reflection

National Sexuality Education Standards Core Content and Skills, K–12

Special thanks to the following organizations for their partnership in developing and disseminating the National Sexuality Education Standards: Content and Skills, K–12:

The American Association of Health Education (www. aahperd.org/aahe) serves educators and other professionals who promote the health of all people through education and health promotion strategies.

The American School Health Association (www.ashaweb. org) works to build the capacity of its members to plan, develop, coordinate, implement, evaluate and advocate for effective school health strategies that contribute to optimal health and academic outcomes for all children and youth.

The National Education Association – Health Information Network (www.neahin.org) works to improve the health and safety of the school community through disseminating information that empowers school professionals and positively impacts the lives of their students.

The Society of State Leaders of Health and Physical Education (www.thesociety.org) utilizes advocacy, partnerships, professional development and resources to build the capacity of school health leaders to implement effective health education and physical education policies and practices that support success in school, work and life.

The Future of Sex Education (FoSE) Initiative is a partnership between Advocates for Youth, Answer and the Sexuality Information and Education Council of the U.S. (SIECUS) that seeks to create a national dialogue about the future of sex education and to promote the institutionalization of comprehensive sexuality education in public schools. To learn more, please visit www.futureofsexed.org.

This publication was generously supported by a grant from an anonymous source and The George Gund Foundation.

The partners wish to thank Danene Sorace, consultant to the FoSE Initiative for her hard work and dedication.

©2011 the Future of Sex Education Initiative

Table of Contents National Sexuality Education Standards: 4 Core Content and Skills, K–12 Advisory Committee

Additional Reviewers 5

Introduction and Background 6

Rationale for Sexuality Education in Public Schools 7

The National Sexuality Education Standards 8

Role of Education Standards 8

Goal of the National Sexuality Education Standards 9

Guiding Values and Principles 9

Theoretical Framework 9

Topics and Key to Indicators 10

Standards by Grade Level 12

Standards by Topic Area 24

National Resources 37

For Teachers 36

For School Administrators 38

For Parents 38

For Middle and High School Students 38

Glossary 39

References 41

4

National Sexuality Education Standards

Laurie Bechhofer, MPH HIV/STD Education Consultant Michigan Department of Education

Nora Gelperin, MEd Director of Training Answer

Eva Goldfarb, PhD, LHD (hon) Professor Montclair State University

Mal Goldsmith, PhD, MCHES, FASHA, FAAHE Professor Emeritus Southern Illinois University

Debra Hauser, MPH Executive Vice President Advocates for Youth

Nora L. Howley, MA Manager of Programs National Education Association–Health Information Network

Barbara Huberman, RN, BSN, MEd Director of Education and Outreach Advocates for Youth

Leslie M. Kantor, MPH Director of National Education Initiatives Planned Parenthood Federation of America

Kyle Lafferty, MPH, MST, CHES HIV Program Director The Society of State Leaders of Health and Physical Education

National Sexuality Education Standards: Core Content and Skills, K–12 Advisory Committee

Robert McGarry, EdD Director of Training and Curriculum Development Gay, Lesbian and Straight Education Network (GLSEN)

Linda Moore Acting Executive Director American Association for Health Education

Linda Morse, RN, NJ-CSN, MA, CHES President Elect American School Health Association

Buzz Pruitt, EdD Professor Texas A&M University

Monica Rodriguez, MS President & CEO Sexuality Information and Education Council of the United States (SIECUS)

Deborah Roffman, MS, CSE Sexuality Educator and Consultant The Park School of Baltimore

Elizabeth Schroeder, EdD, MSW Executive Director Answer

Jennifer Heitel Yakush Director of Public Policy Sexuality Information and Education Council of the United States (SIECUS)

Danene Sorace, MPP Consultant, Future of Sex Education Initiative

5

Additional Reviewers

Drafts of the sexuality education core content and skills document were reviewed by a diverse group of profes- sionals with expertise in sexuality, public education, public health, child and adolescent medicine, and psychology. We wish to thank these individuals for their work: JeNeen Anderson, MPH, National Association of State Boards of Education

Elissa M. Barr, PhD, University of North Florida Heather Boonstra, Guttmacher Institute Diane Brown, EdD, Widener University Kim Robert Clark, DrPH, San Bernardino County Superintendent of Schools, CA

Stephen Conley, PhD, American School Health Association Sam Dercon, Sex, Etc. Teen Editorial Staff Barb Flis, Parent Action for Healthy Kids, MI Veronica Bayetti Flores, National Latina Institute for Reproductive Health

Elizabeth Gallun, MA, Prince George’s County Public Schools, MD

Melissa Grigal, East Brunswick School District, NJ The Rev. Debra W. Haffner, MPH, M.Div., Religious Institute Bonni C. Hodges, PhD, State University of New York College at Cortland

Heather Holaday, District of Columbia Public Schools Mark Huffman, MTS, Independent Trainer and Consultant Pete Hunt, MPH, MEd, Centers for Disease Control and Prevention (CDC),Division of Adolescent and School Health

Nancy Hudson, RN, MS, CHES, Council of Chief State School Officers

Additional Reviewers Linda Juszczak, National Assembly on School-Based Health Care

Maureen Kelly, Planned Parenthood of the Southern Finger Lakes

Emily Kitchen, Indiana University Student Douglas Kirby, PhD, ETR Associates Cynthia Lam, Sex, Etc. Teen Editorial Staff Jessica Lawrence, MS, Bogli Consulting, Inc. Konstance McCaffree, PhD, CFLE, CSE, Widener University Ronna Popkin, MS, Columbia University Valerie Rochester, Black Women’s Health Imperative John Santelli, MD, MPH, Columbia University Debra Shapiro, Society for Public Health Education Samantha Shinberg, Advocates for Youth Intern Susan Telljohann, HSD, CHES, University of Toledo Melanie Tom, Asian Communities for Reproductive Justice Al Vernacchio, MSEd, Friends’ Central School, PA Jenna Weiss, University Middle School, NJ David Wiley, PhD, Texas State University Kelly Wilson, PhD, CHES, Texas State University Pam Wilson, MSW, Sexuality Educator and Trainer Susan N. Wilson, MSEd, Sexuality Education Consultant Michael Young, PhD, FAAHB, New Mexico State University

The reviewers above provided many valuable comments to the draft documents. Organizational affiliations are included for identification purposes only.

6

National Sexuality Education Standards

Introduction and Background The goal of the National Sexuality Education Standards: Core Content and Skills, K–12 is to provide clear, consistent and straightforward guidance on the essential minimum, core content for sexuality education that is developmen- tally and age-appropriate for students in grades K–12.The development of these standards is a result of an ongoing initiative, the Future of Sex Education (FoSE). Forty individ- uals from the fields of health education, sexuality educa- tion, public health, public policy, philanthropy and advo- cacy convened for a two-day meeting in December 2008 to create a strategic plan for sexuality education policy and implementation. A key strategic priority that emerged from this work was the creation of national sexuality education standards to advance the implementation of sexuality education in US public schools.

Specifically, the National Sexuality Education Standards were developed to address the inconsistent implementa- tion of sexuality education nationwide and the limited time allocated to teaching the topic. Health education, which typically covers a broad range of topics including sexuality education, is given very little time in the school curricu- lum. According to the School Health Policies and Practices Study, a national survey conducted by the Centers for Disease Control and Prevention’s Division of Adolescent School Health to assess school health policies and practic- es, a median total of 17.2 hours is devoted to instruction in HIV, pregnancy and STD prevention: 3.1 hours in elemen- tary, 6 hours in middle and 8.1 hours in high school.1

Given these realities, the National Sexuality Education Standards were designed to:

Outline what, based on research and extensive profes-• sional expertise, are the minimum, essential content and skills for sexuality education K–12 given student needs, limited teacher preparation and typically avail- able time and resources. Assist schools in designing and delivering sexuality ed-• ucation K–12 that is planned, sequential and part of a comprehensive school health education approach.

Provide a clear rationale for teaching sexuality educa-• tion content and skills at different grade levels that is evidence-informed, age-appropriate and theory- driven. Support schools in • improving academic performance by addressing a content area that is both highly rel- evant to students and directly related to high school graduation rates. Present sexual development as a • normal, natural, healthy part of human development that should be a part of every health education curriculum. Offer clear, concise • recommendations for school per- sonnel on what is age-appropriate to teach students at different grade levels. Translate an emerging body of • research related to school-based sexuality education so that it can be put into practice in the classroom.

The National Health Education Standards2 (NHES) heav- ily influenced the development of the National Sexuality Education Standards. First created in 1995 and updated in 2007, the NHES were developed by the Joint Committee on National Health Education Standards of the American Can- cer Society and widely adopted by states and local school districts. The NHES focus on a student’s ability to under- stand key concepts and learn particular skills for using that content. These standards were developed to serve as the underpinning for health education knowledge and skills students should attain by grades 2, 5, 8 and 12. The NHES do not address any specific health content areas, includ- ing content for sexuality education.

The National Sexuality Education Standards were further informed by the work of the CDC’s Health Education Curric- ulum Analysis Tool (HECAT)3; existing state and internation- al education standards that include sexual health content; the Guidelines for Comprehensive Sexuality Education: Kindergarten – 12th Grade4; and the Common Core State Standards for English Language Arts and Mathematics5, recently adopted by most states.

7

Rationale for Sexuality Education in Public Schools

Rationale for Sexuality Education in Public Schools

Evaluations of comprehensive sexuality education pro- grams show that many of these programs can help youth delay the onset of sexual activity, reduce the frequency of sexual activity, reduce the number of sexual partners, and increase condom and contraceptive use.16 17 Researchers recently examined the National Survey of Family Growth to determine the impact of sexuality education on sexual risk- taking for young people ages 15-19, and found that teens who received comprehensive sexuality education were 50 percent less likely to report a pregnancy than those who received abstinence-only education.18

The CDC has also repeatedly found that student health behaviors and good grades are related, stating: “…students who do not engage in health-risk behaviors receive higher grades than their classmates who do engage in health-risk behaviors.”19

Further, studies show that physical and emotional health- related problems may inhibit young people from learning by reducing their motivation to learn; diminishing their feelings of connectedness to school; and contributing to absenteeism and drop out.13 20

An example related to sexuality education is teen pregnancy. Teen pregnancy often takes a particular toll on school con- nectedness for both partners, representing a major disrup- tion in many teens’ lives and making it difficult to remain in and/or engaged in school. Many pregnant and parenting teens experience lower grades and higher dropout rates than their non-parenting peers. In fact, research shows that only 51 percent of pregnant and parenting teens graduate from high school as compared to 89 percent of their non-pregnant and parenting peers.21

Given the evidence that connects lower risk behaviors to academic success, schools clearly have as vested an interest in keeping students healthy as do parents and other community members. In providing comprehensive sexuality education programs, schools support student health and as such further foster young people’s academic achievement.

