Approved by School Committee 06/09/03
Last Updated: June 18, 2003
THE PROCESS
In October, 1999, the Massachusetts Department of Education issued a new Curriculum Framework in the area of Comprehensive Health; consequently, the district organized a comprehensive health task force at the beginning of the 2001-2002 school year to realign its curriculum with the current state framework. The task force included teachers, curriculum staff, and a school administrator.
The group met and analyzed the district’s current curriculum and by comparing it to the state’s new document, they noted and discussed the changes.
The task force was divided into three sub-groups (K-5, 6-8, 9-12). Each group was responsible for identifying areas in the Massachusetts framework that did not appear in the Wachusett Regional School District’s curriculum. The newly aligned document represents a shift from the nine strands in the original document to fourteen standards in the revised document.
Physical education teachers subsequently met to align the District’s standards with the state, local, and national standards for physical education.
INTRODUCTION
The Massachusetts Comprehensive Health Curriculum Framework is one of seven curriculum frameworks that advance Massachusetts’ educational reform in learning, teaching, and assessment. It was created and revised by Massachusetts’ teachers and administrators of health programs in kindergarten through grade twelve. The comprehensive health curriculum was developed as a guide for teachers and curriculum coordinators to map content appropriate to each grade level, from kindergarten through high school.
The 1993 education reform act required that frameworks be reviewed and revised periodically; consequently a panel of Wachusett Regional School District teachers examined the standards in the original framework.
GUIDING PRINCIPLES
Guiding Principle I
Comprehensive Health Education (kindergarten through grade 12) teaches students fundamental health concepts and skills that foster healthy habits and behaviors for individuals and others through sequential and coordinated teaching of health education, physical education, and family and consumer sciences education.
Guiding Principle II
Comprehensive health education teaches students to use fundamental health concepts to assess risks, to consider potential consequences, and to make health-enhancing decisions.
Guiding Principle III
Comprehensive health education teaches skills that assist students to understand and communicate health information clearly for self-management and health promotion.
Guiding Principle IV
Comprehensive health education contributes to the capacity of students to work in a positive manner with families, school staff, peers, and community members to enhance personal health and create a safe and supportive environment where individual similarities and differences are acknowledged.
Guiding Principle V
Comprehensive health education is strengthened through collaboration and partnerships among all components of the coordinated school health program and other subjects.
CORE CONCEPT
Comprehensive Health Education includes a broad range of four content areas, called strands, that cover knowledge and skill in relationship to the home, school, community, and workplace. Classified as physical health; social and emotional health, safety and prevention; and personal and community health, these strands are further divided into fourteen K-12 standards.
| Growth and Development |
| Physical Activity and Fitness |
| Nutrition |
| Reproduction/Sexuality |
| Mental Health |
| Family Life |
| Interpersonal Relationships |
| Disease Prevention and Control |
| Safety and Injury Prevention |
| Tobacco, Alcohol, and Other Substances Use/Abuse Prevention |
| Violence Prevention |
| Consumer Health and Resource Management |
| Ecological Health |
| Community and Public Health |
Physical Health-Growth and Development; Physical Activity and Fitness; Nutrition; and Reproduction/Sexuality
As a student grows, many changes take place in his/her body that are part of the natural progression through the life cycle. Factors such as heredity and environment play a role in these changes and students will learn to recognize how the body systems function as a whole, and change during the aging process.
