National Sexuality Education Standards (NSES) Program Alignment
See Standards by Grade Band or Program:
3rd-5th Grade Band
Consent & Healthy Relationships
| STANDARD | DESCRIPTION | MEETS STANDARD | PROGRAM(S) | DETAILS |
|---|---|---|---|---|
| CHR.5.CC.1 | Describe the characteristics of healthy versus unhealthy relationships among friends and with family members | Fully | Puberty I, Puberty II, Human Reproduction & Embryology | Students learn tools for healthy communication and explore scenarios with siblings, friends and trusted adults |
| CHR.5.CC.2 | Explain the relationship between consent, personal boundaries, and bodily autonomy | Fully | Puberty I, Puberty II, Human Reproduction & Embryology | Consent is taught in all programs |
| CHR.5.AI.1 | Identify trusted adults, including parents and caregivers, that students can talk to about relationships | Fully | Puberty I, Puberty II, Human Reproduction & Embryology | Students learn about and identify specific trusted adults that they can go to with questions |
| CHR.5.IC.1 | Communicate personal boundaries and demonstrate ways to respect other people’s personal boundaries | Fully | Puberty II | Boundaries are defined and further explored through scenarios involving siblings |
Anatomy & Physiology
| STANDARD | DESCRIPTION | MEETS STANDARD | PROGRAM(S) | DETAILS |
|---|---|---|---|---|
| AP.5.CC.1 | Recall the human reproductive systems, including the external and internal body parts and their functions, and that there are natural variations in human bodies | Fully | Puberty I, Puberty II, Human Reproduction & Embryology | Students learn the functions of the reproductive anatomy and understand that everyone's journey through puberty is different |
Puberty & Adolescent Sexual Development
| STANDARD | DESCRIPTION | MEETS STANDARD | PROGRAM(S) | DETAILS |
|---|---|---|---|---|
| PD.5.CC.1 | Explain the physical, social, and emotional changes that occur during puberty and adolescence and how the onset and progression of puberty can vary | Fully | Puberty I, Puberty II | Students learn the physical, social and emotional changes that happen during puberty and that these changes occur at different times and rates for everyone |
| PD.5.CC.2 | Describe how puberty prepares human bodies for the potential to reproduce and that some healthy people have conditions that impact the ability to reproduce | Fully | Human Reproduction & Embryology | Students learn the purpose of the reproductive system and that there may be some conditions that impact the ability to reproduce |
| PD.5.CC.3 | Explain common human sexual development and the role of hormones (e.g., romantic and sexual feelings, masturbation, mood swings, timing of pubertal onset) | Partially | Puberty I, Puberty II | Students learn the reproductive hormones and that they cause the onset of puberty and can increase mood swings. Masturbation and sexual feeling are not addressed |
| PD.5.CC.4 | Describe the role hormones play in the physical, social, cognitive, and emotional changes during adolescence and the potential role of hormone blockers on young people who identify as transgender | Partially | Puberty I, Puberty II | Students will learn the role that hormones play during adolescence. Hormone blockers are not addressed |
| PD.5.AI.1 | Identify credible sources of information about puberty and personal hygiene | Fully | Puberty I, Puberty II | Students receive access to an on-line informational booklet, have identified trusted adults and been introduced to credible websites such as kidshealth.org |
| PD.5.AI.2 | Identify trusted adults, including parents, caregivers, and health care professionals, whom students can ask questions about puberty and adolescent health | Fully | Puberty I, Puberty II, HRE | Students receive access to an on-line informational booklet, have identified trusted adults and been introduced to credible websites such as kidshealth.org |
| PD.5.GS.1 | Make a plan for maintaining personal hygiene during puberty | Fully | Puberty I | Students learn ways to manage the physical changes that will happen during puberty |
Gender Identity & Expression
| STANDARD | DESCRIPTION | MEETS STANDARD | PROGRAM(S) | DETAILS |
|---|---|---|---|---|
| GI.5.CC.1 | Distinguish between sex assigned at birth and gender identity and explain how they may or may not differ | Not Addressed | Not currently addressed in this age band. Currently part of our 7th-8th grade programs | |
| GI.5.CC.2 | Define and explain differences between cisgender, transgender, gender nonbinary, gender expansive, and gender identity | Not Addressed | Not currently addressed in this age band. | |
| GI.5.CC.3 | Explain that gender expression and gender identity exist along a spectrum | Partially | Puberty II | Gender expression is explained as existing along a spectrum. Gender identity is currently found in 7th-8th grade programs |
| GI.5.CC.4 | Describe gender-role stereotypes and their potential impact on self and others | Fully | Puberty II | Students learn how gender roles have evolved over time and explore the topic through additional scenarios |
| GI.5.AI.1 | Identify trusted adults, including parents and caregivers, whom students can ask questions about sexual orientation | Not Addressed | Not currently addressed in this age band | |
| GI.5.ADV.1 | Demonstrate ways to promote dignity and respect for people of all sexual orientations, including other students, their family members, and members of the school community | Not Addressed | Not currently addressed in this age band |
Sexual Orientation
| STANDARD | DESCRIPTION | MEETS STANDARD | PROGRAM(S) | DETAILS |
|---|---|---|---|---|
| SO.5.CC.1 | Define sexual orientation | Not Addressed | Not currently addressed in this age band | |
| SO.5.CC.2 | Differentiate between sexual orientation and gender identity | Not Addressed | Not currently addressed in this age band | |
| SO.5.CC.1 | Explain the relationship between sexual intercourse and human reproduction | Fully | Human Reproduction & Embryology | |