Parents overwhelmingly favor comprehensive sexual- ity education in public school at the national and state

For years, research has highlighted the need to provide effective, comprehensive sexuality education to young people. The US has one of the highest teen pregnancy rates in the industrialized world.6 Each year in the US, more than 750,000 women ages 15–19 become pregnant,7 with more than 80 percent of these pregnancies unin- tended.8 Furthermore, while young people in the US ages 15–25 make up only one-quarter of the sexually active population, they contract about half of the 19 million sexu- ally transmitted diseases (STDs) annually. This equates to one in four sexually active teenagers contracting a sexually transmitted disease each year.9 And young people ages 13–29 account for about one-third of the estimated 50,000 new HIV infections each year, the largest share of any age group.10

There is also a pressing need to address harassment, bul- lying and relationship violence in our schools, which have a significant impact on a student’s emotional and physical well-being as well as on academic success. According to the 2009 National School Climate Survey, nearly 9 out of 10 lesbian, gay, bisexual or transgender (LGBT) students reported being harassed in the previous year. Two-thirds of LGBT students reported feeling unsafe and nearly one-third skipped at least one day of school because of concerns about their personal safety. LGBT students who reported frequent harassment also suffered from lower grade point averages.11

Similarly, teen relationship violence continues to be a pressing problem. Although frequently under-reported, ten percent of teens are physically harmed by their boyfriend or girlfriend in a given year.12

Studies have repeatedly found that health programs in school can help young people succeed academically. The most effective strategy is a strategic and coordinated approach to health that includes family and community involvement, school health services, a healthy school environment and health education, which includes sexual- ity education.13 14 15 In fact, an extensive review of school health initiatives found that programs that included health education had a positive effect on overall academic out- comes, including reading and math scores.15

8

National Sexuality Education Standards

levels.22 23 24 25 In 2004, National Public Radio (NPR), the Kaiser Family Foundation and the Kennedy School of Gov- ernment released a poll that indicated:

Ninety-three percent of parents of junior high school • students and 91 percent of parents of high school stu- dents believe it is very or somewhat important to have sexuality education as part of the school curriculum. Ninety-five percent of parents of junior high school • students and 93 percent of parents of high school students believe that birth control and other methods of preventing pregnancy are appropriate topics for sexuality education programs in schools. Approximately 75 percent of parents believed that • the topic of sexual orientation should be included in sexuality education programs and “discussed in a way that provides a fair and balanced presentation of the facts and different views in society.” Eighty-eight percent of parents of junior high school • students and 85 percent of parents of high school stu- dents believe information on how to use and where to get contraceptives is an appropriate topic for sexuality education programs in schools.26

The National Sexuality Education Standards set forth mini- mum, essential sexuality education core content and skills responsive to the needs of students and in service to their overall academic achievement and sexual health. They

fulfill a key recommendation of the White House Office of National AIDS Policy’s National HIV and AIDS Strategy for the United States, which calls for educating all Americans about the threat of HIV and how to prevent it. This recom- mendation includes the goal of educating young people about HIV and emphasizes the important role schools can play in providing access to current and accurate informa- tion. The strategy notes that it is important to provide access to a baseline of information that is grounded in the benefits of abstinence and delaying or limiting sexual activ- ity, while ensuring that youth who make the decision to be sexually active have the information they need to take steps to protect themselves.27

In addition, the National Sexuality Education Standards sat- isfy a key recommendation of the Office of the Surgeon General’s National Prevention and Health Promotion Strategy, which calls for the provision of effective sexual health education, especially for adolescents. This strategy notes that medically accurate, developmentally appropri- ate, and evidence-based sexual health education provides students with the skills and resources that help them make informed and responsible decisions.28

The Role of Education Standards Educational standards are commonplace in public educa- tion and are a key component in developing a rich learning experience for students. The purpose of standards in gen- eral is to provide clear expectations about what students should know and be able to do by the conclusion of certain grade levels. Other equally important components of the student learning experience include pre-service teacher training, professional development and ongoing support and mentoring for teachers, clear school policies that sup- port sexuality education implementation and the teachers who deliver sexuality education, a sequential, age-appro- priate curriculum that allows students to practice key skills and assessment tools for all of these elements.

Standards are an important part of the educational pro- cess, but they do not provide specific guidance on how a topic area should be taught. They also generally do not address special needs students, students for whom English is their second language, or students with any of the other unique attributes of a given classroom or school setting.

In addition, although recommendations made here are based on grade level, children of the same age often

National Sexuality Education Standards

develop at different rates and some content may need to be adapted based on the needs of the students.

Sexuality education standards specifically should accom- plish the following:

Provide a framework for curriculum development, • instruction and student assessment. Reflect the research-based characteristics of effective • sexuality education. Be informed by relevant health behavior theories and • models. Focus on health within the context of the world in • which students live. Focus on the emotional, intellectual, physical and • social dimensions of sexual health. Teach functional knowledge and essential personal • and social skills that contribute directly to healthy sexuality. Focus on health promotion, including both abstinence • from and risk reduction pertaining to unsafe sexual behaviors. Consider the developmental appropriateness of mate-• rial for students in specific grade spans. Include a progression from more concrete to higher-• order thinking skills.

9

National Sexuality Education Standards

CHARACTERISTICS OF EFFECTIVE SEXUALITY EDUCATION Focuses on specific behavioral outcomes. Addresses individual values and group norms that support health-enhancing behaviors. Focuses on increasing personal perceptions of risk and harmfulness of engaging in specific health risk behaviors, as well as reinforcing protective factors. Addresses social pressures and influences. Builds personal and social competence. Provides functional knowledge that is basic, accurate and directly contributes to health- promoting decisions and behaviors. Uses strategies designed to personalize information and engage students. Provides age-and developmentally- appropriate information, learning strategies, teaching methods and materials. Incorporates learning strategies, teaching methods and materials that are culturally inclusive. Provides adequate time for instruction and learning. Provides opportunities to reinforce skills and positive health behaviors. Provides opportunities to make connections with other influential persons. Includes teacher information and plan for professional development and training to enhance effectiveness of instruction and student learning.2

Guiding Values and Principles The National Sexuality Education Standards are informed by the following guiding values and principles based on current theory, research in the field and the National Health Education Standards Review and Revision Panel:

Academic achievement and the health status of stu-1. dents are interrelated, and should be recognized as such.

All students, regardless of physical or intellectual 2. ability, deserve the opportunity to achieve personal health and wellness, including sexual health.

Instruction by qualified sexuality education teachers is 3. essential for student achievement.

Sexuality education should teach both information and 4. essential skills that are necessary to adopt, practice, and maintain healthy relationships and behaviors.

Students need opportunities to engage in cooperative 5. and active learning strategies, and sufficient time must be allocated for students to practice skills relating to sexuality education.

Sexuality education should encourage the use of tech-6. nology to access multiple valid sources of information, recognizing the significant role that technology plays in young people’s lives.

Local curriculum planners should implement existing 7. or develop new curricula based on local health needs.

Students need multiple opportunities and a variety of 8. assessment strategies to determine their achievement of the sexuality education standards and performance indicators.

Improvements in public health, including sexual health, 9. can contribute to a reduction in health care costs.

Effective health education can contribute to the estab-10. lishment of a healthy and productive citizenry.2

Theoretical Framework The National Sexuality Education Standards seek to ad- dress both the functional knowledge related to sexuality and the specific skills necessary to adopt healthy behaviors and reflect the tenets of social learning theory, social cog- nitive theory and the social ecological model of preven- tion. From social learning theory, which recognizes that

“learning occurs not merely within the learner but also in a particular social context,”29 there are several key concepts addressed within the National Sexuality Education Stan- dards, including:

Personalization. The ability of students to perceive the core content and skills as relevant to their lives increases the likelihood that they will both learn and retain them. Ensuring that students see themselves represented in the materials and learning activities used can assist in furthering personalization.

Goal of the National Sexuality Education Standards The goal of the National Sexuality Education Standards: Core Content and Skills, K–12 is:

To provide clear, consistent and straightforward guidance on the essential minimum, core content for sexuality edu- cation that is age-appropriate for students in grades K–12.

Allow for the integration of more general health con-• tent as appropriate.2

10

National Sexuality Education Standards

Susceptibility. It is widely understood that many young people do not perceive that they are suscep- tible to the risks of certain behaviors, including sexual activity. Learning activities should encourage students to assess the relative risks of various behaviors, with- out exaggeration, to highlight their susceptibility to the potential negative outcomes of those behaviors.

Self-Efficacy. Even if students believe they are suscep- tible, they may not believe they can do anything to reduce their level of risk. Helping students overcome misinformation and develop confidence by practicing skills necessary to manage risk are key to a successful sexuality education curriculum.

Social Norms. Given that middle and high school students are highly influenced by their peers, the per- ception of what other students are, or are not, doing influences their behavior. Debunking perceptions and highlighting positive behaviors among teens (i.e., the majority of teens are abstinent in middle school and early high school and when they first engage in sexual intercourse many use condoms) can further the adop- tion of health-positive behaviors.

Skills. Mastery of functional knowledge is necessary but not sufficient to influence behaviors. Skill devel- opment is critical to a student’s ability to apply core content to their lives.29

In addition to social learning theory, social cognitive theory (SCT) is reflected throughout the National Sexuality Educa- tion Standards. Like social learning theory, SCT emphasizes self-efficacy, but adds in the motivation of the learners and an emphasis on the affective or emotional learning do- main, an invaluable component of learning about human sexuality.30

Finally, the social ecological model of prevention also informed the development of these standards. This model focuses on individual, interpersonal, community and soci- ety influences and the role of these influences on people over time. Developmentally, the core content and skills for kindergarten and early elementary focus on the individual student and their immediate surroundings (e.g., their family). At the middle and high school levels, core content and skills focus on the expanding world of students that includes their friends and other peers, the media, society and cultural influences.31

Topics and Key Indicators There are seven topics chosen as the minimum, essential content and skills for K–12 sexuality education:

Anatomy and Physiology (AP) provides a foundation for understanding basic human functioning. Puberty and Adolescent Development (PD) addresses a pivotal milestone for every person that has an impact on physical, social and emotional development. Identity (ID) addresses several fundamental aspects of people’s understanding of who they are. Pregnancy and Reproduction (PR) addresses information about how pregnancy hap- pens and decision-making to avoid a pregnancy. Sexually Transmitted Diseases and HIV (SH) provides both content and skills for understanding and avoiding STDs and HIV, including how they are transmitted, their signs and symptoms and testing and treatment. Healthy Relationships (HR) offers guidance to students on how to successfully navi- gate changing relationships among family, peers and partners. Special emphasis is given in the National Sexuality Education Standards to the increasing use and impact of technology within relationships. Personal Safety (PS) emphasizes the need for a growing awareness, creation and maintenance of safe school environments for all students.

These seven topics are organized following the eight National Health Education Standards.

11

Topics and Key Indicators

Topics and Key Indicators

AP.2.CC.2

Item NumberNHES Standard AbbreviationGrade Level

(i.e., by end of grade 2, 5, 8, 12)

Topic Abbreviation

The National Sexuality Education Standards present per- formance indicators – what students should know and be able to do by the end of grades 2, 5, 8, and 12 – based on the eight National Health Education Standards listed in the following table. In addition, the standards are divided into seven specific sexuality education topics. The key to read- ing the indicators appears to the right. The tables on the following pages present the standards and performance indicators first by grade level and then by topic areas.

Key To Indicators

NATIONAL HEALTH EDUCATION STANDARDS Core Concepts C C

Standard 1 Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Analyzing Influences I N F

Standard 2 Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors.

Accessing Information A I

Standard 3 Students will demonstrate the ability to access valid information and products and services to enhance health.

Interpersonal Communication I C

Standard 4 Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

Decision-Making D M

Standard 5 Students will demonstrate the ability to use decision-making skills to enhance health.

