The Health Education Forum (Chairman Woo Ok-young) announced that it has published a “Health and Taxation Guidebook” for teachers who teach health subjects, as the number of students choosing health subjects in middle and high schools has recently increased and students are required to write detailed abilities and special skills (taxation special skills) for each subject in their academic records.
Taxation refers to the observation and recording by teachers of the characteristics of students' growth, learning process, and performance results based on the goals, achievement standards, and achievement levels that students must achieve.
This also influences the basis for interest, will, and effort in career-related fields in college entrance exams.

According to the School Health Act revised in 2007, health subjects have been taught at about 80% of the total in elementary schools and about 30-40% in middle and high schools in 2018 (National Audit data), and after the 'pilot implementation of the high school credit system', according to a survey by the Ministry of Education in 2022, health and medical fields accounted for the highest proportion at 16.2% among the desired major fields of high school students (Survey on the Status of Elementary and Secondary Career Education).
Over the past three years, the number of high school students hoping to pursue a career in the health and medical field has steadily increased.


This appears to be a reflection of social changes such as low birth rates, aging population, and climate change, as well as a result of students' increased freedom of choice.
As the Ministry of Education emphasizes the full implementation of the high school credit system starting in 2025, the demand for health subjects is expected to increase further in the future.
However, as the number of classes in these 'health subjects' increases, health teachers in the field are experiencing many difficulties due to the lack of various policies to support them.
In particular, when writing about students' health and special needs in their academic records, unlike general subjects, there are no examples published by the Ministry of Education and there is a severe lack of reference materials for this.

This book was created by health teachers who, despite this reality, diligently teach health classes at school for students who want to learn health subjects or dream of a career in the health and medical field. They gathered together at the suggestion of the Health Education Forum to share their experiences and gather wisdom, and through consultation and advice with experts.
Key contents include guidance on the high school credit system and major changes to the 2022 revised health and education curriculum, examples of detailed abilities and special skills based on the achievement standards for each of the five areas of the 2022 revised health and education curriculum, and reference books that can be used for classes and reading guidance activities for each area.

The appendix contains information on the fourth part of the 2022 revised curriculum, “School Curriculum Support,” which allows you to find out what kind of support you can receive from the Ministry of Education (Office of Education) and schools when conducting health classes in the field.
In addition, we have included excerpts from the 'Health Education Forum High School Credit System Health and Guidebook (2023)', including the progress operation plan, evaluation plan, and health class examples, to provide more practical help to health teachers who use this book.

Woo Ok-young, the director of the Health Education Forum, which proposed and supported the publication of this book, said, “I am grateful for the efforts and dedication of the teachers who have played a pioneering role in the field, and I urge the Ministry of Education to provide policy support such as activating special training for teachers and assigning two health teachers and assistants.” The teachers in the field, including Kim Jin-seon, Kim Hye-jin, and Kim Young-sook, who played a leading role in the publication of this book, said, “The teachers worked hard even in difficult situations where they had to juggle school work,” and added, “Seeing the published book gives me a renewed sense of accomplishment. I hope it will be well utilized in health education in the field.”
Professor Kim Dae-yu, who has long dealt with national education policy and college entrance exam policy, said, “This book will be useful in guiding students on their college advancement in terms of national education policy.”

Key Features

▶ High School Credit System and the 2022 Revised Health and Education Curriculum
A comprehensive understanding of the high school credit system, which will be implemented nationwide starting in 2025, and a comparison and analysis of the 2025 revised health and education curriculum and the 2022 revised health and education curriculum are presented in a table for easy viewing at a glance.
When writing detailed abilities and special skills, the notes and Q&A are organized, so it seems that it will be helpful not only to teachers who are teaching health classes in high schools for the first time, but also to students preparing to advance to health-related universities.

▶ Examples of writing detailed competencies and special skills by field and reference books
The 2015 revised health and education curriculum was changed from 4 units and 32 achievement standards to 5 units and 26 achievement standards in the 2022 revised health and education curriculum.
The five major units are health promotion and disease prevention, emotional and mental health, sexual health, health safety and first aid, and health resources and health culture. In the 2015 revised health education curriculum, ‘Healthy Choices in Life’ was divided into two areas: ‘Emotional and Mental Health’ and ‘Gender Health.’
Accordingly, examples of detailed abilities and special skills by field are written in detail, which will not only help in writing tax-related special skills, but also be helpful in teaching.
In addition, as reading activity status is not reflected in college entrance exams, its importance is further emphasized as it can be recorded in connection with subjects.
Accordingly, this book includes reference books for each health class in each area and provides additional explanations of related content elements and connections with each unit to aid understanding.

This book will be helpful to health teachers who are working hard to help students who have chosen to teach health classes in schools.
Additionally, health teachers who teach health classes are raising their voices to the Ministry of Education to provide systematic training and clear guidelines to improve their professionalism.