| SO.5.CC.2 | Explain the range of ways pregnancy can occur (e.g., IVF, surrogacy) | Fully | Human Reproduction & Embryology | Students learn that a sperm and egg are needed for reproduction and reproduction can occur in several ways |
Sexual Health
| STANDARD | DESCRIPTION | MEETS STANDARD | PROGRAM(S) | DETAILS |
|---|---|---|---|---|
| SH.5.CC.3 | Define STDs, including HIV, and clarify common myths about transmission | Not Addressed | Not currently addressed in this age band |
Interpersonal Violence
| STANDARD | DESCRIPTION | MEETS STANDARD | PROGRAM(S) | DETAILS |
|---|---|---|---|---|
| IV.5.CC.1 | Define child sexual abuse, sexual harassment, and domestic violence and explain why they are harmful and their potential impacts* | Not Addressed | ||
| IV.5.IC.1 | Identify strategies a person could use to call attention to or leave an uncomfortable or dangerous situation, including sexual harassment | Partially | Puberty I | Sexual Harrassment is defined and students learn the benefit of following their gut feeling and going to their trusted adult |
| IV.5.IC.2 | Explain that some survivors are not believed when they disclose sexual abuse or harassment and that it is important to keep telling trusted adults until one of the adults takes action | Not Addressed | ||
| IV.5.SM.1 | Describe steps a person can take when they are being or have been sexually abused | Not Addressed | ||
| IV.5.ADV.1 | Demonstrate ways to promote dignity and respect for all people (e.g., race, ethnicity, socio-economic status, differing abilities, immigration status, family configuration) | Not Addressed |
6th-8th Grade Band
Consent & Healthy Relationships
| STANDARD | DESCRIPTION | MEETS STANDARD | PROGRAM(S) | DETAILS |
|---|---|---|---|---|
| CHR.8.CC.1 | Compare and contrast the characteristics of healthy and unhealthy relationships* | Fully | Teen Sexual Health I, Teen Sexual Health II | Through scenarios students will explore healthy and unhealthy relationships |
| CHR.8.CC.2 | Describe how power differences, such as age, gender, socio-economic status, immigration status, race, or unequal position (e.g. student/teacher, supervisor/employee) may impact relationships | Partially | Teen Sexual Health II | Students learn how an unequal balance of power can impact relationships |
| CHR.8.CC.3 | Analyze the similarities and differences between friendships, romantic relationships and sexual relationships | Partially | Teen Sexual Health I, Teen Sexual Health II | It is more implied through the program storylines, rather than explicitly taught and analyzed |
| CHR.8.CC.4 | Define sexual consent and sexual agency | Fully | Teen Sexual Health I, Teen Sexual Health II | Consent is defined and explored in all programs |
| CHR.8.INF.1 | Analyze how peers, family, media, society, culture, and a person’s intersecting identities can influence attitudes, beliefs, and expectations about relationships | Fully | Teen Sexual Health I | Students explore the various influences that impact their sexuality |
| CHR.8.INF.2 | Evaluate the impact of technology (e.g., use of smart phones, GPS tracking) and social media on relationships (e.g., consent, communication) | Fully | Teen Sexual Health I, Teen Sexual Health II | Students learn about on-line safety, setting boundaries on-line, strategies for healthy communication and consent |
| CHR.8.INF.3 | Identify factors (e.g., body image, self-esteem, alcohol and other substances) that can affect the ability to give or perceive consent to sexual activity* | Fully | Teen Sexual Health I, Teen Sexual Health II | |
| CHR.8.IC.1 | Demonstrate communication skills that will support healthy relationships | Fully | Teen Sexual Health I, Teen Sexual Health II | Students define passive, aggressive and assertive communication. Students identify possible conversation starters |
| CHR.8.IC.2 | Demonstrate strategies to communicate personal boundaries and how to show respect for the boundaries of others | Fully | Teen Sexual Health I, Teen Sexual Health II | Students define boundaries and strategies for maintaining them |
| CHR.8.SM.1 | Describe strategies a student might use to end an unhealthy relationship, including involving a trusted adult who can help* | Fully | Teen Sexual Health II | Through scenarios, students will look at characteristics of an unhealthy relationship and identity strategies for ending it |
| CHR.8.SM.2 | Demonstrate strategies to use social media safely, legally, and respectfully | Fully | Puberty II, Teen Sexual Health I, Teen Sexual Health II | Social media scenarios are used throughout these programs |
Anatomy & Physiology
| STANDARD | DESCRIPTION | MEETS STANDARD | PROGRAM(S) | DETAILS |
|---|---|---|---|---|
| AP.8.CC.1 | Describe human reproductive systems, including the external and internal body parts and their functions, and that there are naturally occurring variations in human bodies (e.g., intersex, vulvas, circumcised and intact penises) | Fully | Puberty II, Human Reproduction & Embryology, Teen Sexual Health I, Teen Sexual Health II | All programs contain this content |
Puberty & Adolescent Sexual Development
| STANDARD | DESCRIPTION | MEETS STANDARD | PROGRAM(S) | DETAILS |
|---|---|---|---|---|
| PD.8.AI.1 | Define medical accuracy and analyze medically accurate sources of information about puberty, adolescent development, and sexual health | Fully | Teen Sexual Health I, Teen Sexual Health II | Students receive access to an on-line booklet of information and identify sources of medically accurate information |
Gender Identity & Expression
| STANDARD | DESCRIPTION | MEETS STANDARD | PROGRAM(S) | DETAILS |
|---|---|---|---|---|
| GI.8.INF.1 | Analyze how peers, family, and a person’s intersecting identities can influence attitudes, beliefs, and expectations about gender, gender identity, gender roles, and gender expression | Not Addressed | We do not specifically address and analyze how all of these varying influences impact gender identity and expression | |
| GI.8.AI.1 | Access medically accurate sources of information about gender, gender identity, and gender expression | Not Addressed | Not presented in reference to gender | |