Goal–Setting G S

Standard 6 Students will demonstrate the ability to use goal-setting skills to enhance health.

Self Management S M

Standard 7 Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

Advocacy A DV

Standard 8 Students will demonstrate the ability to advocate for personal, family and community health.

12

National Sexuality Education Standards

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ak es

th em

fe el

un

co m

fo rt

ab le

P

S. 2.

SM .1

Ex pl

ai n

w ha

t bu

lly in

g an

d te

as in

g ar

e P

S. 2.

C C

.2

Ex pl

ai n

w hy

bu

lly in

g an

d te

as in

g ar

e w

ro ng

P

S. 2.

C C

.3

Id en

tif y

pa re

nt s

an d

ot he

r tr

us te

d ad

ul ts

th ey

c an

te ll

if th

ey a

re b

ei ng

bu

lli ed

o r

te as

ed

P S.

2. A

I. 2

D em

on st

ra te

h ow

to

re sp

on d

if so

m eo

ne

is b

ul ly

in g

or te

as in

g th

em

P S.

2. IC

.2

14

National Sexuality Education Standards

G R

A D

E 3-

5 Cor e

Co nc

ep ts

C

C A

na ly

zi ng

In

flu en

ce s

IN F

A cc

es si

ng

In fo

rm ati

on A

I In

te rp

er so

na l

Co m

m un

ic ati

on IC

D ec

is io

n- M

ak in

g D

M G

oa l S

etti ng

G

S Se

lf- M

an ag

em en

t SM

A dv

oc ac

y A

D V

A N

AT O

M Y

& P

H YS

IO LO

G Y

By th

e en

d of

th

e 5t

h gr

ad e,

st

ud en

ts s

ho ul

d be

a bl

e to

:

D es

cr ib

e m

al e

an d

fe m

al e

re pr

od uc

tiv e

sy st

em s

in cl

ud in

g bo

dy p

ar ts

a nd

th

ei r

fu nc

tio ns

A

P. 5.

C C

.1

Id en

tif y

m ed

ic al

ly -

ac cu

ra te

in

fo rm

ati on

a bo

ut

fe m

al e

an d

m al

e re

pr od

uc tiv

e an

at om

y

A P.

5. A

I. 1

P U

B ER

TY A

N D

A D

O LE

SC EN

T D

EV EL

O P

M EN

T

By th

e en

d of

th

e 5t

h gr

ad e,

st

ud en

ts s

ho ul

d be

a bl

e to

:

Ex pl

ai n

th e

ph ys

ic al

, s oc

ia l

an d

em oti

on al

ch

an ge

s th

at

oc cu

r du

ri ng

pu

be rt

y an

d ad

ol es

ce nc

e P

D .5

.C C

.1

D es

cr ib

e ho

w

fr ie

nd s,

fa m

ily ,

m ed

ia , s

oc ie

ty

an d

cu ltu

re c

an

in flu

en ce

id ea

s ab

ou t b

od y

im ag

e P

D .5

.I N

F. 1

Id en

tif y

m ed

ic al

ly -

ac cu

ra te

in

fo rm

ati on

a nd

re

so ur

ce s

ab ou

t pu

be rt

y an

d pe

rs on

al h

yg ie

ne

P D

.5 .A

I. 1

Ex pl

ai n

w ay

s to

m

an ag

e th

e ph

ys ic

al

an d

em oti

on al

ch

an ge

s as

so ci

at ed

w

ith p

ub er

ty

P D

.5 .S

M .1

Ex pl

ai n

ho w

th e

tim in

g of

p ub

er ty

an

d ad

ol es

ce nt

de

ve lo

pm en

t va

ri es

co

ns id

er ab

ly

an d

ca n

sti ll

be h

ea lth

y P

D .5

.C C

.2

Id en

tif y

pa re

nt s

or o

th er

tr us

te d

ad ul

ts o

f w ho

m

st ud

en ts

c an

a sk

qu

es tio

ns a

bo ut

pu

be rt

y an

d ad

ol es

ce nt

h ea

lth

is su

es

P D

.5 .A

I. 2

D es

cr ib

e ho

w

pu be

rt y

pr ep

ar es

hu

m an

b od

ie s

fo r

th e

po te

nti al

to

re pr

od uc

e PA

D .5

.C C

.3

ID EN

TI TY

By th

e en

d of

th

e 5t

h gr

ad e,

st

ud en

ts s

ho ul

d be

a bl

e to

:

D efi

ne s

ex ua

l or

ie nt

ati on

a s

th e

ro m

an tic

att

ra cti

on o

f a n

in di

vi du

al to

so

m eo

ne o

f t he

sa

m e

ge nd

er o

r a

di ffe

re nt

g en

de r

ID

.5 .C

C .1

Id en

tif y

pa re

nt s

or o

th er

tr us

te d

ad ul

ts o

f w ho

m

st ud

en ts

c an

a sk

qu

es tio

ns a

bo ut

se

xu al

o ri

en ta

tio n

ID .5

.A I.

1

D em

on st

ra te

w ay

s to

tr ea

t o th

er s

w ith

di

gn ity

a nd

re sp

ec t

ID .5

.S M

.1

D em

on st

ra te

w

ay s

st ud

en ts

c an

w

or k

to ge

th er

to

pr om

ot e

di gn

ity

an d

re sp

ec t f

or a

ll pe

op le

ID

.5 .A

D V.

1

15

Standards by Grade Level

Co re

C on

ce pt

s C

C A

na ly

zi ng

In

flu en

ce s

IN F

A cc

es si

ng

In fo

rm ati

on A

I In

te rp

er so

na l

Co m

m un

ic ati

on IC

D ec

is io

n- M

ak in

g D

M G

oa l S

etti ng

G

S Se

lf- M

an ag

em en

t SM

A dv

oc ac

y A

D V

P R

EG N

A N

CY A

N D

R EP

R O

D U

C TI

O N

By th

e en

d of

th

e 5t

h gr

ad e,

st

ud en

ts s

ho ul

d be

a bl

e to

:

D es

cr ib

e th

e pr

oc es

s of

h um

an

re pr

od uc

tio n

P R

.5 .C

C .1

SE X

U A

LL Y

TR A

N SM

IT TE

D D

IS EA

SE S

A N

D H

IV

By th

e en

d of

th

e 5t

h gr

ad e,

st

ud en

ts s

ho ul

d be

a bl

e to

:

D efi

ne H

IV a

nd

id en

tif y

so m

e ag

e ap

pr op

ri at

e m

et ho

ds o

f tr

an sm

is si

on ,

as w

el l a

s w

ay s

to p

re ve

nt

tr an

sm is

si on

SH

.5 .C

C .1

H EA

LT H

Y R

EL AT

IO N

SH IP

S

By th

e en

d of

th

e 5t

h gr

ad e,

st

ud en

ts s

ho ul

d be

a bl

e to

:

D es

cr ib

e th

e ch

ar ac

te ri

sti cs

of

h ea

lth y

re la

tio ns

hi ps

H

R .5

.C C

.1

Co m

pa re

p os

iti ve

an

d ne

ga tiv

e w

ay s

fr ie

nd s

an d

pe er

s ca

n in

flu en

ce

re la

tio ns

hi ps

H

R .5

.I N

F. 1

Id en

tif y

pa re

nt s

an d

ot he

r tr

us te

d ad

ul ts

th ey

c an

ta

lk to

a bo

ut

re la

tio ns

hi ps

H

R .5

.A I.

1

D em

on st

ra te

p os

iti ve

w

ay s

to c

om m

un ic

at e

di ffe

re nc

es o

f o pi

ni on

w

hi le

m ai

nt ai

ni ng

re

la tio

ns hi

ps

H R

.5 .I

C .1

D em

on st

ra te

w ay

s to

tr ea

t o th

er s

w ith

di

gn ity

a nd

re sp

ec t

H R

.5 .S

M .1

P ER

SO N

A L

SA FE

TY

By th

e en

d of

th

e 5t

h gr

ad e,

st

ud en

ts s

ho ul

d be

a bl

e to

:

D efi

ne te

as in

g,

ha ra

ss m

en t a

nd

bu lly

in g

an d

ex pl

ai n

w hy

th

ey a

re w

ro ng

P

S. 5.

C C

.1

Ex pl

ai n

w hy

pe

op le

te as

e,

ha ra

ss o

r bu

lly

ot he

rs

P S.

5. IN

F. 1

Id en

tif y

pa re

nt s

an d

ot he

r tr

us te

d ad

ul ts

th ey

c an

te ll

if th

ey a

re b

ei ng

te

as ed

, h ar

as se

d or

bu

lli ed

P S.

5. A

I. 1

D em

on st

ra te

w ay

s to

co

m m

un ic

at e

ab ou

t ho

w o

ne is

b ei

ng

tr ea

te d

P

S. 5.

IC .1

D is

cu ss

e ffe

cti ve

w

ay s

in w

hi ch

st

ud en

ts c

ou ld

re

sp on

d w

he n

th ey

ar

e or

s om

eo ne

el

se is

b ei

ng te

as ed

, ha

ra ss

ed o

r bu

lli ed

P

S. 5.

SM .1

Pe rs

ua de

o th

er s

to

ta ke

a cti

on w

he n

so m

eo ne

e ls

e is

b ei

ng te

as ed

, ha

ra ss

ed o

r bu

lli ed

P

S. 5.

A D

V. 1

D efi

ne s

ex ua

l ha

ra ss

m en

t a nd

se

xu al

a bu

se

P S.

5. C

C .2

Id en

tif y

pa re

nt s

or o

th er

tr us

te d

ad ul

ts th

ey c

an te

ll if

th ey

a re

b ei

ng

se xu

al ly

h ar

as se

d or

a bu

se d

P S.

5. A

I. 2

D em

on st

ra te

re fu

sa l

sk ill

s (e

.g . c

le ar

“ no

” st

at em

en t,

w al

k aw

ay , r

ep ea

t r ef

us al

) P

S. 5.

IC .2

16

National Sexuality Education Standards

G R

A D

ES 6

-8 Co

re C

on ce

pt s

C C

A na

ly zi

ng

In flu

en ce

s IN

F A

cc es

si ng

In

fo rm

ati on

A I

In te

rp er

so na

l Co

m m

un ic

ati on

IC D

ec is

io n-

M ak

in g

D M

G oa

l S etti

ng

G S

Se lf-

M an

ag em

en t

SM A

dv oc

ac y

A D

V

A N

AT O

M Y

A N

D P

H YS

IO LO

G Y

By th

e en

d of

th

e 8t

h gr

ad e,

st

ud en

ts s

ho ul

d be

a bl

e to

:

D es

cr ib

e m

al e

an d

fe m

al e

se xu

al

an d

re pr

od uc

tiv e

sy st

em s i

nc lu

di ng

bo

dy p

ar ts

a nd

th

ei r f

un cti

on s

A P.

8. C

C .1

Id en

tif y

ac cu

ra te

an

d cr

ed ib

le

so ur

ce s

of

in fo

rm ati

on a

bo ut

se

xu al

h ea

lth

A P.

