Comprehensive Health Education

Explanation of Purpose and Process 

Purpose 

South Carolina Standards for Health and Safety Education was developed to set rigorous expectations  for student learning and academic performance in health and safety education in South Carolina. The  standards define what students should know and be able to do in the content area of health and safety  education and provide the foundation for the development of health and safety education curricula at  the district level.  

Process  

Following the cyclical review and revisions process required for health and safety education standards  in South Carolina, South Carolina Standards for Health and Safety Education was developed by a  diverse group of educators and representatives from businesses and industries related to health and  safety education. This team began with the former set of health and safety education standards, South  Carolina Academic Standards for Health and Safety Education, published in 2009 by the South  Carolina Department of Education, and made revisions accordingly. The draft of the document was  published online via the South Carolina Department of Education’s website for public review on  December 6, 2016, and districts were notified of the public review period via memorandum on that  date. The public was invited to provide feedback through January 20, 2017. The standards  development process continued during the winter and spring of 2017 as revisions were made to the  document based on the data collected from educators, building-level administrators, district  administrators, higher education representatives, parents, representatives from business and industry,  and others during the public review period.

Legislative Requirements 

The following information provides an overview of the legislative requirements pertaining to health  and safety education in South Carolina. For more information about the Comprehensive Health  Education Act referenced below, see Appendix A of this document.  

The South Carolina Legislature voted the Comprehensive Health Education Program, also known as  the Comprehensive Health Education Act, into law in 1988. Addressing the crucial need for the direct  and active involvement of the state’s public schools in the health and well-being of their students, the  Comprehensive Health Education Act defines “comprehensive health education” as: 

“Health Education in a school setting that is planned and carried out with the purpose of  maintaining, reinforcing, or enhancing the health, health-related skills, and health attitudes and  practices of children and youth that are conducive to their good health and that promote  wellness, health maintenance, and disease prevention. It includes age-appropriate, sequential  instruction in health either as part of existing courses or as a special course” (Comprehensive  Health Education Act, 1988 §59-32-10). 

Required Minutes of Instruction 

The Comprehensive Health Education Act and 1986 Defined Minimum Program for South Carolina  School Districts published by the South Carolina Department of Education in 1986 mandate the  number of minutes health education is to be taught to students in grades kindergarten through twelve:  

“The time required for health instruction for students in kindergarten through eighth grade must  not be reduced below the level required during the 1986-87 school year. Health instruction for  students in grades nine through twelve may be given either as part of an existing course or as a  special course” (Comprehensive Health Education Act, 1988 §59-32-30(C)). 

Students in grades kindergarten through six should receive 75 minutes per week of health  instruction for 36 weeks or the equivalent, which must equal 45 hours per year. Students in  grades seven and eight should receive 250 minutes of health instruction per week for nine  weeks, which must equal 37.5 hours per year (South Carolina Department of Education, 1986). 

“At least one time during the four years of grades nine through twelve, each student shall  receive instruction in comprehensive health education, including at least seven hundred fifty  minutes of reproductive health education and pregnancy prevention education”  (Comprehensive Health Education Act, 1988 §59-32-30(A)(3)).

Additionally, the South Carolina Legislature added the Students Health and Fitness Act of 2005 (§59- 10-10 through §59-10-380) to its health education effort in 2005, mandating that students engage in  some form of physical activity at school on a regular basis and that students in kindergarten through  grade five receive instruction in nutrition at least once a week. As a result of the Students Health and  Fitness Act, students in kindergarten through fifth grade must be provided a minimum of one hundred  fifty minutes a week of physical education and physical activity. Additionally, a minimum of sixty  minutes a week must be provided in physical education (2005, §59-10-10).¹  

Sexual Abuse and Assault Awareness and Prevention Instruction 

In 2014, the Comprehensive Health Education Act was amended to include requirements regarding  sexual abuse and assault awareness and prevention (§59-32-20(B) and §59-32-20(G)). 

Domestic Violence Prevention Instruction 

In 2016, the Comprehensive Health Education Act was amended to include requirements regarding  domestic violence instruction for students in grade six through eight (§59-32-30(A)(2)). 