STRAND I
Physical Health-Growth and Development; Physical Activity and Fitness; Nutrition; And Reproduction/Sexuality
Content Standards K-5
Growth and Development Standard
As a result of activities in grades K-5, all students should develop an understanding of:
| Major body parts, organs, and systems. |
| The characteristics of living and non-loving things. |
| Healthy choices and their effects on growth and development. |
Physical Activity and Fitness Standard
As a result of activities in grades K-5, all students should develop an understanding of:
| Physical changes and feelings that result from participation in a variety of physical settings. |
| A healthy lifestyle. |
| Physical activity and its effect on the body and body systems. |
Nutrition Standard
As a result of activities in grades K-5, all students should develop an understanding of:
| Key nutrients in foods that support healthy body systems. |
| A balanced diet. |
| Relationship of food intake to energy output. |
Reproduction/Sexuality Standard
As a result of activities in grades K-5, all students should develop an understanding of:
| Privacy and social norms surrounding sexuality and reproduction. |
| The major parts and functions of the reproductive system. |
| Sexuality as a normal part of the growth process. |
Physical Health-Growth and Development; Physical Activity and Fitness; Nutrition; and Reproduction/Sexuality
Content Standards 6-8
Growth and Development Standard
As a result of activities in grades 6-8, all students should develop an understanding of:
| Adolescence and the physical, emotional, and intellectual changes associated with puberty. |
| The influence of healthy habits on growth and development. |
| Stages of the human life cycle and concepts of heredity. |
Physical Activity and Fitness Standard
As a result of activities in grades 6-8, all students should develop an understanding of:
| Physiological and psychological effects of exercise. |
| Application of basic principles of exercise to fitness. |
| Personal preference of activity and contribution to personal wellness. |
Nutrition Standard
As a result of activities in grades 6-8, all students should develop an understanding of:
| United States dietary guidelines and how the recommendations relate to health and prevention of chronic disease. |
| Food labels and their application to healthy food choices. |
| Interaction of intake and output on energy, weight management, wellness, and lifestyle. |
Reproduction/Sexuality Standard
As a result of activities in grades 6-8, all students should develop an understanding of:
| Consequences of sexually related risk behaviors. |
| The emotional and physical changes as related to the reproductive system during puberty. |
| Healthy choices surrounding sexuality and reproduction. |
STRAND I
Physical Health-Growth and Development; Physical Activity and Fitness; Nutrition; and Reproduction/Sexuality
Content Standards 9-12
Growth and Development Standard
As a result of activities in grades 9-12, all students should develop an understanding of:
| Essential life/resource management skills at various stages of growth and development. |
| Growth patterns and body changes within human beings throughout the life cycle. |
| Heredity, the environment, and lifestyle influences on growth and development. |
Physical Activity and Fitness Standard
As a result of activities in grades 9-12, all students should develop an understanding of:
| Concepts of motor learning and development, sport psychology, sociology, biomechanics, exercise physiology, and assess and improve skills independently. |
| Health and fitness benefits derived from various physical activities. |
| The long-term impact of physical activity on self-esteem, wellness, and lifestyle. |
| Working together as a group on problem solving, trust building, and adventure risk-taking as well as setting goals to challenge them and assist others in completing those goals. |
Nutrition Standard
As a result of activities in grades 9-12, all students should develop an understanding of:
| Economic and social factors that affect nutrition. |
| The relationship among dietary intake, eating behaviors, physical activity, and emotional health. |
| Nutritional needs and their association with life stages. |
Reproduction/Sexuality Standard
As a result of activities in grades 9-12, all students should develop an understanding of:
| Types and degrees of sexual risk. |
| Resources available for information and support of sexual/reproductive health. |
| Responsibilities associated with being sexually active. |
Social and Emotional Health
Social and emotional health include those aspects of health that are particularly unique to human beings, namely, being aware of ourselves, both as individuals and as members of social groups. The knowledge and skills presented in this strand address and support our ability to interact with others in positive and socially acceptable ways.