8. A

I. 1

P U

B ER

TY A

N D

A D

O LE

SC EN

T D

EV EL

O P

M EN

T

By th

e en

d of

th

e 8t

h gr

ad e,

st

ud en

ts s

ho ul

d be

a bl

e to

:

D es

cr ib

e th

e ph

ys ic

al , s

oc ia

l, co

gn iti

ve a

nd

em oti

on al

ch

an ge

s of

ad

ol es

ce nc

e P

D .8

.C C

.1

A na

ly ze

h ow

fr

ie nd

s, fa

m ily

, m

ed ia

, s oc

ie ty

an

d cu

ltu re

c an

in

flu en

ce s

el f-

co nc

ep t a

nd b

od y

im ag

e

P D

.8 .I

N F.

1

Id en

tif y

m ed

ic al

ly -

ac cu

ra te

s ou

rc es

of

in fo

rm ati

on

ab ou

t p ub

er ty

, ad

ol es

ce nt

de

ve lo

pm en

t a nd

se

xu al

ity

P D

.8 .A

I. 1

D em

on st

ra te

th e

us e

of a

d ec

isi on

- m

ak in

g m

od el

an

d ev

al ua

te

po ss

ib le

o ut

co m

es

of d

ec isi

on s

ad ol

es ce

nt s m

ig ht

m

ak e

P D

.8 .D

M .1

ID EN

TI TY

By th

e en

d of

th

e 8t

h gr

ad e,

st

ud en

ts s

ho ul

d be

a bl

e to

:

D iff

er en

tia te

be

tw ee

n ge

nd er

id

en tit

y, g

en de

r ex

pr es

si on

an

d se

xu al

or

ie nt

ati on

ID

.8 .C

C .1

An al

yz e

ex te

rn al

in

flu en

ce s t

ha t

ha ve

a n

im pa

ct

on o

ne ’s

atti tu

de s

ab ou

t g en

de r,

se xu

al

or ie

nt ati

on a

nd

ge nd

er id

en tit

y ID

.8 .I

N F.

1

A cc

es s

ac cu

ra te

in

fo rm

ati on

a bo

ut

ge nd

er id

en tit

y,

ge nd

er e

xp re

ss io

n an

d se

xu al

or

ie nt

ati on

ID

.8 .A

I. 1

Co m

m un

ic at

e re

sp ec

tf ul

ly w

ith

an d

ab ou

t p eo

pl e

of a

ll ge

nd er

id

en titi

es , g

en de

r ex

pr es

si on

s an

d se

xu al

or

ie nt

ati on

s ID

.8 .I

C .1

D ev

el op

a p

la n

to

pr om

ot e

di gn

ity

an d

re sp

ec t f

or

al l p

eo pl

e in

th e

sc ho

ol c

om m

un ity

ID

.8 .A

D V.

1

Ex pl

ai n

th e

ra ng

e of

g en

de r

ro le

s ID

.8 .C

C .2

P R

EG N

A N

CY A

N D

R EP

R O

D U

C TI

O N

By th

e en

d of

th

e 8t

h gr

ad e,

st

ud en

ts s

ho ul

d be

a bl

e to

:

D efi

ne s

ex ua

l in

te rc

ou rs

e an

d its

re la

tio ns

hi p

to h

um an

re

pr od

uc tio

n P

R .8

.C C

.1

D efi

ne s

ex ua

l ab

sti ne

nc e

as it

re la

te s

to p

re gn

an cy

pr

ev en

tio n

P R

.8 .C

C .2

Ex am

in e

ho w

al

co ho

l a nd

o th

er

su bs

ta nc

es , f

rie nd

s,

fa m

ily , m

ed ia

, so

ci et

y an

d cu

ltu re

in

flu en

ce d

ec isi

on s

ab ou

t e ng

ag in

g in

se

xu al

b eh

av io

rs

P R

.8 .I

N F.

1

D em

on st

ra te

th e

us e

of e

ffe cti

ve

co m

m un

ic ati

on s

ki lls

to

s up

po rt

o ne

’s

de ci

si on

to a

bs ta

in

fr om

s ex

ua l b

eh av

io rs

P

R .8

.I C

.1

17

Standards by Grade Level

Co re

C on

ce pt

s C

C A

na ly

zi ng

In

flu en

ce s

IN F

A cc

es si

ng

In fo

rm ati

on A

I In

te rp

er so

na l

Co m

m un

ic ati

on IC

D ec

is io

n- M

ak in

g D

M G

oa l S

etti ng

G

S Se

lf- M

an ag

em en

t SM

A dv

oc ac

y A

D V

P R

EG N

A N

CY A

N D

R EP

R O

D U

C TI

O N

(C O

N TI

N U

ED )

By th

e en

d of

th

e 8t

h gr

ad e,

st

ud en

ts s

ho ul

d be

a bl

e to

:

Ex pl

ai n

th e

he al

th

be ne

fit s,

ris ks

a nd

eff

ec tiv

en es

s r at

es

of v

ar io

us m

et ho

ds

of co

nt ra

ce pti

on ,

in cl

ud in

g ab

sti ne

nc e

an d

co nd

om s

P R

.8 .C

C .3

Id en

tif y

m ed

ic al

ly -

ac cu

ra te

re so

ur ce

s ab

ou t p

re gn

an cy

pr

ev en

tio n

an d

re pr

od uc

tiv e

he al

th c

ar e

P R

.8 .A

I. 1

D em

on st

ra te

th e

us e

of e

ffe cti

ve

co m

m un

ic ati

on

an d

ne go

tia tio

n sk

ill s

ab ou

t t he

u se

of

c on

tr ac

ep tio

n in

cl ud

in g

ab sti

ne nc

e an

d co

nd om

s P

R .8

.I C

.2

A pp

ly a

d ec

is io

n- m

ak in

g m

od el

to

v ar

io us

s ex

ua l

he al

th d

ec is

io ns

P

R .8

.D M

.1

D es

cr ib

e th

e st

ep s

to u

si ng

a c

on do

m

co rr

ec tly

P

R .8

.S M

.1

D efi

ne

em er

ge nc

y co

nt ra

ce pti

on

an d

its u

se

P R

.8 .C

C .4

Id en

tif y

m ed

ic al

ly -

ac cu

ra te

in

fo rm

ati on

ab

ou t e

m er

ge nc

y co

nt ra

ce pti

on

P R

.8 .A

I. 2

D es

cr ib

e th

e si

gn s

an d

sy m

pt om

s of

a

pr eg

na nc

y P

R .8

.C C

.5

Id en

tif y

m ed

ic al

ly -

ac cu

ra te

s ou

rc es

o f

pr eg

na nc

y- re

la te

d in

fo rm

ati on

a nd

su

pp or

t i nc

lu di

ng

pr eg

na nc

y op

tio ns

, sa

fe s

ur re

nd er

po

lic ie

s an

d pr

en at

al c

ar e

P R

.8 .A

I. 3

Id en

tif y

pr en

at al

pr

ac tic

es th

at c

an

co nt

rib ut

e to

a

he al

th y

pr eg

na nc

y P

R .8

.C C

.6

SE X

U A

LL Y

TR A

N SM

IT TE

D D

IS EA

SE S

A N

D H

IV

By th

e en

d of

th

e 8t

h gr

ad e,

st

ud en

ts s

ho ul

d be

a bl

e to

:

D efi

ne S

TD s,

in

cl ud

in g

H IV

, an

d ho

w th

ey

ar e

an d

ar e

no t

tr an

sm itt

ed

SH .8

.C C

.1

Id en

tif y

m ed

ic al

ly -

ac cu

ra te

in

fo rm

ati on

a bo

ut

ST D

s, in

cl ud

in g

H IV

SH

.8 .A

I. 1

Co m

pa re

a nd

co

nt ra

st b

eh av

io rs

, in

cl ud

in g

ab sti

ne nc

e,

to d

et er

m in

e th

e po

te nti

al

ri sk

o f S

TD /H

IV

tr an

sm is

si on

fr

om e

ac h

SH .8

.C C

.2

A na

ly ze

th e

im pa

ct o

f a lc

oh ol

an

d ot

he r

dr ug

s on

s af

er

se xu

al d

ec is

io n-

m ak

in g

an d

se xu

al b

eh av

io rs

SH

.8 .I

N F.

1

D em

on st

ra te

th e

us e

of e

ffe cti

ve

co m

m un

ic ati

on s

ki lls

to

re du

ce o

r el

im in

at e

ri sk

fo r

ST D

s, in

cl ud

in g

H IV

SH

.8 .I

C .1

D ev

el op

a p

la n

to e

lim in

at e

or

re du

ce r

is k

fo r

ST D

s, in

cl ud

in g

H IV

SH

.8 .G

S. 1

D es

cr ib

e th

e st

ep s

to u

si ng

a c

on do

m

co rr

ec tly

SH

.8 .S

M .1

18

National Sexuality Education Standards

G R

A D

ES 6

-8 (C

O N

TI N

U ED

) Co

re C

on ce

pt s

C C

A na

ly zi

ng

In flu

en ce

s IN

F A

cc es

si ng

In

fo rm

ati on

A I

In te

rp er

so na

l Co

m m

un ic

ati on

IC D

ec is

io n-

M ak

in g

D M

G oa

l S etti

ng

G S

Se lf-

M an

ag em

en t

SM A

dv oc

ac y

A D

V

SE X

U A

LL Y

TR A

N SM

IT TE

D D

IS EA

SE S

A N

D H

IV (C

O N

TI N

U ED

)

By th

e en

d of

th

e 8t

h gr

ad e,

st

ud en

ts s

ho ul

d be

a bl

e to

:

D es

cr ib

e th

e si

gn s,

s ym

pt om

s an

d po

te nti

al

im pa

ct s

of S

TD s,

in

cl ud

in g

H IV

SH

.8 .C

C .3

Id en

tif y

lo ca

l S TD

an

d H

IV te

sti ng

an

d tr

ea tm

en t

re so

ur ce

s SH

.8 .A

I. 2

H EA

LT H

Y R

EL AT

IO N

SH IP

S

By th

e en

d of

th

e 8t

h gr

ad e,

st

ud en

ts s

ho ul

d be

a bl

e to

:

Co m

pa re

a nd

co

nt ra

st th

e ch

ar ac

te ri

sti cs

of

h ea

lth y

an d

un he

al th

y re

la tio

ns hi

ps

H R

.8 .C

C .1

A na

ly ze

th e

w ay

s in

w hi

ch fr

ie nd

s,

fa m

ily , m

ed ia

, so

ci et

y an

d cu

ltu re

ca

n in

flu en

ce

re la

tio ns

hi ps

H

R .8

.I N

F. 1

Ex pl

ai n

th e

cr ite

ri a

fo r

ev al

ua tin

g th

e he

al th

o f

a re

la tio

ns hi

p H

R .8

.S M

.1

D es

cr ib

e th

e po

te nti

al im

pa ct

s of

p ow

er

di ffe

re nc

es s

uc h

as a

ge , s

ta tu

s or

po

si tio

n w

ith in

re

la tio

ns hi

ps

H R

.8 .C

C .2

A na

ly ze

th e

si m

ila ri

tie s

an d

di ffe

re nc

es

be tw

ee n

fr ie

nd sh

ip s

an d

ro m

an tic

re

la tio

ns hi

ps

H R

.8 .C

C .3

D em

on st

ra te

co

m m

un ic

ati on

s ki

lls

th at

fo st

er h

ea lth

y re

la tio

ns hi

ps

H R

.8 .I

C .1

D es

cr ib

e a

ra ng

e of

w ay

s pe

op le

e xp

re ss

aff

ec tio

n w

ith in

va

ri ou

s ty

pe s

of re

la tio

ns hi

ps

H R

.8 .C

C .4

D em

on st

ra te

e ffe

cti ve

w

ay s

to c

om m

un ic

at e

pe rs

on al

b ou

nd ar

ie s

an d

sh ow

re sp

ec t f

or

th e

bo un

da ri

es o

f ot

he rs

H

R .8

.I C

.2

D es

cr ib

e th

e ad

va nt

ag es

a nd

di

sa dv

an ta

ge s

of

co m

m un

ic ati

ng

us in

g te

ch no

lo gy

an

d so

ci al

m ed

ia

H R

.8 .C

C .5

A na

ly ze

th e

im pa

ct

of te

ch no

lo gy

an

d so

ci al

m ed

ia

on fr

ie nd

sh ip

s an

d re

la tio

ns hi

ps

H R

.8 .I

N F.