| GI.8.IC.1 | Demonstrate ways to communicate respectfully with and about people of all gender identities | Not Addressed | Not presented in reference to gender | |
| GI.8.ADV.1 | Develop a plan for the school to promote dignity and respect for people of all genders, gender identities, and gender expressions in the school community | Not Addressed |
Sexual Orientation
| STANDARD | DESCRIPTION | MEETS STANDARD | PROGRAM(S) | DETAILS |
|---|---|---|---|---|
| SO.8.CC.1 | Recall the definition of sexual orientation and explain that most people have a sexual orientation | Fully | Teen Sexual Health I | Sexual Orientation is defined using Genderbread |
| SO.8.CC.2 | Define sexual identity and explain a range of identities related to sexual orientation (e.g., heterosexual, bisexual, lesbian, gay, queer, two-spirit, asexual, pansexual) | Partially | Teen Sexual Health I | Students are made aware that there are a range of identities related to sexual orientation. Heterosexual, gay/lesbian and asexual are addressed specifically |
| SO.8.INF.1 | Analyze how peers, media, family, society, culture, and a person’s intersecting identities can influence attitudes, beliefs, and expectations about sexual orientation | Not Addressed | Not presented in reference to sexual orientation | |
| SO.8.AI.1 | Access credible sources of information about sexual orientation | Not Addressed | Not presented in reference to sexual orientation | |
| SO.8.IC.1 | Demonstrate ways to communicate respectfully with and about people of all sexual orientations | Partially | Teen Sexual Health I | Students explore the use of a gay slur is used and demonstrate ways to communicate respectfully |
| SO.8.ADV.1 | Develop a plan for the school to promote dignity and respect for people of all sexual orientations in the school community | Not Addressed |
Sexual Health
| STANDARD | DESCRIPTION | MEETS STANDARD | PROGRAM(S) | DETAILS |
|---|---|---|---|---|
| SH.8.CC.1 | Define vaginal, oral, and anal sex | Fully | Teen Sexual Health I, Teen Sexual Health II | Scientific definitions are provided to students |
| SH.8.CC.2 | Explain there are many methods of short- and long-term contraception that are safe and effective and describe how to access them | Fully | Teen Sexual Health I, Teen Sexual Health II | Forms of contraception are explained |
| SH.8.CC.3 | List at least four methods of contraception that are available without a prescription (e.g., abstinence, condoms, emergency contraception, withdrawal) | Fully | Teen Sexual Health I, Teen Sexual Health II | Abstinence, withdrawl, condoms and dental dams are presented |
| SH.8.CC.4 | Describe pregnancy testing, the signs of pregnancy, and pregnancy options, including parenting, abortion, and adoption | Partially | Human Reproduction & Embryology | Signs of pregnancy, parenting and adoption are addressed |
| SH.8.CC.5 | Explain STDs (including HIV), how common STDs are, and how they are and are not transmitted | Fully | Teen Sexual Health I, Teen Sexual Health II | |
| SH.8.CC.6 | Describe the signs, symptoms, or lack thereof, and potential impacts of STDs (including HIV) | Fully | Teen Sexual Health I | |
| SH.8.CC.7 | Compare and contrast behaviors, including abstinence, to determine the potential risk of pregnancy and/or STD (including HIV) transmission | Fully | Teen Sexual Health I, Teen Sexual Health II | Abstinence is presented as the only 100% effective way to prevent pregnancy and STDs. Forms of contraception are presented as ways to reduce the risk |
| SH.8.CC.8 | Discuss current biomedical approaches to prevent STDs (e.g., hepatitis B vaccine, HPV vaccine) and HIV (e.g., PrEP, PEP) | Partially | Teen Sexual Health I | The HPV vaccine is addressed |
| SH.8.CC.9 | Explain medical breakthroughs in HIV prevention and treatment and why HIV can now be considered a chronic condition | Fully | Teen Sexual Health I | Students learns that HIV can now be managed effectively through medications |
| SH.8.CC.10 | Describe the state and federal laws related to minors’ access to sexual healthcare services, including pregnancy and STD/HIV prevention, testing, care, and treatment | Partially | Teen Sexual Health II | Students learn about access to health care and pregnancy and STI testing |
| SH.8.CC.11 | Define racism and intersectionality and describe their impacts on sexual health | Not Addressed | ||
| SH.8.CC.12 | Explain the impact that media, including sexually explicit media, can have on one’s body image and self-esteem | Fully | Teen Sexual Health II | Students learn about the potential influence of media, including sexually explicit media |
| SH.8.INF.1 | Analyze how alcohol and other substances can influence sexual decision-making | Fully | Teen Sexual Health II | Through a scenario, students analyze how alcohol and marijuana can influence sexual decision-making |
| SH.8.INF.2 | Describe the state and federal laws related to age of consent, minors’ ability to consent to health care, confidentiality in a healthcare setting, child pornography, sexting, safe haven, and sex trafficking | Partially | Teen Sexual Health I, Teen Sexual Health II | Minors ability to consent to health care, confidentiality in a health care, safe haven (optional post program activity) |
| SH.8.AI.1 | Identify medically accurate sources of information about STDs, including HIV, such as local STD/HIV prevention, testing, and treatment resources | Partially | Teen Sexual Health II | Students will learn what STD testing entails |
| SH.8.AI.2 | Define prenatal care and identify medically accurate sources of information about prenatal care | Not Addressed | ||
| SH.8.IC.1 | Demonstrate ways to communicate decisions about whether or when to engage in sexual behaviors and how to reduce or eliminate risk for pregnancy and/or STDs (including HIV)* | Fully | Teen Sexual Health I, Teen Sexual Health II | Students learn that abstinence is the only 100% effective way to prevent pregnancy and learn contraceptive measures for reducing the risk. In TSH II students learn questions that they need to ask themselves and partner before accepting the responsibility of becoming sexually active |