Cardiopulmonary Resuscitation (CPR) and Automated External Defibrillator (AED) Instruction 

In 2016, the Comprehensive Health Education Act was amended to include requirements regarding  cardiopulmonary resuscitation (CPR) and the use of an automated external defibrillator (AED) (§59-32-30(A)(7)).  

¹“In 2006-07, a minimum of sixty minutes a week must be provided in physical education, and as Section 59-10-20 is phased in, the  minimum time for physical education must be increased to ninety minutes a week” (Students Health and Fitness Act, 2005 59-10-10(A)).

South Carolina Standards for Health and Safety Education Overview I. Resources 

This document was informed by and aligns to two central resources: South Carolina Academic  Standards for Health and Safety Education, published in 2009 by the South Carolina Department of  Education, and the revised National Health Education Standards (NHES), written by the Joint  Committee on National Health Education Standards and published in 2007. Additionally, the Centers  for Disease Control and Prevention, Division of Adolescent and School Health (CDC-DASH) examined a synthesis of professional literature to determine the common characteristics of effective  health education curricula and conducted its own review of such programs (CDC-DASH, 2007). In  addition to the national health education standards, a valuable result of the CDC-DASH’s efforts is a  list of fifteen “Characteristics of an Effective Health Education Curriculum” (2007), which NHES (2007) cites as part of the introduction to its main text:  

● Focuses on clear health goals and related behavioral outcomes; 

● Is research-based and theory-driven; 

● Addresses individual values and group norms that support health-enhancing behaviors; ● Addresses individual values, attitudes, and beliefs; 

● Focuses on reinforcing protective factors and increasing personal perceptions of personal  risk and harmfulness of engaging in specific unhealthy practices and behaviors; ● Addresses social pressures and influences; 

● Builds personal competence, social competence, and self-efficacy by addressing skills; ● Provides functional health 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-appropriate 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; and ● Includes teacher information and plans for professional development and training that  enhance effectiveness of instruction and student learning. 

Additionally, instructors are required to select evidence-based materials, strategies, and/or  programs that have been proven to be effective through rigorous evaluation.² 

² With the exception of domestic abuse and sexual abuse and assault awareness and prevention education 

II. Organization and Format 

Neither the order of academic standards nor the order of individual Performance Indicators within an  Academic Standard is intended to prescribe an instructional sequence.  

Academic Standards 

The academic standards in this document describe what students should understand and be able to do.  Each of the eight standards is demonstrated with performance indicators at each grade level. Standard  1 is the traditional content and knowledge standard, while Standards 2 through 8 have skill emphasis.  

The academic standards set forth in this document were informed by and align to the National Health  Academic Standards (NHES, 2007) and are as follows: 

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

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

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

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

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

Standard 6: Students will demonstrate the ability to use goal-setting skills to enhance health. Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and  avoid or reduce health risks. 

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

Performance Indicators 

A performance indicator is a statement that delineates the knowledge or skill that the student should  acquire at each particular grade level. Reflecting the sequential building of knowledge and skills  across grade levels from kindergarten through high school, the performance indicators provide  essential guidance for ongoing assessment.

Key Concepts 

In this document, performance indicators are grouped by Key Concept. Ordered in alphabetical sequence, each performance indicator is prefaced with the abbreviation for the Key Concept it is  designed to address. 

III. Symbols and Terms 

In addition, some of the performance indicators in this document are followed by one of the following  symbols. As used in this document, the following symbols are defined to mean:  

* Exact wording in National Health and Safety Performance Standards (created by the National  Resource Center for Health and Safety in Childcare and Early Education [NRC], 2011) 

♦ Reproductive health instruction is permitted before grade six at the option of local school boards  (§59-32-30(A)(1)). 

♦♦ Family life and pregnancy-prevention instruction is permitted in grades six, seven, and eight at the  option of local school boards; sexually transmitted infections and diseases (STIs/STDs)- prevention and reproductive health instruction is required in these three grades (§59-32-30(A)(2)).  A locally-appointed thirteen-member Comprehensive Health Education Advisory Committee  reviews and approves local materials used for instruction in reproductive health, family life, and  STD/STI and pregnancy prevention. 