2

D em

on st

ra te

e ffe

cti ve

sk

ill s

to n

eg oti

at e

ag re

em en

ts a

bo ut

th e

us e

of te

ch no

lo gy

in

re la

tio ns

hi ps

H

R .8

.I C

.3

D ev

el op

a p

la n

to s

ta y

sa fe

w he

n us

in g

so ci

al

m ed

ia

H R

.8 .G

S. 1

D es

cr ib

e st

ra te

gi es

to

u se

s oc

ia l m

ed ia

sa

fe ly

, l eg

al ly

an

d re

sp ec

tf ul

ly

H R

.8 .S

M .2

19

Standards by Grade Level

Co re

C on

ce pt

s C

C A

na ly

zi ng

In

flu en

ce s

IN F

A cc

es si

ng

In fo

rm ati

on A

I In

te rp

er so

na l

Co m

m un

ic ati

on IC

D ec

is io

n- M

ak in

g D

M G

oa l S

etti ng

G

S Se

lf- M

an ag

em en

t SM

A dv

oc ac

y A

D V

P ER

SO N

A L

SA FE

TY

By th

e en

d of

th

e 8t

h gr

ad e,

st

ud en

ts s

ho ul

d be

a bl

e to

:

D es

cr ib

e si

tu ati

on s

an d

be ha

vi or

s th

at

co ns

tit ut

e bu

lly in

g, s

ex ua

l ha

ra ss

m en

t,

se xu

al a

bu se

, se

xu al

a ss

au lt,

in

ce st

, r ap

e an

d da

tin g

vi ol

en ce

P

S. 8.

C C

.1

Id en

tif y

so ur

ce s

of s

up po

rt s

uc h

as p

ar en

ts o

r ot

he r

tr us

te d

ad ul

ts th

at th

ey

ca n

go to

if th

ey

ar e

or s

om eo

ne

th ey

k no

w is

be

in g

bu lli

ed ,

ha ra

ss ed

, a bu

se d

or a

ss au

lte d

P

S. 8.

A I.

1

D em

on st

ra te

w ay

s to

co

m m

un ic

at e

w ith

tr

us te

d ad

ul ts

a bo

ut

bu lly

in g,

h ar

as sm

en t,

ab

us e

or a

ss au

lt P

S. 8.

IC .1

D es

cr ib

e w

ay s

to

tr ea

t o th

er s

w ith

di

gn ity

a nd

re sp

ec t

P S.

8. SM

.1

A dv

oc at

e fo

r sa

fe

en vi

ro nm

en ts

th

at e

nc ou

ra ge

di

gn ifi

ed a

nd

re sp

ec tf

ul

tr ea

tm en

t of

e ve

ry on

e P

S. 8.

A D

V. 1

D is

cu ss

th e

im pa

ct s

of

bu lly

in g,

s ex

ua l

ha ra

ss m

en t,

se

xu al

a bu

se ,

se xu

al a

ss au

lt,

in ce

st , r

ap e

an d

da tin

g vi

ol en

ce

an d

w hy

th ey

a re

w

ro ng

P

S. 8.

C C

.2

D em

on st

ra te

w ay

s th

ey c

an re

sp on

d w

he n

so m

eo ne

is

be in

g bu

lli ed

o r

ha ra

ss ed

P

S. 8.

SM .2

Ex pl

ai n

th at

n o

on e

ha s

th e

ri gh

t to

to uc

h an

yo ne

el

se in

a s

ex ua

l m

an ne

r if

th ey

do

n ot

w an

t to

b e

to uc

he d

P S.

8. C

C .3

Ex pl

ai n

w hy

a

pe rs

on w

ho

ha s

be en

ra pe

d or

s ex

ua lly

as

sa ul

te d

is n

ot

at fa

ul t

P S.

8. C

C .4

20

National Sexuality Education Standards

G R

A D

ES 9

-1 2

Co re

C on

ce pt

s C

C A

na ly

zi ng

In

flu en

ce s

IN F

A cc

es si

ng

In fo

rm ati

on A

I In

te rp

er so

na l

Co m

m un

ic ati

on IC

D ec

is io

n- M

ak in

g D

M G

oa l S

etti ng

G

S Se

lf- M

an ag

em en

t SM

A dv

oc ac

y A

D V

A N

AT O

M Y

A N

D P

H YS

IO LO

G Y

By th

e en

d of

th

e 12

th g

ra de

, st

ud en

ts s

ho ul

d be

a bl

e to

:

D es

cr ib

e th

e hu

m an

s ex

ua l

re sp

on se

c yc

le ,

in cl

ud in

g th

e ro

le

ho rm

on es

p la

y A

P. 12

.C C

.1

P U

B ER

TY A

N D

A D

O LE

SC EN

T D

EV EL

O P

M EN

T

By th

e en

d of

th

e 12

th g

ra de

, st

ud en

ts s

ho ul

d be

a bl

e to

:

A na

ly ze

ho

w b

ra in

de

ve lo

pm en

t ha

s an

im pa

ct o

n co

gn iti

ve , s

oc ia

l an

d em

oti on

al

ch an

ge s

of

ad ol

es ce

nc e

an d

ea rl

y ad

ul th

oo d

P D

.1 2.

C C

.1

A na

ly ze

h ow

fr

ie nd

s, fa

m ily

, m

ed ia

, s oc

ie ty

an

d cu

ltu re

c an

in

flu en

ce s

el f-

co nc

ep t a

nd b

od y

im ag

e P

D .1

2. IN

F. 1

A pp

ly a

d ec

is io

n- m

ak in

g m

od el

to

va ri

ou s

si tu

ati on

s re

la tin

g to

s ex

ua l

he al

th

P D

.1 2.

D M

.1

ID EN

TI TY

By th

e en

d of

th

e 12

th g

ra de

, st

ud en

ts s

ho ul

d be

a bl

e to

:

D iff

er en

tia te

be

tw ee

n bi

ol og

ic al

se

x, s

ex ua

l or

ie nt

ati on

, a nd

ge

nd er

id en

tit y

an d

ex pr

es si

on

ID .1

2. C

C .1

A na

ly ze

th e

in flu

en ce

o f

fr ie

nd s,

fa m

ily ,

m ed

ia , s

oc ie

ty

an d

cu ltu

re o

n th

e ex

pr es

si on

of

g en

de r,

se xu

al

or ie

nt ati

on a

nd

id en

tit y

ID .1

2. IN

F. 1

Ex pl

ai n

ho w

to

pr om

ot e

sa fe

ty ,

re sp

ec t,

a w

ar en

es s

an d

ac ce

pt an

ce

ID .1

2. SM

.1

A dv

oc at

e fo

r sc

ho ol

p ol

ic ie

s an

d pr

og ra

m s

th at

p ro

m ot

e di

gn ity

a nd

re

sp ec

t f or

a ll

ID

.1 2.

A D

V. 1

D is

tin gu

is h

be tw

ee n

se xu

al

or ie

nt ati

on ,

se xu

al b

eh av

io r

an d

se xu

al

id en

tit y

ID .1

2. C

C .2

P R

EG N

A N

CY A

N D

R EP

R O

D U

C TI

O N

By th

e en

d of

th

e 12

th g

ra de

, st

ud en

ts s

ho ul

d be

a bl

e to

:

Co m

pa re

a nd

co

nt ra

st th

e ad

va nt

ag es

a nd

di

sa dv

an ta

ge s

of a

bs tin

en ce

an

d ot

he r

co nt

ra ce

pti ve

m

et ho

ds ,

in cl

ud in

g co

nd om

s

P R

.1 2.

C C

.1

A na

ly ze

in

flu en

ce s

th at

m ay

h av

e an

im pa

ct o

n de

ci di

ng w

he th

er

or w

he n

to

en ga

ge in

s ex

ua l

be ha

vi or

s

P R

.1 2.

IN F.

1

A cc

es s

m ed

ic al

ly -

ac cu

ra te

in

fo rm

ati on

a bo

ut

co nt

ra ce

pti ve

m

et ho

ds ,

in cl

ud in

g ab

sti ne

nc e

an d

co nd

om s

P R

.1 2.

A I.

1

D em

on st

ra te

w ay

s to

co

m m

un ic

at e

de ci

si on

s ab

ou t w

he th

er o

r w

he n

to e

ng ag

e in

se

xu al

b eh

av io

rs

P R

.1 2.

IC .1

A pp

ly a

d ec

is io

n- m

ak in

g m

od el

to

c ho

ic es

a bo

ut

co nt

ra ce

pti on

, in

cl ud

in g

ab sti

ne nc

e an

d co

nd om

s P

R .1

2. D

M .1

D es

cr ib

e th

e st

ep s

to u

si ng

a c

on do

m

co rr

ec tly

P

R .1

2. SM

.1

21

Standards by Grade Level

Co re

C on

ce pt

s C

C A

na ly

zi ng

In

flu en

ce s

IN F

A cc

es si

ng

In fo

rm ati

on A

I In

te rp

er so

na l

Co m

m un

ic ati

on IC

D ec

is io

n- M

ak in

g D

M G

oa l S

etti ng

G

S Se

lf- M

an ag

em en

t SM

A dv

oc ac

y A

D V

P R

EG N

A N

CY A

N D

R EP

R O

D U

C TI

O N

(C O

N TI

N U

ED )

By th

e en

d of

th

e 12

th g

ra de

, st

ud en

ts s

ho ul

d be

a bl

e to

:

D efi

ne

em er

ge nc

y co

nt ra

ce pti

on

an d

de sc

ri be

it s

m ec

ha ni

sm o

f ac

tio n

P

R .1

2. C

C .2

A cc

es s

m ed

ic al

ly -

ac cu

ra te

in

fo rm

ati on

an

d re

so ur

ce s

ab ou

t e m

er ge

nc y

co nt

ra ce

pti on

P

R .1

2. A

I. 2

Id en

tif y

th e

la w

s re

la te

d to

re

pr od

uc tiv

e an

d se

xu al

he

al th

c ar

e se

rv ic

es (i

.e .,

co nt

ra ce

pti on

, pr

eg na

nc y

op tio

ns , s

af e

su rr

en de

r po

lic ie

s, p

re na

ta l

ca re

) P

R .1

2. C

C .3

D es

cr ib

e th

e si

gn s

of

pr eg

na nc

y

P R

.1 2.

C C

.4

A na

ly ze

in te

rn al

an

d ex

te rn

al

in flu

en ce

s on

de

ci si

on s

ab ou

t pr

eg na

nc y

op tio

ns

P R

.1 2.

IN F.