| SH.8.DM.1 | Identify factors that are important in deciding whether and when to engage in sexual behaviors | Fully | Teen Sexual Health II | In TSH II students learn questions that they need to ask themselves and partner before accepting the responsibility of becoming sexually active |
| SH.8.GS.1 | Develop a plan to eliminate or reduce risk of unintended pregnancy and STDs (including HIV) | Partially | Teen Sexual Health I, Teen Sexual Health II | Students develop an understanding, if not a specific plan |
| SH.8.SM.1 | Describe the steps to using barrier methods correctly (e.g., external and internal condoms, dental dams) | Partially | Teen Sexual Health II | Optional activity available with TSH II |
Interpersonal Violence
| STANDARD | DESCRIPTION | MEETS STANDARD | PROGRAM(S) | DETAILS |
|---|---|---|---|---|
| IV.8.CC.1 | Define interpersonal and sexual violence (e.g., sexual harassment, sexual assault, incest, rape, domestic violence, coercion, and dating violence) and describe their impacts on sexual health* | Not Addressed | ||
| IV.8.CC.2 | Explain why a person who has been sexually harassed, abused, or assaulted, or has been a victim of incest, rape, domestic violence, or dating violence is never to blame for the actions of the perpetrator* | Not Addressed | ||
| IV.8.CC.3 | Define sex trafficking, sexual exploitation, and gender-based violence* | Not Addressed | ||
| IV.8.INF.1 | Describe strategies that sex traffickers/exploiters employ to recruit youth | Not Addressed | ||
| IV.8.AI.1 | Identify community resources and/or other sources of support, such as trusted adults, including parents and caregivers, that students can go to if they are or someone they know is being sexually harassed, abused, assaulted, exploited, or trafficked | Not Addressed | ||
| IV.8.SM.1 | Describe strategies a person could use, when it is safe to do so, to intervene when someone is being sexually harassed or someone they know is perpetuating unhealthy or coercive behaviors | Not Addressed | ||
| IV.8.ADV.1 | Develop a plan for the school to promote dignity and respect for everyone (e.g., race, ethnicity, socio-economic status, differing abilities, immigration status, family configuration) | Not Addressed |
Puberty I
Consent & Healthy Relationships
| STANDARD | DESCRIPTION | MEETS STANDARD | PROGRAM(S) | DETAILS |
|---|---|---|---|---|
| CHR.5.CC.1 | Describe the characteristics of healthy versus unhealthy relationships among friends and with family members | Fully | Puberty I, Puberty II, Human Reproduction & Embryology | Students learn tools for healthy communication and explore scenarios with siblings, friends and trusted adults |
| CHR.5.CC.2 | Explain the relationship between consent, personal boundaries, and bodily autonomy | Fully | Puberty I, Puberty II, Human Reproduction & Embryology | Consent is taught in all programs |
| CHR.5.AI.1 | Identify trusted adults, including parents and caregivers, that students can talk to about relationships | Fully | Puberty I, Puberty II, Human Reproduction & Embryology | Students learn about and identify specific trusted adults that they can go to with questions |
Anatomy & Physiology
| STANDARD | DESCRIPTION | MEETS STANDARD | PROGRAM(S) | DETAILS |
|---|---|---|---|---|
| AP.5.CC.1 | Recall the human reproductive systems, including the external and internal body parts and their functions, and that there are natural variations in human bodies | Fully | Puberty I, Puberty II, Human Reproduction & Embryology | Students learn the functions of the reproductive anatomy and understand that everyone's journey through puberty is different |
Puberty & Adolescent Sexual Development
| STANDARD | DESCRIPTION | MEETS STANDARD | PROGRAM(S) | DETAILS |
|---|---|---|---|---|
| PD.5.CC.1 | Explain the physical, social, and emotional changes that occur during puberty and adolescence and how the onset and progression of puberty can vary | Fully | Puberty I, Puberty II | Students learn the physical, social and emotional changes that happen during puberty and that these changes occur at different times and rates for everyone |
| PD.5.CC.3 | Explain common human sexual development and the role of hormones (e.g., romantic and sexual feelings, masturbation, mood swings, timing of pubertal onset) | Partially | Puberty I, Puberty II | Students learn the reproductive hormones and that they cause the onset of puberty and can increase mood swings. Masturbation and sexual feeling are not addressed |
| PD.5.CC.4 | Describe the role hormones play in the physical, social, cognitive, and emotional changes during adolescence and the potential role of hormone blockers on young people who identify as transgender | Partially | Puberty I, Puberty II | Students will learn the role that hormones play during adolescence. Hormone blockers are not addressed |
| PD.5.AI.1 | Identify credible sources of information about puberty and personal hygiene | Fully | Puberty I, Puberty II | Students receive access to an on-line informational booklet, have identified trusted adults and been introduced to credible websites such as kidshealth.org |
| PD.5.AI.2 | Identify trusted adults, including parents, caregivers, and health care professionals, whom students can ask questions about puberty and adolescent health | Fully | Puberty I, Puberty II, HRE | Students receive access to an on-line informational booklet, have identified trusted adults and been introduced to credible websites such as kidshealth.org |
| PD.5.GS.1 | Make a plan for maintaining personal hygiene during puberty | Fully | Puberty I | Students learn ways to manage the physical changes that will happen during puberty |
Interpersonal Violence
| STANDARD | DESCRIPTION | MEETS STANDARD | PROGRAM(S) | DETAILS |
|---|---|---|---|---|
| IV.5.IC.1 | Identify strategies a person could use to call attention to or leave an uncomfortable or dangerous situation, including sexual harassment | Partially | Puberty I | Sexual Harrassment is defined and students learn the benefit of following their gut feeling and going to their trusted adult |