STRAND 2
Social and Emotional Health
Content Standards K-5
Mental Health Standard
As a result of activities in grades K-5, all students should develop an understanding of:
| Goal setting for behavior change. |
| How to identify feelings and deal with them positively to resolve conflicts peacefully. |
Family Life Standard
As a result of activities in grades K-5, all students should develop an understanding of:
| Factors that contribute to making a family unit. |
| What is needed to provide a safe, healthy atmosphere in which to raise a child. |
Interpersonal Relationships Standard
As a result of activities in grades K-5, all students should develop an understanding of:
| Friendship. |
| Social Health. |
STRAND 2
Social and Emotional Health
Content Standards 6-85
Mental Health Standard
As a result of activities in grades 6-8, all students should develop an understanding of:
| Personal beliefs and values and how to apply them to goal setting. |
| Acting interpersonally for learning and emotional support. |
Family Life Standard
As a result of activities in grades 6-8, all students should develop an understanding of:
| Functions, purposes, and responsibilities of family members. |
| Changes in relationships with peers and family during adolescence. |
Interpersonal Relationships Standard
As a result of activities in grades 6-8, all students should develop an understanding of:
| How character traits influence relationships and society. |
| Skills needed for interpersonal communication. |
STRAND 2
Social and Emotional Health
Content Standards 9-12
Mental Health Standard
As a result of activities in grades 9-12, all students should develop an understanding of:
| Healthy ways to express and cope with emotions. |
| Personal risk assessment, identification of risk and protective factors and relate that information to achievement of goals. |
Family Life Standard
As a result of activities in grades 9-12, all students should develop an understanding of:
| Traits of a healthy family. |
| Function and social significance of families through various historical periods. |
Interpersonal Relationships Standard
As a result of activities in grades 9-12, all students should develop an understanding of:
| Impact of positive and negative communication on long-term relationships. |
| The impact and influence of a larger group on the individual. |
| Aspects that contribute to positive relationships in society and on the personal level. |
STRAND 3
Safety and Prevention
Disease Prevention and Control; Safety and Injury Prevention; Tobacco, Alcohol, and Other Substance Use/Abuse Prevention; and Violence Prevention
Safety and prevention include those aspects most often related to risky and dangerous behaviors and conduct that can have negative life-long consequences on health. The topics are of particular importance for young people who are at the age when many of these behaviors are being contemplated. The knowledge and skills presented in the personal safety strand provide a means for young people to avoid risky behavior, now and in the future, so that they can lead healthier lives.
STRAND 3
Safety and Prevention
Disease Prevention and Control; Safety and Injury Prevention; Tobacco, Alcohol, and Other Substance Use/Abuse Prevention; and Violence Prevention
Content Standards K-5
Disease Prevention and Control Standard
As a result of activities in grades K-5, all students should develop an understanding of:
| The spread of illness and disease. |
| How lifestyle contributes to personal health. |
Safety and Injury Prevention Standard
As a result of activities in grades K-5, all students should develop an understanding of:
| Safety rules, practices, and procedures. |
| Ways to get assistance in dangerous or threatening circumstances. |
Tobacco, Alcohol, and Other Substance Use/Abuse Prevention Standard
As a result of activities in grades K-5, all students should develop an understanding of:
| Consequences of tobacco, alcohol, and substance use. |
| Alternatives to stress reduction instead of using tobacco, alcohol, or abusing substances. |
Violence Prevention Standard
As a result of activities in grades K-5, all students should develop an understanding of:
| How student’s actions affect others. |
| How to manage their emotions and solve problems peacefully. |
| Factors influencing an attitude that leads to violence. |
STRAND 3
Safety and Prevention
Disease Prevention and Control; Safety and Injury Prevention; Tobacco, Alcohol, and Other Substance Use/Abuse Prevention; and Violence Prevention
Content Standards 6-8
Disease Prevention and Control Standard
As a result of activities in grades 6-8, all students should develop an understanding of:
| Factors affecting a person’s health. |
| How heredity, environment, and lifestyle impact a person’s health. |
Safety and Injury Prevention Standard
As a result of activities in grades 6-8, all students should develop an understanding of:
| Potentially dangerous situations and making informed decisions to maintain the safety of self and others. |
| Prevention strategies in sports, hobbies, and leisure activities. |
Tobacco, Alcohol, and Other Substance Use/Abuse Prevention Standard
As a result of activities in grades 6-8, all students should develop an understanding of:
| Addiction and methods for intervention and treatment. |