2

A cc

es s

m ed

ic al

ly -

ac cu

ra te

in

fo rm

ati on

a bo

ut

pr eg

na nc

y an

d pr

eg na

nc y

op tio

ns

P R

.1 2.

A I.

3

D es

cr ib

e pr

en at

al

pr ac

tic es

th at

ca

n co

nt ri

bu te

to

o r

th re

at en

a

he al

th y

pr eg

na nc

y

P R

.1 2.

C C

.5

A na

ly ze

fa ct

or s

th at

in flu

en ce

de

ci si

on s

ab ou

t w

he th

er a

nd

w he

n to

b ec

om e

a pa

re nt

P

R .1

2. IN

F. 3

A cc

es s

m ed

ic al

ly -

ac cu

ra te

in

fo rm

ati on

a bo

ut

pr en

at al

c ar

e se

rv ic

es

P R

.1 2.

A I.

4

A ss

es s

th e

sk ill

s an

d re

so ur

ce s

ne ed

ed to

b ec

om e

a pa

re nt

P

R .1

2. D

M .2

Co m

pa re

a nd

co

nt ra

st th

e la

w s

re la

tin g

to p

re gn

an cy

, ad

op tio

n,

ab or

tio n

an d

pa re

nti ng

P

R .1

2. C

C .6

22

National Sexuality Education Standards

G R

A D

ES 9

-1 2

(C O

N TI

N U

ED )

Co re

C on

ce pt

s C

C A

na ly

zi ng

In

flu en

ce s

IN F

A cc

es si

ng

In fo

rm ati

on A

I In

te rp

er so

na l

Co m

m un

ic ati

on IC

D ec

is io

n- M

ak in

g D

M G

oa l S

etti ng

G

S Se

lf- M

an ag

em en

t SM

A dv

oc ac

y A

D V

SE X

U A

LL Y

TR A

N SM

IT TE

D D

IS EA

SE S

A N

D H

IV

By th

e en

d of

th

e 12

th g

ra de

, st

ud en

ts s

ho ul

d be

a bl

e to

:

D es

cr ib

e co

m m

on

sy m

pt om

s of

a nd

tr

ea tm

en ts

fo r

ST D

s, in

cl ud

in g

H IV

SH

.1 2.

C C

.1

Ex pl

ai n

ho w

to

ac ce

ss lo

ca l S

TD

an d

H IV

te sti

ng

an d

tr ea

tm en

t se

rv ic

es

SH .1

2. A

I. 1

D em

on st

ra te

s ki

lls to

co

m m

un ic

at e

w ith

a

pa rt

ne r

ab ou

t S TD

a nd

H

IV p

re ve

nti on

a nd

te

sti ng

SH

.1 2.

IC .1

A pp

ly a

d ec

is io

n-

m ak

in g

m od

el

to c

ho ic

es

ab ou

t s af

er s

ex

pr ac

tic es

, i nc

lu di

ng

ab sti

ne nc

e an

d co

nd om

s SH

.1 2.

D M

.1

A na

ly ze

in di

vi du

al

re sp

on si

bi lit

y ab

ou t

te sti

ng fo

r an

d in

fo rm

in g

pa rt

ne rs

ab

ou t S

TD s

an d

H IV

st

at us

SH

.1 2.

SM .1

Ev al

ua te

th e

eff ec

tiv en

es s

of a

bs tin

en ce

, co

nd om

s a nd

o th

er

sa fe

r s ex

m et

ho ds

in

p re

ve nti

ng th

e sp

re ad

o f S

TD s,

in

cl ud

in g

H IV

SH

.1 2.

C C

.2

A na

ly ze

fa ct

or s

th at

m ay

in flu

en ce

co

nd om

u se

a nd

ot

he r

sa fe

r se

x de

ci si

on s

SH

.1 2.

IN F.

1

A cc

es s

m ed

ic al

ly -

ac cu

ra te

pr

ev en

tio n

in fo

rm ati

on a

bo ut

ST

D s,

in cl

ud in

g H

IV

SH .1

2. A

I. 2

D ev

el op

a p

la n

to e

lim in

at e

or

re du

ce r

is k

fo r

ST D

s, in

cl ud

in g

H IV

SH

.1 2.

G S.

1

D es

cr ib

e th

e st

ep s

to u

si ng

a c

on do

m

co rr

ec tly

SH

.1 2.

SM .2

A dv

oc at

e fo

r se

xu al

ly a

cti ve

yo

ut h

to g

et

ST D

/H IV

te sti

ng

an d

tr ea

tm en

t SH

.1 2.

A D

V. 1

D es

cr ib

e th

e la

w s r

el at

ed to

se

xu al

h ea

lth c

ar e

se rv

ic es

, i nc

lu di

ng

ST D

a nd

H IV

te sti

ng

an d

tr ea

tm en

t SH

.1 2.

C C

.3

H EA

LT H

Y R

EL AT

IO N

SH IP

S

By th

e en

d of

th

e 12

th g

ra de

, st

ud en

ts s

ho ul

d be

a bl

e to

:

D es

cr ib

e ch

ar ac

te ris

tic s

of h

ea lth

y an

d un

he al

th y

ro m

an tic

a nd

/o r

se xu

al re

la tio

ns hi

ps

H R

.1 2.

C C

.1

Ex pl

ai n

ho w

m ed

ia

ca n

in flu

en ce

on

e’ s

be lie

fs a

bo ut

w

ha t c

on sti

tu te

s a

he al

th y

se xu

al

re la

tio ns

hi p

H R

.1 2.

IN F.

1

D em

on st

ra te

ho

w to

a cc

es s

va lid

in fo

rm ati

on

an d

re so

ur ce

s to

he

lp d

ea l w

ith

re la

tio ns

hi ps

H

R .1

2. A

I. 1

D em

on st

ra te

e ffe

cti ve

st

ra te

gi es

to a

vo id

or

e nd

a n

un he

al th

y re

la tio

ns hi

p

H R

.1 2.

IC .1

D es

cr ib

e a

ra ng

e of

w ay

s t o

ex pr

es s a

ffe cti

on

w ith

in h

ea lth

y re

la tio

ns hi

ps

H R

.1 2.

C C

.2

D efi

ne s

ex ua

l co

ns en

t a nd

ex

pl ai

n its

im

pl ic

ati on

s fo

r se

xu al

d ec

is io

n-

m ak

in g

H

R .1

2. C

C .3

An al

yz e

fa ct

or s,

in

cl ud

in g

al co

ho l

an d

ot he

r su

bs ta

nc es

, t ha

t c an

aff

ec t t

he a

bi lit

y to

gi

ve o

r p er

ce iv

e th

e pr

ov isi

on o

f c on

se nt

to

se xu

al a

cti vi

ty

H R

.1 2.

IN F.

2

D em

on st

ra te

e ffe

cti ve

w

ay s

to c

om m

un ic

at e

pe rs

on al

b ou

nd ar

ie s

as

th ey

re la

te to

in tim

ac y

an d

se xu

al b

eh av

io r

H

R .1

2. IC

.2

D em

on st

ra te

re sp

ec t

fo r

th e

bo un

da ri

es

of o

th er

s as

th ey

re

la te

to in

tim ac

y an

d se

xu al

b eh

av io

r H

R .1

2. SM

.1

23

Standards by Grade Level

Co re

C on

ce pt

s C

C A

na ly

zi ng

In

flu en

ce s

IN F

A cc

es si

ng

In fo

rm ati

on A

I In

te rp

er so

na l

Co m

m un

ic ati

on IC

D ec

is io

n- M

ak in

g D

M G

oa l S

etti ng

G S

Se lf-

M an

ag em

en t

SM A

dv oc

ac y

A D

V

H EA

LT H

Y R

EL AT

IO N

SH IP

S

By th

e en

d of

th

e 12

th g

ra de

, st

ud en

ts s

ho ul

d be

a bl

e to

:

Ev al

ua te

th e

po te

nti al

ly

po si

tiv e

an d

ne ga

tiv e

ro le

s of

te ch

no lo

gy

an d

so ci

al m

ed ia

in

re la

tio ns

hi ps

H

R .1

2. C

C .4

D es

cr ib

e st

ra te

gi es

to

u se

s oc

ia l m

ed ia

sa

fe ly

, l eg

al ly

a nd

re

sp ec

tf ul

ly

H R

.1 2.

SM .2

P ER

SO N

A L

SA FE

TY

By th

e en

d of

th

e 12

th g

ra de

, st

ud en

ts s

ho ul

d be

a bl

e to

:

Co m

pa re

a nd

co

nt ra

st si

tu ati

on s

an d

be ha

vi or

s t ha

t m

ay c

on sti

tu te

bu

lly in

g, se

xu al

ha

ra ss

m en

t, se

xu al

a bu

se ,

se xu

al a

ss au

lt,

in ce

st , r

ap e

an d

da tin

g vi

ol en

ce

P S.

12 .C

C .1

A cc

es s

va lid

re

so ur

ce s

fo r

he lp

if th

ey

or s

om eo

ne

th ey

k no

w a

re

be in

g bu

lli ed

or

h ar

as se

d,

or h

av e

be en

se

xu al

ly a

bu se

d or

as

sa ul

te d

P

S. 12

.A I.

1

D em

on st

ra te

e ffe

cti ve

w

ay s

to c

om m

un ic

at e

w ith

tr us

te d

ad ul

ts

ab ou

t b ul

ly in

g,

ha ra

ss m

en t,

a bu

se o

r as

sa ul

t P

S. 12

.I C

.1

A dv

oc at

e fo

r sa

fe

en vi

ro nm

en ts

th

at e

nc ou

ra ge

di

gn ifi

ed a

nd

re sp

ec tf

ul

tr ea

tm en

t o f

ev er

yo ne

P

S. 12

.A D

V. 1

A na

ly ze

th e

la w

s re

la te

d to

bu

lly in

g, s

ex ua

l ha

ra ss

m en

t,

se xu

al a

bu se

, se

xu al

a ss

au lt,

in

ce st

, r ap

e an

d da

tin g

vi ol

en ce

P

S. 12

.C C

.2

D es

cr ib

e po

te nti

al

im pa

ct s

of p

ow er

di

ffe re

nc es

(e

.g .,

ag e,

s ta

tu s

or p

os iti

on )

w ith

in s

ex ua

l re

la tio

ns hi

ps

P S.

12 .I

N F.

1

D em

on st

ra te

w ay

s to

a cc

es s a

cc ur

at e

in fo

rm ati

on a

nd

re so

ur ce

s f or

su

rv iv

or s o

f s ex

ua l

ab us

e, in

ce st

, r ap

e,

se xu

al h

ar as

sm en

t, se

xu al

a ss

au lt

an d

da tin

g vi

ol en

ce

P S.

12 .A

I. 2

Id en

tif y

w ay

s in

w hi

ch

th ey

c ou

ld re

sp on

d w

he n

so m

eo ne

e ls

e is

b ei

ng b

ul lie

d or

ha

ra ss

ed

P S.

12 .I

C .2

Ex pl

ai n

w hy

us

in g

tr ic

ks ,

th re

at s

or

co er

ci on

in

re la

tio ns

hi ps

is

w ro

ng

P S.

12 .C

C .3

An al

yz e

th e

ex te

rn al

in flu

en ce

s an

d so

ci et

al

m es

sa ge

s t ha

t im

pa ct

a tti

tu de

s ab

ou t b

ul ly

in g,

se

xu al

h ar

as sm

en t,

se xu

al a

bu se

, s ex

ua l

as sa

ul t,

in ce

st , r

ap e

an d

da tin

g vi

ol en

ce

P S.