Puberty II
Consent & Healthy Relationships
| STANDARD | DESCRIPTION | MEETS STANDARD | PROGRAM(S) | DETAILS |
|---|---|---|---|---|
| CHR.5.CC.1 | Describe the characteristics of healthy versus unhealthy relationships among friends and with family members | Fully | Puberty I, Puberty II, Human Reproduction & Embryology | Students learn tools for healthy communication and explore scenarios with siblings, friends and trusted adults |
| CHR.5.CC.2 | Explain the relationship between consent, personal boundaries, and bodily autonomy | Fully | Puberty I, Puberty II, Human Reproduction & Embryology | Consent is taught in all programs |
| CHR.5.AI.1 | Identify trusted adults, including parents and caregivers, that students can talk to about relationships | Fully | Puberty I, Puberty II, Human Reproduction & Embryology | Students learn about and identify specific trusted adults that they can go to with questions |
| CHR.5.IC.1 | Communicate personal boundaries and demonstrate ways to respect other people’s personal boundaries | Fully | Puberty II | Boundaries are defined and further explored through scenarios involving siblings |
| CHR.8.SM.2 | Demonstrate strategies to use social media safely, legally, and respectfully | Fully | Puberty II, Teen Sexual Health I, Teen Sexual Health II | Social media scenarios are used throughout these programs |
Anatomy & Physiology
| STANDARD | DESCRIPTION | MEETS STANDARD | PROGRAM(S) | DETAILS |
|---|---|---|---|---|
| AP.5.CC.1 | Recall the human reproductive systems, including the external and internal body parts and their functions, and that there are natural variations in human bodies | Fully | Puberty I, Puberty II, Human Reproduction & Embryology | Students learn the functions of the reproductive anatomy and understand that everyone's journey through puberty is different |
| AP.8.CC.1 | Describe human reproductive systems, including the external and internal body parts and their functions, and that there are naturally occurring variations in human bodies (e.g., intersex, vulvas, circumcised and intact penises) | Fully | Puberty II, Human Reproduction & Embryology, Teen Sexual Health I, Teen Sexual Health II | All programs contain this content |
Puberty & Adolescent Sexual Development
| STANDARD | DESCRIPTION | MEETS STANDARD | PROGRAM(S) | DETAILS |
|---|---|---|---|---|
| PD.5.CC.1 | Explain the physical, social, and emotional changes that occur during puberty and adolescence and how the onset and progression of puberty can vary | Fully | Puberty I, Puberty II | Students learn the physical, social and emotional changes that happen during puberty and that these changes occur at different times and rates for everyone |
| PD.5.CC.3 | Explain common human sexual development and the role of hormones (e.g., romantic and sexual feelings, masturbation, mood swings, timing of pubertal onset) | Partially | Puberty I, Puberty II | Students learn the reproductive hormones and that they cause the onset of puberty and can increase mood swings. Masturbation and sexual feeling are not addressed |
| PD.5.CC.4 | Describe the role hormones play in the physical, social, cognitive, and emotional changes during adolescence and the potential role of hormone blockers on young people who identify as transgender | Partially | Puberty I, Puberty II | Students will learn the role that hormones play during adolescence. Hormone blockers are not addressed |
| PD.5.AI.1 | Identify credible sources of information about puberty and personal hygiene | Fully | Puberty I, Puberty II | Students receive access to an on-line informational booklet, have identified trusted adults and been introduced to credible websites such as kidshealth.org |
| PD.5.AI.2 | Identify trusted adults, including parents, caregivers, and health care professionals, whom students can ask questions about puberty and adolescent health | Fully | Puberty I, Puberty II, HRE | Students receive access to an on-line informational booklet, have identified trusted adults and been introduced to credible websites such as kidshealth.org |
Gender Identity & Expression
| STANDARD | DESCRIPTION | MEETS STANDARD | PROGRAM(S) | DETAILS |
|---|---|---|---|---|
| GI.5.CC.3 | Explain that gender expression and gender identity exist along a spectrum | Partially | Puberty II | Gender expression is explained as existing along a spectrum. Gender identity is currently found in 7th-8th grade programs |
| GI.5.CC.4 | Describe gender-role stereotypes and their potential impact on self and others | Fully | Puberty II | Students learn how gender roles have evolved over time and explore the topic through additional scenarios |
Human Reproduction & Embryology
Consent & Healthy Relationships
| STANDARD | DESCRIPTION | MEETS STANDARD | PROGRAM(S) | DETAILS |
|---|---|---|---|---|
| CHR.5.CC.1 | Describe the characteristics of healthy versus unhealthy relationships among friends and with family members | Fully | Puberty I, Puberty II, Human Reproduction & Embryology | Students learn tools for healthy communication and explore scenarios with siblings, friends and trusted adults |
| CHR.5.CC.2 | Explain the relationship between consent, personal boundaries, and bodily autonomy | Fully | Puberty I, Puberty II, Human Reproduction & Embryology | Consent is taught in all programs |
| CHR.5.AI.1 | Identify trusted adults, including parents and caregivers, that students can talk to about relationships | Fully | Puberty I, Puberty II, Human Reproduction & Embryology | Students learn about and identify specific trusted adults that they can go to with questions |
Anatomy & Physiology
| STANDARD | DESCRIPTION | MEETS STANDARD | PROGRAM(S) | DETAILS |
|---|---|---|---|---|
| AP.5.CC.1 | Recall the human reproductive systems, including the external and internal body parts and their functions, and that there are natural variations in human bodies | Fully | Puberty I, Puberty II, Human Reproduction & Embryology | Students learn the functions of the reproductive anatomy and understand that everyone's journey through puberty is different |