| Personal responsibility for health-related decisions and how they can change over one’s lifetime. |
Violence Prevention Standard
As a result of activities in grades 6-8, all students should develop an understanding of:
| Communication skills needed to resolve conflicts peacefully. |
| Sources for maintaining personal health habits and support for potentially violent situations. |
STRAND 3
Safety and Prevention
Disease Prevention and Control; Safety and Injury Prevention; Tobacco, Alcohol, and Other Substance Use/Abuse Prevention; and Violence Prevention
Content Standards 9-12
Disease Prevention and Control Standard
As a result of activities in grades 9-12, all students should develop an understanding of:
| Health agencies and how they operate to respond to public health needs. |
| Prevention and control of common communicable diseases. |
| Social, economic, cultural, and environmental factors affecting health. |
Safety and Injury Prevention Standard
As a result of activities in grades 9-12, all students should develop an understanding of:
| Safety strategies that address specific situations that have potential danger. |
| Guidelines that minimize the risk of accidents, injuries, and death. |
Tobacco, Alcohol, and Other Substance Use/Abuse Prevention Standard
As a result of activities in grades 9-12, all students should develop an understanding of:
| Lifestyle choices and how they contribute to use of substances. |
| Alternatives for stress reduction. |
Violence Prevention Standard
As a result of activities in grades 9-12, all students should develop an understanding of:
| Safety planning, strategies used in unsafe personal situations. |
| Social influences affecting community attitudes toward violence. |
STRAND 4
Personal and Community Health Information Strand
Consumer Health and Resource Management; Ecological Health; Community and Public Health
Personal and community health include those aspects of health most often related to our larger community and world. The knowledge and skills presented in this strand lay the groundwork for participation in preserving and improving our surroundings and for dealing with future health-related events. The contribution of public health is also addressed in this strand.
STRAND 4
Personal and Community Health Information Strand
Consumer Health and Resource Management, Ecological Health, Community and Public Health Content Standards K-5
Consumer Health and Resource Management Standard
As a result of activities in grades K-5, all students should develop an understanding of:
| Information on labels dealing with food and healthcare products. |
| Advertising and how it affects our choices. |
Ecological Health Standard
As a result of activities in grades K-5, all students should develop an understanding of:
| Natural resources and their connection with personal health. |
| How business, industry, and individuals can work together to solve ecological health problems. |
Community and Public Health Standard
As a result of activities in grades K-5, all students should develop an understanding of:
| Ways to improve the health of the school community. |
| Ways of showing care and concern for people who are sick, have health problems, or are living with a disability. |
| Health careers. |
STRAND 4
Personal and Community Health Information Strand
Consumer Health and Resource Management; Ecological Health; Community and Public Health
Content Standards 6-8
Consumer Health and Resource Management Standard
As a result of activities in grades 6-8, all students should develop an understanding of:
| Critical aspects of a healthy lifestyle. |
| How to access and use health information. |
| The difference between health facts and misinformation and how to share that information with others. |
Ecological Health Standard
As a result of activities in grades 6-8, all students should develop an understanding of:
| Methods for evaluating the state of the environment. |
| Environmental influences on health. |
Community and Public Health Standard
As a result of activities in grades 6-8, all students should develop an understanding of:
| Community health initiatives. |
| Opportunities to develop and practice health related skills. |
| Government’s role in regulating food, alcohol, and drugs. |
STRAND 4
Personal and Community Health Information Strand
Consumer Health and Resource Management; Ecological Health; Community and Public Health
Content Standards 9-12
Consumer Health and Resource Management Standard
As a result of activities in grades 9-12, all students should develop an understanding of:
| Contributions of business, industry, and technology to the improvement of consumer products and choices. |
| Ways to analyze health claims of products, make informed choices, and share that information with others. |
Ecological Health Standard
As a result of activities in grades 9-12, all students should develop an understanding of:
| Social and economic factors dealing with ecological health. |
| Global and legislative influences on environmental health. |
Community and Public Health Standard
As a result of activities in grades 9-12, all students should develop an understanding of:
| Historical influences of social, cultural, economic, and environmental factors on community health. |
| Local health services. |
| The impact of students as role models for other students concerning healthy choices. |