12 .I

N F.

2

Ex pl

ai n

w hy

a

pe rs

on w

ho

ha s

be en

ra pe

d or

s ex

ua lly

as

sa ul

te d

is n

ot

at fa

ul t

P S.

12 .C

C .4

24

National Sexuality Education Standards

St an

da rd

s b y

To pi

c A re

a A

N AT

O M

Y A

N D

P H

YS IO

LO G

Y Co

re C

on ce

pt s

C C

A na

ly zi

ng

In flu

en ce

s IN

F A

cc es

si ng

In

fo rm

ati on

A I

In te

rp er

so na

l Co

m m

un ic

ati on

IC D

ec is

io n-

M ak

in g

D M

G oa

l S etti

ng

G S

Se lf-

M an

ag em

en t

SM A

dv oc

ac y

A D

V

BY T

H E

EN D

O F

TH E

2n d

G R

A D

E, S

TU D

EN TS

S H

O U

LD B

E A

B LE

T O

: U

se p

ro pe

r na

m es

fo r

bo dy

pa

rt s,

in cl

ud in

g m

al e

an d

fe m

al e

an at

om y

A P.

2. C

C .1

BY T

H E

EN D

O F

TH E

5t h

G R

A D

E, S

TU D

EN TS

S H

O U

LD B

E A

B LE

T O

: D

es cr

ib e

m al

e an

d fe

m al

e re

pr od

uc tiv

e sy

st em

s in

cl ud

in g

bo dy

pa

rt s

an d

th ei

r fu

nc tio

ns

A P.

5. C

C .1

Id en

tif y

m ed

ic al

ly -

ac cu

ra te

in

fo rm

ati on

a bo

ut

fe m

al e

an d

m al

e re

pr od

uc tiv

e an

at om

y

A P.

5. A

I. 1

BY T

H E

EN D

O F

TH E

8t h

G R

A D

E, S

TU D

EN TS

S H

O U

LD B

E A

B LE

T O

: D

es cr

ib e

m al

e an

d fe

m al

e se

xu al

a nd

re

pr od

uc tiv

e sy

st em

s in

cl ud

in g

bo dy

pa

rt s

an d

th ei

r fu

nc tio

ns

A P.

8. C

C .1

Id en

tif y

ac cu

ra te

an

d cr

ed ib

le

so ur

ce s

ab ou

t se

xu al

h ea

lth

A P.

8. A

I. 1

BY T

H E

EN D

O F

TH E

12 th

G R

A D

E, S

TU D

EN TS

S H

O U

LD B

E A

B LE

T O

: D

es cr

ib e

th e

hu m

an s

ex ua

l re

sp on

se c

yc le

, in

cl ud

in g

th e

ro le

h or

m on

es

pl ay

A

P. 12

.C C

.1

25

Standards by Topic Area

PU B

ER TY

A N

D A

D O

LE SC

EN T

D EV

EL O

PM EN

T Co

re C

on ce

pt s

C C

A na

ly zi

ng

In flu

en ce

s IN

F A

cc es

si ng

In

fo rm

ati on

A I

In te

rp er

so na

l Co

m m

un ic

ati on

IC D

ec is

io n-

M ak

in g

D M

G oa

l S etti

ng G

S Se

lf- M

an ag

em en

t SM

A dv

oc ac

y A

D V

BY T

H E

EN D

O F

TH E

2n d

G R

A D

E, S

TU D

EN TS

S H

O U

LD B

E A

B LE

T O

: N

o ite

m s

BY T

H E

EN D

O F

TH E

5t h

G R

A D

E, S

TU D

EN TS

S H

O U

LD B

E A

B LE

T O

:

Ex pl

ai n

th e

ph ys

ic al

, s oc

ia l,

an d

em oti

on al

ch

an ge

s th

at

oc cu

r du

ri ng

pu

be rt

y an

d ad

ol es

ce nc

e P

D .5

.C C

.1

D es

cr ib

e ho

w

pe er

s, m

ed ia

, fa

m ily

, s oc

ie ty

a nd

cu

ltu re

in flu

en ce

id

ea s

ab ou

t b od

y im

ag e

P D

.5 .I

N F.

1

Id en

tif y

m ed

ic al

ly -

ac cu

ra te

in

fo rm

ati on

a nd

re

so ur

ce s

ab ou

t pu

be rt

y an

d pe

rs on

al h

yg ie

ne

P D

.5 .A

I. 1

Ex pl

ai n

w ay

s to

m

an ag

e th

e ph

ys ic

al

an d

em oti

on al

ch

an ge

s as

so ci

at ed

w

ith p

ub er

ty

P D

.5 .S

M .1

Ex pl

ai n

ho w

th e

tim in

g of

p ub

er ty

an

d ad

ol es

ce nt

de

ve lo

pm en

t va

rie s

co ns

id er

ab ly

an

d ca

n sti

ll be

he

al th

y P

D .5

.C C

.2

Id en

tif y

pa re

nt s

or o

th er

tr us

te d

ad ul

ts o

f w ho

m

th ey

c an

a sk

qu

es tio

ns a

bo ut

pu

be rt

y an

d ad

ol es

ce nt

h ea

lth

is su

es

P D

.5 .A

I. 2

D es

cr ib

e ho

w

pu be

rt y

pr ep

ar es

hu

m an

b od

ie s f

or

th e

po te

nti al

to

re pr

od uc

e P

D .5

.C C

.3

BY T

H E

EN D

O F

TH E

8t h

G R

A D

E, S

TU D

EN TS

S H

O U

LD B

E A

B LE

T O

: D

es cr

ib e

th e

ph ys

ic al

, s oc

ia l,

co gn

iti ve

a nd

em

oti on

al

ch an

ge s

of

ad ol

es ce

nc e

P D

.8 .C

C .1

A na

ly ze

h ow

pe

er s,

m ed

ia ,

fa m

ily , s

oc ie

ty a

nd

cu ltu

re in

flu en

ce

se lf-

co nc

ep t a

nd

bo dy

im ag

e P

D .8

.I N

F. 1

Id en

tif y

m ed

ic al

ly -

ac cu

ra te

s ou

rc es

of

in fo

rm ati

on

ab ou

t p ub

er ty

, ad

ol es

ce nt

de

ve lo

pm en

t a nd

se

xu al

ity

P D

.8 .A

I. 1

D em

on st

ra te

th

e us

e of

a

de ci

si on

- m ak

in g

m od

el to

e va

lu at

e po

ss ib

le o

ut co

m es

of

d ec

is io

ns

ad ol

es ce

nt s

m ig

ht

m ak

e P

D .8

.D M

.1

BY T

H E

EN D

O F

TH E

12 th

G R

A D

E, S

TU D

EN TS

S H

O U

LD B

E A

B LE

T O

: A

na ly

ze

ho w

b ra

in

de ve

lo pm

en t

ha s

an im

pa ct

o n

co gn

iti ve

, s oc

ia l

an d

em oti

on al

ch

an ge

s of

ad

ol es

ce nc

e an

d ea

rl y

ad ul

th oo

d P

D .1

2. C

C .1

A na

ly ze

h ow

pe

er s,

m ed

ia ,

fa m

ily , s

oc ie

ty ,

re lig

io n

an d

cu ltu

re in

flu en

ce

se lf-

co nc

ep t a

nd

bo dy

im ag

e P

D .1

2. IN

F. 1

A pp

ly a

d ec

is io

n- m

ak in

g m

od el

to

va ri

ou s

si tu

ati on

s re

la tin

g to

s ex

ua l

he al

th

P D

.1 2.

D M

.1

26

National Sexuality Education Standards

ID EN

TI TY

Cor e

Co nc

ep ts

C

C A

na ly

zi ng

In

flu en

ce s

IN F

A cc

es si

ng

In fo

rm ati

on A

I In

te rp

er so

na l

Co m

m un

ic ati

on IC

D ec

is io

n- M

ak in

g D

M G

oa l S

etti ng

G

S Se

lf- M

an ag

em en

t SM

A dv

oc ac

y A

D V

BY T

H E

EN D

O F

TH E

2n d

G R

A D

E, S

TU D

EN TS

S H

O U

LD B

E A

B LE

T O

: D

es cr

ib e

di ffe

re nc

es a

nd

si m

ila ri

tie s

in

ho w

b oy

s an

d gi

rl s

m ay

b e

ex pe

ct ed

to a

ct

ID .2

.C C

.1

Pr ov

id e

ex am

pl es

o f

ho w

fr ie

nd s,

fa m

ily ,

m ed

ia , s

oc ie

ty a

nd

cu ltu

re in

flu en

ce

w ay

s i n

w hi

ch b

oy s

an d

gi rls

th in

k th

ey

sh ou

ld a

ct

ID .2

.I N

F. 1

BY T

H E

EN D

O F

TH E

5t h

G R

A D

E, S

TU D

EN TS

S H

O U

LD B

E A

B LE

T O

:

D efi

ne s

ex ua

l or

ie nt

ati on

as

ro m

an tic

att

ra cti

on to

a n

in di

vi du

al o

f t he

sa

m e

ge nd

er o

r of

a

di ffe

re nt

g en

de r

ID .5

.C C

.1

Id en

tif y

pa re

nt s

or o

th er

tr us

te d

ad ul

ts to

w ho

m

th ey

c an

a sk

qu

es tio

ns a

bo ut

se

xu al

o ri

en ta

tio n

ID .5

.A I.

1

D em

on st

ra te

w ay

s to

tr ea

t o th

er s

w ith

di

gn ity

a nd

re sp

ec t

ID .5

.S M

.1

D em

on st

ra te

w

ay s

st ud

en ts

c an

w

or k

to ge

th er

to

pr om

ot e

di gn

ity

an d

re sp

ec t f

or a

ll pe

op le

ID

.5 .A

D V.

1

BY T

H E

EN D

O F

TH E

8t h

G R

A D

E, S

TU D

EN TS

S H

O U

LD B

E A

B LE

T O

: D

iff er

en tia

te

be tw

ee n

ge nd

er

id en

tit y,

g en

de r

ex pr

es si

on

an d

se xu

al

or ie

nt ati

on

ID .8

.C C

.1

A na

ly ze

e xt

er na

l in

flu en

ce s

th at

ha

ve a

n im

pa ct

on

o ne

’s a

tti tu

de s

ab ou

t g en

de r,

se xu

al o

ri en

ta tio

n an

d ge

nd er

id en

tit y

ID .8

.I N

F. 1

A cc

es s

ac cu

ra te

in

fo rm

ati on

a bo

ut

ge nd

er id

en tit

y,

ge nd

er e

xp re

ss io

n an

d se

xu al

or

ie nt

ati on

ID

.8 .A

I. 1

Co m

m un

ic at

e re

sp ec

tf ul

ly w

ith a

nd

ab ou

t p eo

pl e

of a

ll ge

nd er

id en

titi es

, ge

nd er

e xp

re ss

io ns

a nd

se

xu al

o ri

en ta

tio ns

ID

.8 .I

C .1

D ev

el op

a p

la n

to

pr om

ot e

di gn

ity

an d

re sp

ec t f

or

al l p

eo pl

e in

th e

sc ho

ol c

om m

un ity

ID

.8 .A

D V.