| AP.8.CC.1 | Describe human reproductive systems, including the external and internal body parts and their functions, and that there are naturally occurring variations in human bodies (e.g., intersex, vulvas, circumcised and intact penises) | Fully | Puberty II, Human Reproduction & Embryology, Teen Sexual Health I, Teen Sexual Health II | All programs contain this content |
Puberty & Adolescent Sexual Development
| STANDARD | DESCRIPTION | MEETS STANDARD | PROGRAM(S) | DETAILS |
|---|---|---|---|---|
| PD.5.CC.2 | Describe how puberty prepares human bodies for the potential to reproduce and that some healthy people have conditions that impact the ability to reproduce | Fully | Human Reproduction & Embryology | Students learn the purpose of the reproductive system and that there may be some conditions that impact the ability to reproduce |
| PD.5.AI.2 | Identify trusted adults, including parents, caregivers, and health care professionals, whom students can ask questions about puberty and adolescent health | Fully | Puberty I, Puberty II, Human Reproduction & Embryology | Students receive access to an on-line informational booklet, have identified trusted adults and been introduced to credible websites such as kidshealth.org |
Sexual Orientation
| STANDARD | DESCRIPTION | MEETS STANDARD | PROGRAM(S) | DETAILS |
|---|---|---|---|---|
| SO.5.CC.1 | Explain the relationship between sexual intercourse and human reproduction | Fully | Human Reproduction & Embryology | |
| SO.5.CC.2 | Explain the range of ways pregnancy can occur (e.g., IVF, surrogacy) | Fully | Human Reproduction & Embryology | Students learn that a sperm and egg are needed for reproduction and reproduction can occur in several ways |
Teen Sexual Health I
Consent & Healthy Relationships
| STANDARD | DESCRIPTION | MEETS STANDARD | PROGRAM(S) | DETAILS |
|---|---|---|---|---|
| CHR.8.CC.1 | Compare and contrast the characteristics of healthy and unhealthy relationships* | Fully | Teen Sexual Health I, Teen Sexual Health II | Through scenarios students will explore healthy and unhealthy relationships |
| CHR.8.CC.3 | Analyze the similarities and differences between friendships, romantic relationships and sexual relationships | Partially | Teen Sexual Health I, Teen Sexual Health II | It is more implied through the program storylines, rather than explicitly taught and analyzed |
| CHR.8.CC.4 | Define sexual consent and sexual agency | Fully | Teen Sexual Health I, Teen Sexual Health II | Consent is defined and explored in all programs |
| CHR.8.INF.1 | Analyze how peers, family, media, society, culture, and a person’s intersecting identities can influence attitudes, beliefs, and expectations about relationships | Fully | Teen Sexual Health I | Students explore the various influences that impact their sexuality |
| CHR.8.INF.2 | Evaluate the impact of technology (e.g., use of smart phones, GPS tracking) and social media on relationships (e.g., consent, communication) | Fully | Teen Sexual Health I, Teen Sexual Health II | Students learn about on-line safety, setting boundaries on-line, strategies for healthy communication and consent |
| CHR.8.INF.3 | Identify factors (e.g., body image, self-esteem, alcohol and other substances) that can affect the ability to give or perceive consent to sexual activity* | Fully | Teen Sexual Health I, Teen Sexual Health II | |
| CHR.8.IC.1 | Demonstrate communication skills that will support healthy relationships | Fully | Teen Sexual Health I, Teen Sexual Health II | Students define passive, aggressive and assertive communication. Students identify possible conversation starters |
| CHR.8.IC.2 | Demonstrate strategies to communicate personal boundaries and how to show respect for the boundaries of others | Fully | Teen Sexual Health I, Teen Sexual Health II | Students define boundaries and strategies for maintaining them |
| CHR.8.SM.2 | Demonstrate strategies to use social media safely, legally, and respectfully | Fully | Puberty II, Teen Sexual Health I, Teen Sexual Health II | Social media scenarios are used throughout these programs |
Anatomy & Physiology
| STANDARD | DESCRIPTION | MEETS STANDARD | PROGRAM(S) | DETAILS |
|---|---|---|---|---|
| AP.8.CC.1 | Describe human reproductive systems, including the external and internal body parts and their functions, and that there are naturally occurring variations in human bodies (e.g., intersex, vulvas, circumcised and intact penises) | Fully | Puberty II, Human Reproduction & Embryology, Teen Sexual Health I, Teen Sexual Health II | All programs contain this content |
Puberty & Adolescent Sexual Development
| STANDARD | DESCRIPTION | MEETS STANDARD | PROGRAM(S) | DETAILS |
|---|---|---|---|---|
| PD.8.AI.1 | Define medical accuracy and analyze medically accurate sources of information about puberty, adolescent development, and sexual health | Fully | Teen Sexual Health I, Teen Sexual Health II | Students receive access to an on-line booklet of information and identify sources of medically accurate information |
Gender Identity & Expression
| STANDARD | DESCRIPTION | MEETS STANDARD | PROGRAM(S) | DETAILS |
|---|---|---|---|---|
| GI.5.CC.1* | Distinguish between sex assigned at birth and gender identity and explain how they may or may not differ | Fully | Teen Sexual Health I | Sex assigned at birth and gender identity are defined, and it is explained that they are not always in alignment |
| GI.5.AI.1* | Identify trusted adults, including parents and caregivers, whom students can ask questions about sexual orientation | Fully | Teen Sexual Health I | Trusted adults are identified and examples of how to ask questions are explored |
| GI.5.ADV.1* | Demonstrate ways to promote dignity and respect for people of all sexual orientations, including other students, their family members, and members of the school community | Fully | Teen Sexual Health I | Students explore their “WISER” powers, which include respect and explore ways to show respect to all people |
*Content is included in this program but is part of the 3rd-5th Grade Band.
