she asked her students to list down fruits and vegetables and make a budget plan to apply the different operations in Mathematics.

In his reading activity, English teacher Mr. Paul Jeffrey Penaflor include the discussion of the Seven Healthy Habits as his class discussed the reading text, “Facts about the Human Body.” As students were expected to identify the stated or implied main ideas in a paragraph, they have been asked to integrate their knowledge about the Seven Healthy Habits as a way of taking

care of their “amazing body.”

Based on the modules submitted by the students, I see how they live out their mantras and apply the things they learned from the presentations.

They have developed a sense of discipline in keeping their bodies and minds healthy and the planet clean and green.

These are the things they learned aligned with the Seven Healthy Habits. Students have learned to distinguish which foods are nutritious and less nutritious, create a Pinggang Pinoy, make a checklist of weekly healthy habits, conduct research about illnesses and diseases, suggest ways to prevent them, evaluate choices towards a healthier lifestyle, and make eating with family enjoyable.

Meanwhile, Ms. Junnielyn Gahum, Science Teacher, integrated the module about puberty in their Science lesson about taking care of the reproductive organs. Teacher Gahum emphasized that while students reach sexual maturity, they need to keep a balanced diet. The students created a meal plan with Go, Grow, and Glow foods through the given worksheet.

PARENTS’ FEEDBACK The parents have reported

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that the modules serve as a way to strengthen home-school partnerships and their relationships with their children.

Mrs. Loida Rabelas said that the modules “serve as a parenting guide in educating my children of the proper way to take care of oneself.” Mrs. Rabelas adds that “even the simple reminder of drinking many glasses of water every day” is now part of her children’s daily routine “because the modules and the health teachers have emphasized that.”

In addition, the ‘dancercise’ serves as a bonding activity for the parents and children.

Moreover, I encouraged the parents to attend the webinars led by Nestlé last November 13 and December 11, 2021.

Overall, our conduct of the Nestlé Wellness Academy program and our facilitation of the activities leaves a desirable influence among our learners.

We will continue the program's advocacy for the rest of the school year by spearheading activities that promote environmental stewardship and healthy living.

Based on the interview, the way I evaluate it, Reizel Chloe Miaka Ruiz's healthy habits are poor. The table shows that her lifestyle is not well maintained because most of her answers are "sometimes" on the questions about healthy living.

As a fellow student, I will encourage her to eat healthy foods which include fruits and vegetables, lean meat and I suggest her limit the • Sabina Leihey consumption of sweets like chocolate, Moreno’s candies and soda. She also needs to limit assessment and eating processed food and junk foods. I recommendation will also encourage her to brush her to Reizel Chloe Mia Ruiz after the teeth twice a day, drink plenty of water interview (8 glasses of water everyday), budget her time of using mobile devices. I recommend her exercise and at least have enough sleep. She also needs to strengthen her faith by praying and communing with God. Do a quiet time and reading God's Word.

These can help her and other kids her age improve their health.

EDWARDIAN FAMILIES

Eating together

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Aymeric Charles Algo Grade 1

Sophia Aisla Babol Grade 2

Tricxie Bithao Grade 2

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Jihan Louise Perez Grade 3

Mirari Dwi Caasi Grade 3

Houri Louise Remon Grade 3

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Ashleigh Reese Lemsic Grade 4

Michaela Alexandra Somera Grade 4

Gave Lluane Santos Grade 5

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I think I should ask my mom to buy and cook more vegetables than nuggets and hotdogs. This week, I really intend to eat more nutritious food instead of hotdogs and chicken nuggets or canned goods. I think I should be more aware of what I am eating because I should prioritize my health first.

Eating the right kinds of food and eating the right amount is important. Too much food is not good and we should be more aware on the amount of food that we get to eat. We should have lots of choices when eating so the right amount of nutrients can also be consumed. I think, in every meal there should be go, grow, and glow foods so that we could have a balance meal. This time, I can tell my mom to have a meal plan so that our family will have a nutritious and variety meal.

• Samuel John Nogra Grade 5 Student

I have mentioned that a lot of micronutrients are present in my favorite food. Also, it helps me have a good bowel movement whenever I eat vegetable salad. It does not contain lots of oil and fats which are not good for our body. The ingredients are not also hard to find and the way it is being prepared is also easy.

My favorite food is healthy, but it could be healthier and nutritious if we also partner it with milk and maybe add some seafoods in my favorite food so we can also get iodine and zinc.

• Athena Cualing Grade 6 Student

We are what we eat. Eating Healthy foods like vegetables, fishes, meats and etc. will reflect in our body. Being healthy through eating healthy foods will protect us from sickness and diseases.

Active lifestyle is one of the keys to have a healthy body. Regular physical activity like exercising every day helps us to keep our body strong and fit.

Eating meals together [makes family happy].

They only not eat proper meals but, this is a perfect time for the family to bond together in spite of the busy schedule.

• Danielle Loraine Flores Grade 6 Student

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Edwardian Teacher Marlon Rodriguez (a.k.a Naruto Uzumaki), who has 11.6 Million followers on TikTok, uses the platform to educate the students about the benefits of drinking milk. The TikTok video was used as an instructional material to supplement the Wellness modules.

Led by the Health teachers, the faculty of St. Edward School participates in the “RESt Time” or the “REhydrate and Stretch Together Time.” This allows students and teachers to pause for a while, stretch and drink water after 30 minutes of online lectures.

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Wellness Ambassador Anjiyah Gimena joins the elementary teachers in their ‘Healthy Mukbang’ vlog during the Lakbay Cavite, an integration project of the Grade 6 teachers. The teachers explain the health benefits of the fruits locally grown in Tagaytay City.

Former Palarong Pambansa swimmer, Teacher Anjiyah Gimena, leads stretching exercises before swimming during the school’s Faculty Fitness Program Team Building.

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Grade 5 students are having a 5 to 10minute of meditation as they join the school’s 31-Self Care Challenge last October to November 2021. Led by the school’s Guidance Center, the Challenge aims for better mental health among the students.

Plans & Proposal

SAMPLE LEARNING PLAN

Scan the QR code to watch St. Edward School’s Nestle Wellness Movers video.

Integration of Modules

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The Nestle Wellness Academy Modules are integrated with the school’s existing curriculum in Physical Education and Health subject. Subject teachers have been encouraged to integrate the discussion of Seven Healthy Habits when they have the opportunity for a teachable moment. The advocacy has also been part of the school’s ‘One Art, One Sport’ program.

Best practices

Progressive learning plan

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Home-school partnerships Parents have been part of the advocacy in educating the students to live out the Seven Healthy Habits.

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The school’s learning plan follows a progressive and competency-based approach. A well-rounded strategy from motivation to closure ensures that students will apply the Seven Healthy Habits in their everyday lives.

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Developing instructional materials Aside from the modules and worksheets provided by the Nestle Wellness Academy, the teachers use TikTok videos, vlogs, and infographics to supplement learning.

Rewards system The program has been part of the ‘Ed-Ex Cup,’ the school’s rewards system. Students further engaged themselves in the activities as they aim to be the ‘Wellness Dancer of the Week’ and ‘Best Dancercise Class.’ They also looked forward to receive badges to complete their ‘Healthivity Passport.’

Evaluation through survey To assess the learning and behaviour of the students, a survey is conducted with statements that are aligned with the Seven Healthy Habits.

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