1

Ex pl

ai n

th e

ra ng

e of

g en

de r r

ol es

ID

.8 .C

C .2

BY T

H E

EN D

O F

TH E

12 th

G R

A D

E, S

TU D

EN TS

S H

O U

LD B

E A

B LE

T O

: D

iff er

en tia

te

be tw

ee n

bi ol

og ic

al

se x,

s ex

ua l

or ie

nt ati

on , a

nd

ge nd

er id

en tit

y an

d ex

pr es

si on

ID

.1 2.

C C

.1

A na

ly ze

th e

in flu

en ce

o f p

ee rs

, m

ed ia

, f am

ily ,

so ci

et y,

re lig

io n

an d

cu ltu

re o

n th

e ex

pr es

si on

of

g en

de r,

se xu

al

or ie

nt ati

on a

nd

id en

tit y

ID .1

2. IN

F. 1

Ex pl

ai n

ho w

to

pr om

ot e

sa fe

ty ,

re sp

ec t,

a w

ar en

es s

an d

ac ce

pt an

ce

ID .1

2. SM

.1

A dv

oc at

e fo

r sc

ho ol

p ol

ic ie

s an

d pr

og ra

m s

th at

pr

om ot

e di

gn ity

an

d re

sp ec

t f or

a ll

ID .1

2. A

D V.

1

D is

tin gu

is h

be tw

ee n

se xu

al

or ie

nt ati

on ,

se xu

al b

eh av

io r

an d

se xu

al

id en

tit y

ID .1

2. C

C .2

27

Standards by Topic Area

PR EG

N A

N CY

A N

D R

EP RO

D U

CT IO

N Co

re C

on ce

pt s

C C

A na

ly zi

ng

In flu

en ce

s IN

F A

cc es

si ng

In

fo rm

ati on

A I

In te

rp er

so na

l Co

m m

un ic

ati on

IC D

ec is

io n-

M ak

in g

D M

G oa

l S etti

ng

G S

Se lf-

M an

ag em

en t

SM A

dv oc

ac y

A D

V

BY T

H E

EN D

O F

TH E

2n d

G R

A D

E, S

TU D

EN TS

S H

O U

LD B

E A

B LE

T O

: Ex

pl ai

n th

at a

ll liv

in g

th in

gs

re pr

od uc

e P

R .2

.C C

.1

BY T

H E

EN D

O F

TH E

5t h

G R

A D

E, S

TU D

EN TS

S H

O U

LD B

E A

B LE

T O

:

D es

cr ib

e th

e pr

oc es

s of

h um

an

re pr

od uc

tio n

P

R .5

.C C

.1

BY T

H E

EN D

O F

TH E

8t h

G R

A D

E, S

TU D

EN TS

S H

O U

LD B

E A

B LE

T O

: D

efi ne

s ex

ua l

in te

rc ou

rs e

an d

its re

la tio

ns hi

p to

h um

an

re pr

od uc

tio n

P R

.8 .C

C .1

D efi

ne s

ex ua

l ab

sti ne

nc e

as it

re la

te s

to p

re gn

an cy

pr

ev en

tio n

P R

.8 .C

C .2

Ex am

in e

ho w

al

co ho

l a nd

o th

er

su bs

ta nc

es , p

ee rs

, m

ed ia

, f am

ily ,

so ci

et y

an d

cu ltu

re in

flu en

ce

de ci

si on

s ab

ou t

en ga

gi ng

in s

ex ua

l be

ha vi

or s

P R

.8 .I

N F.

1

D em

on st

ra te

th e

us e

of e

ffe cti

ve

co m

m un

ic ati

on s

ki lls

to

su pp

or t o

ne ’s

d ec

is io

n to

a bs

ta in

fr om

s ex

ua l

be ha

vi or

s P

R .8

.I C

.1

Ex pl

ai n

th e

he al

th b

en efi

ts ,

ri sk

s an

d eff

ec tiv

en es

s ra

te s

of v

ar io

us

m et

ho ds

o f

co nt

ra ce

pti on

, in

cl ud

in g

ab sti

ne nc

e an

d co

nd om

s P

R .8

.C C

.3

Id en

tif y

m ed

ic al

ly -

ac cu

ra te

re so

ur ce

s ab

ou t p

re gn

an cy

pr

ev en

tio n

an d

re pr

od uc

tiv e

he al

th c

ar e

P R

.8 .A

I. 1

D em

on st

ra te

th e

us e

of e

ffe cti

ve

co m

m un

ic ati

on a

nd

ne go

tia tio

n sk

ill s

ab ou

t co

nt ra

ce pti

on

in cl

ud in

g ab

sti ne

nc e

an d

co nd

om s

P R

.8 .I

C .2

A pp

ly a

d ec

is io

n- m

ak in

g m

od el

to

v ar

io us

s ex

ua l

he al

th d

ec is

io ns

P

R .8

.D M

.1

D es

cr ib

e th

e st

ep s

to u

si ng

a c

on do

m

co rr

ec tly

P

R .8

.S M

.1

D efi

ne

em er

ge nc

y co

nt ra

ce pti

on

an d

its u

se

P R

.8 .C

C .4

Id en

tif y

m ed

ic al

ly -

ac cu

ra te

in

fo rm

ati on

ab

ou t e

m er

ge nc

y co

nt ra

ce pti

on

P R

.8 .A

I. 2

28

National Sexuality Education Standards

PR EG

N A

N CY

A N

D R

EP RO

D U

CT IO

N (C

O N

TI N

U ED

) Co

re C

on ce

pt s

C C

A na

ly zi

ng

In flu

en ce

s IN

F A

cc es

si ng

In

fo rm

ati on

A I

In te

rp er

so na

l Co

m m

un ic

ati on

IC D

ec is

io n-

M ak

in g

D M

G oa

l S etti

ng

G S

Se lf-

M an

ag em

en t

SM A

dv oc

ac y

A D

V

BY T

H E

EN D

O F

TH E

8t h

G R

A D

E, S

TU D

EN TS

S H

O U

LD B

E A

B LE

T O

: D

es cr

ib e

th e

si gn

s an

d sy

m pt

om s

of a

pr

eg na

nc y

P R

.8 .C

C .5

Id en

tif y

m ed

ic al

ly -

ac cu

ra te

so ur

ce s o

f pr

eg na

nc y-

re la

te d

in fo

rm ati

on a

nd

su pp

or t i

nc lu

di ng

pr

eg na

nc y

op tio

ns ,

sa fe

su rr

en de

r po

lic ie

s a nd

p re

na ta

l ca

re

P R

.8 .A

I. 3

Id en

tif y

pr en

at al

pr

ac tic

es th

at

ca n

co nt

ri bu

te

to a

h ea

lth y

pr eg

na nc

y P

R .8

.C C

.6

BY T

H E

EN D

O F

TH E

12 th

G R

A D

E, S

TU D

EN TS

S H

O U

LD B

E A

B LE

T O

: Co

m pa

re a

nd

co nt

ra st

th e

ad va

nt ag

es a

nd

di sa

dv an

ta ge

s of

a bs

tin en

ce

an d

ot he

r co

nt ra

ce pti

ve

m et

ho ds

, in

cl ud

in g,

c on

do m

s P

R .1

2. C

C .1

A na

ly ze

in flu

en ce

s th

at m

ay h

av e

an im

pa ct

o n

de ci

di ng

w he

th er

or

w he

n to

en

ga ge

in s

ex ua

l be

ha vi

or s

P

R .1

2. IN

F. 1

A cc

es s

m ed

ic al

ly -

ac cu

ra te

in

fo rm

ati on

a bo

ut

co nt

ra ce

pti ve

m

et ho

ds , i

nc lu

di ng

em

er ge

nc y

co nt

ra ce

pti on

a nd

co

nd om

s P

R .1

2. A

I. 1

D em

on st

ra te

w ay

s to

co

m m

un ic

at e

de ci

si on

s ab

ou t w

he th

er o

r w

he n

to e

ng ag

e in

se

xu al

b eh

av io

rs

P R

.1 2.

IC .1

A pp

ly a

d ec

is io

n-

m ak

in g

m od

el

to c

ho ic

es a

bo ut

co

nt ra

ce pti

on ,

in cl

ud in

g ab

sti ne

nc e

an d

co nd

om s

P R

.1 2.

D M

.1

D es

cr ib

e th

e st

ep s

to u

si ng

a c

on do

m

co rr

ec tly

P

R .1

2. SM

.1

D efi

ne

em er

ge nc

y co

nt ra

ce pti

on

an d

de sc

ri be

it s

m ec

ha ni

sm o

f ac

tio n

P R

.1 2.

C C

.2

A cc

es s

m ed

ic al

ly -

ac cu

ra te

in

fo rm

ati on

an

d re

so ur

ce s

ab ou

t e m

er ge

nc y

co nt

ra ce

pti on

P

R .1

2. A

I. 2

Id en

tif y

th e

la w

s r el

at ed

to

re pr

od uc

tiv e

an d

se xu

al h

ea lth

ca

re se

rv ic

es (i

.e .,

co nt

ra ce

pti on

, pr

eg na

nc y

op tio

ns ,

sa fe

su rr

en de

r po

lic ie

s, p

re na

ta l

ca re

) P

R .1

2. C

C .3

29

Standards by Topic Area

Co re

C on

ce pt

s C

C A

na ly

zi ng

In

flu en

ce s

IN F

A cc

es si

ng

In fo

rm ati

on A

I In

te rp

er so

na l

Co m

m un

ic ati

on IC

D ec

is io

n- M

ak in

g D

M G

oa l S

etti ng

G

S Se

lf- M

an ag

em en

t SM

A dv

oc ac

y A

D V

BY T

H E

EN D

O F

TH E

12 th

G R

A D

E, S

TU D

EN TS

S H

O U

LD B

E A

B LE

T O

: D

es cr

ib e

th e

si gn

s of

pr

eg na

nc y

P R

.1 2.

C C

.4

A na

ly ze

in te

rn al

an

d ex

te rn

al

in flu

en ce

s on

de

ci si

on s

ab ou

t pr

eg na

nc y

op tio

ns

P R

.1 2.

IN F.

2

A cc

es s

m ed

ic al

ly -

ac cu

ra te

in

fo rm

ati on

a bo

ut

pr eg

na nc

y op

tio ns

P

R .1

2. A

I. 3

D es

cr ib

e pr

en at

al

pr ac

tic es

th at

ca

n co

nt ri

bu te

to

o r

th re

at en

a

he al

th y

pr eg

na nc

y P

R .1

2. C

C .5

A na

ly ze

fa ct

or s

th at

in flu

en ce

de

ci si

on s

ab ou

t w

he th

er a

nd

w he

n to

b ec

om e

a pa

re nt

P

R .1

2. IN

F. 3

A cc

es s

m ed

ic al

ly -

ac cu

ra te

in

fo rm

ati on

a bo

ut

pr en

at al

c ar

e se

rv ic

es

P R

.1 2.

A I.

4

A ss

es s

th e

sk ill

s an

d re

so ur

ce s

ne ed

ed to

be

co m

e a

pa re

nt

P R

.1 2.

D M

.2

Co m

pa re

a nd

co

nt ra

st th

e la

w s

re la

tin g

to p

re gn

an cy

, ad

op tio

n,

ab or

tio n

an d

pa re

nti ng

P

R .1

2. C

C .6