Sexual Orientation
| STANDARD | DESCRIPTION | MEETS STANDARD | PROGRAM(S) | DETAILS |
|---|---|---|---|---|
| SO.8.CC.1 | Recall the definition of sexual orientation and explain that most people have a sexual orientation | Fully | Teen Sexual Health I | Sexual Orientation is defined using Genderbread |
| SO.8.CC.2 | Define sexual identity and explain a range of identities related to sexual orientation (e.g., heterosexual, bisexual, lesbian, gay, queer, two-spirit, asexual, pansexual) | Partially | Teen Sexual Health I | Students are made aware that there are a range of identities related to sexual orientation. Heterosexual, gay/lesbian and asexual are addressed specifically |
| SO.8.IC.1 | Demonstrate ways to communicate respectfully with and about people of all sexual orientations | Partially | Teen Sexual Health I | Students explore the use of a gay slur is used and demonstrate ways to communicate respectfully |
| SO.5.CC.1* | Define sexual orientation | Fully | Teen Sexual Health I | |
| SO.5.CC.2* | Differentiate between sexual orientation and gender identity | Fully | Teen Sexual Health I | Sexual orientation and gender identity are defined and the difference is identified |
*Content is included in this program but is part of the 3rd-5th Grade Band.
Sexual Health
| STANDARD | DESCRIPTION | MEETS STANDARD | PROGRAM(S) | DETAILS |
|---|---|---|---|---|
| SH.8.CC.1 | Define vaginal, oral, and anal sex | Fully | Teen Sexual Health I, Teen Sexual Health II | Scientific definitions are provided to students |
| SH.8.CC.2 | Explain there are many methods of short- and long-term contraception that are safe and effective and describe how to access them | Fully | Teen Sexual Health I, Teen Sexual Health II | Forms of contraception are explained |
| SH.8.CC.3 | List at least four methods of contraception that are available without a prescription (e.g., abstinence, condoms, emergency contraception, withdrawal) | Fully | Teen Sexual Health I, Teen Sexual Health II | Abstinence, withdrawl, condoms and dental dams are presented |
| SH.8.CC.5 | Explain STDs (including HIV), how common STDs are, and how they are and are not transmitted | Fully | Teen Sexual Health I, Teen Sexual Health II | |
| SH.8.CC.6 | Describe the signs, symptoms, or lack thereof, and potential impacts of STDs (including HIV) | Fully | Teen Sexual Health I | |
| SH.8.CC.7 | Compare and contrast behaviors, including abstinence, to determine the potential risk of pregnancy and/or STD (including HIV) transmission | Fully | Teen Sexual Health I, Teen Sexual Health II | Abstinence is presented as the only 100% effective way to prevent pregnancy and STDs. Forms of contraception are presented as ways to reduce the risk |
| SH.8.CC.8 | Discuss current biomedical approaches to prevent STDs (e.g., hepatitis B vaccine, HPV vaccine) and HIV (e.g., PrEP, PEP) | Partially | Teen Sexual Health I | The HPV vaccine is addressed |
| SH.8.CC.9 | Explain medical breakthroughs in HIV prevention and treatment and why HIV can now be considered a chronic condition | Fully | Teen Sexual Health I | Students learns that HIV can now be managed effectively through medications |
| SH.8.INF.2 | Describe the state and federal laws related to age of consent, minors’ ability to consent to health care, confidentiality in a healthcare setting, child pornography, sexting, safe haven, and sex trafficking | Partially | Teen Sexual Health I, Teen Sexual Health II | Minors ability to consent to health care, confidentiality in a health care, safe haven (optional post program activity) |
| SH.8.IC.1 | Demonstrate ways to communicate decisions about whether or when to engage in sexual behaviors and how to reduce or eliminate risk for pregnancy and/or STDs (including HIV)* | Fully | Teen Sexual Health I, Teen Sexual Health II | Students learn that abstinence is the only 100% effective way to prevent pregnancy and learn contraceptive measures for reducing the risk. In TSH II students learn questions that they need to ask themselves and partner before accepting the responsibility of becoming sexually active |
| SH.8.GS.1 | Develop a plan to eliminate or reduce risk of unintended pregnancy and STDs (including HIV) | Partially | Teen Sexual Health I, Teen Sexual Health II | Students develop an understanding, if not a specific plan |
Teen Sexual Health II
Consent & Healthy Relationships
| STANDARD | DESCRIPTION | MEETS STANDARD | PROGRAM(S) | DETAILS |
|---|---|---|---|---|
| CHR.8.CC.1 | Compare and contrast the characteristics of healthy and unhealthy relationships* | Fully | Teen Sexual Health I, Teen Sexual Health II | Through scenarios students will explore healthy and unhealthy relationships |
| CHR.8.CC.2 | Describe how power differences, such as age, gender, socio-economic status, immigration status, race, or unequal position (e.g. student/teacher, supervisor/employee) may impact relationships | Partially | Teen Sexual Health II | Students learn how an unequal balance of power can impact relationships |
| CHR.8.CC.3 | Analyze the similarities and differences between friendships, romantic relationships and sexual relationships | Partially | Teen Sexual Health I, Teen Sexual Health II | It is more implied through the program storylines, rather than explicitly taught and analyzed |
| CHR.8.CC.4 | Define sexual consent and sexual agency | Fully | Teen Sexual Health I, Teen Sexual Health II | Consent is defined and explored in all programs |
| CHR.8.INF.2 | Evaluate the impact of technology (e.g., use of smart phones, GPS tracking) and social media on relationships (e.g., consent, communication) | Fully | Teen Sexual Health I, Teen Sexual Health II | Students learn about on-line safety, setting boundaries on-line, strategies for healthy communication and consent |
| CHR.8.INF.3 | Identify factors (e.g., body image, self-esteem, alcohol and other substances) that can affect the ability to give or perceive consent to sexual activity* | Fully | Teen Sexual Health I, Teen Sexual Health II | |
| CHR.8.IC.1 | Demonstrate communication skills that will support healthy relationships | Fully | Teen Sexual Health I, Teen Sexual Health II | Students define passive, aggressive and assertive communication. Students identify possible conversation starters |
| CHR.8.IC.2 | Demonstrate strategies to communicate personal boundaries and how to show respect for the boundaries of others | Fully | Teen Sexual Health I, Teen Sexual Health II | Students define boundaries and strategies for maintaining them |
| CHR.8.SM.1 | Describe strategies a student might use to end an unhealthy relationship, including involving a trusted adult who can help* | Fully | Teen Sexual Health II | Through scenarios, students will look at characteristics of an unhealthy relationship and identity strategies for ending it |
| CHR.8.SM.2 | Demonstrate strategies to use social media safely, legally, and respectfully | Fully | Puberty II, Teen Sexual Health I, Teen Sexual Health II | Social media scenarios are used throughout these programs |
Anatomy & Physiology
| STANDARD | DESCRIPTION | MEETS STANDARD | PROGRAM(S) | DETAILS |
|---|---|---|---|---|
| AP.8.CC.1 | Describe human reproductive systems, including the external and internal body parts and their functions, and that there are naturally occurring variations in human bodies (e.g., intersex, vulvas, circumcised and intact penises) | Fully | Puberty II, Human Reproduction & Embryology, Teen Sexual Health I, Teen Sexual Health II | All programs contain this content |
Puberty & Adolescent Sexual Development
| STANDARD | DESCRIPTION | MEETS STANDARD | PROGRAM(S) | DETAILS |
|---|---|---|---|---|
| PD.8.AI.1 | Define medical accuracy and analyze medically accurate sources of information about puberty, adolescent development, and sexual health | Fully | Teen Sexual Health I, Teen Sexual Health II | Students receive access to an on-line booklet of information and identify sources of medically accurate information |
Sexual Health
| STANDARD | DESCRIPTION | MEETS STANDARD | PROGRAM(S) | DETAILS |
|---|---|---|---|---|
| SH.8.CC.1 | Define vaginal, oral, and anal sex | Fully | Teen Sexual Health I, Teen Sexual Health II | Scientific definitions are provided to students |
| SH.8.CC.2 | Explain there are many methods of short- and long-term contraception that are safe and effective and describe how to access them | Fully | Teen Sexual Health I, Teen Sexual Health II | Forms of contraception are explained |
| SH.8.CC.3 | List at least four methods of contraception that are available without a prescription (e.g., abstinence, condoms, emergency contraception, withdrawal) | Fully | Teen Sexual Health I, Teen Sexual Health II | Abstinence, withdrawl, condoms and dental dams are presented |
| SH.8.CC.5 | Explain STDs (including HIV), how common STDs are, and how they are and are not transmitted | Fully | Teen Sexual Health I, Teen Sexual Health II | |
| SH.8.CC.7 | Compare and contrast behaviors, including abstinence, to determine the potential risk of pregnancy and/or STD (including HIV) transmission | Fully | Teen Sexual Health I, Teen Sexual Health II | Abstinence is presented as the only 100% effective way to prevent pregnancy and STDs. Forms of contraception are presented as ways to reduce the risk |
| SH.8.CC.10 | Describe the state and federal laws related to minors’ access to sexual healthcare services, including pregnancy and STD/HIV prevention, testing, care, and treatment | Partially | Teen Sexual Health II | Students learn about access to health care and pregnancy and STI testing |
| SH.8.CC.12 | Explain the impact that media, including sexually explicit media, can have on one’s body image and self-esteem | Fully | Teen Sexual Health II | Students learn about the potential influence of media, including sexually explicit media |
| SH.8.INF.1 | Analyze how alcohol and other substances can influence sexual decision-making | Fully | Teen Sexual Health II | Through a scenario, students analyze how alcohol and marijuana can influence sexual decision-making |
| SH.8.INF.2 | Describe the state and federal laws related to age of consent, minors’ ability to consent to health care, confidentiality in a healthcare setting, child pornography, sexting, safe haven, and sex trafficking | Partially | Teen Sexual Health I, Teen Sexual Health II | Minors ability to consent to health care, confidentiality in a health care, safe haven (optional post program activity) |
| SH.8.AI.1 | Identify medically accurate sources of information about STDs, including HIV, such as local STD/HIV prevention, testing, and treatment resources | Partially | Teen Sexual Health II | Students will learn what STD testing entails |
| SH.8.IC.1 | Demonstrate ways to communicate decisions about whether or when to engage in sexual behaviors and how to reduce or eliminate risk for pregnancy and/or STDs (including HIV)* | Fully | Teen Sexual Health I, Teen Sexual Health II | Students learn that abstinence is the only 100% effective way to prevent pregnancy and learn contraceptive measures for reducing the risk. In TSH II students learn questions that they need to ask themselves and partner before accepting the responsibility of becoming sexually active |
| SH.8.DM.1 | Identify factors that are important in deciding whether and when to engage in sexual behaviors | Fully | Teen Sexual Health II | In TSH II students learn questions that they need to ask themselves and partner before accepting the responsibility of becoming sexually active |
| SH.8.GS.1 | Develop a plan to eliminate or reduce risk of unintended pregnancy and STDs (including HIV) | Partially | Teen Sexual Health I, Teen Sexual Health II | Students develop an understanding, if not a specific plan |
| SH.8.SM.1 | Describe the steps to using barrier methods correctly (e.g., external and internal condoms, dental dams) | Partially | Teen Sexual Health II | Optional activity available with TSH II |