++ Content must be taught separately to male and female students (§50-32-30(F)).  

A legend containing the abbreviations and symbols above are provided on each page beginning on  page 12 of this document. 

Terms 

As used in this document, the following terms are defined to mean:  

Including references content that must be mastered, while e.g. references possible illustrative  examples. The phrase i.e. references the only examples or terms that should be used.  

Glossary 

Appendix B of this document contains a glossary with definitions of the terms that are used, but not  fully defined, in the text of the performance indicators. All terms defined in the glossary are rendered  in boldface type in the performance indicators. 

Growth, Development, and Sexual Health and Responsibility

1. Media's Influence on sexuality

• G-6.3.1 Demonstrate the ability to access appropriate resources for dealing with child abuse, sexual assault, and domestic violence.
• G-6. 7.2 Describe appropriate steps a person should take if he or she becomes the victim of sexual harassment.
• LESSON:
  • Defining Healthy Relationships

2. Puberty and Endocrine

• G-6.1.2 Describe how the endocrine system affects growth and development.
• G-6.7.1 Identify coping strategies to address the physical, emotional, and social changes that occur during adolescence.
• LESSON:
  • What's going on with my body
    • Puberty Articles opener, then Hormone Olympic activity

3. Reproductive structures

• G-6.1.3 Identify the structures and functions of the male and female reproductive systems.
• G-6.1.4 Identify reproductive problems found in males and females.
• LESSON:
  • Reproductive structures - Structures Labeling Sheet - Define sterility and dysmenorrhea

4. Abstinence and define STI & HIV (Making a good decision)

• G-6.1.5 Explain why abstinence is the most effective means of protecting reproductive health.
• G-6.1.6 Define the terms "sexually transmitted diseases/infections (STDs/STls) and "human immunodeficiency virus" (HIV).
• G-6.5.1 Identify steps in a decision-making process that promotes abstinence and avoids risk
• behaviors.
• LESSON:
  • Abstinence
  • STD/STI
  • Use decision making process for abstinence scenarios (pornography, sexting etc) parent interview homework for next day Decision Making Model
  • Communicating to a trusted adult- class discussion about parent interviews, and discuss other trusted adults-Talking to A Trusted Adult

5. Family Relationships (Communicating to a trusted adult)

• G-6.1.1 Explain how family roles, rules, and responsibilities change over time.
• G-6.2.1 Describe the influence of families and peers on a person's body image.
• G-6.4.1 Demonstrate effective verbal and nonverbal communication skills to promote healthy parent, family, and peer relationships.
• G-6.4.2 Demonstrate ways to communicate with parents, family members, or other trustworthy adults (for example, doctors and nurses) about sexual health and responsibility.
• LESSONS:
  • Communication with Parents

Growth, Development, and Sexual Health and Responsibility

1. Anatomy

• G-7.2.1 Explain ways that culture and the media influence family and peer attitudes toward sexuality.

• G-7.2.2 Discuss the influence of others on an individual's views and behaviors regarding his or her own sexuality including physical appearance.
• G-7.1.1 Explain the structures and functions of the male and female reproductive systems.
• G-7.1.4 Identify reproductive problems found in males and females.
• LESSON:
  • Structures Labeling Sheet (Same as 6th grade Structures Lesson)
  • 7th Grade Reproductive Health - PowerPoint

2. Pregnancy, Childbirth and Contraception

• G-7.1.3 Describe the scientific processes of fertilization, pregnancy, fetal development, and childbirth.
• G-7.1.8 Explain effective methods for the prevention of unintended pregnancy.
• LESSON:
  • How we get pregnant - Book lesson on scientific processes of fertilization
  • Prenatal Development PP - pregnancy, fetal development, and childbirth
  • Closing Video: From Conception to Birth

3. STls/ STDs prevention (SEPARATE MALE & FEMALE)

• G-7.1.5 Describe signs and symptoms of STls/STDs, HIV, and AIDS.
• G-7.1.6 Identify effective treatments for STls/STDs, HIV, and AIDS.
• G-7.1.7 Explain effective methods for the prevention ofSTls/STDs and HIV.
• G-7.3.1 Demonstrate the ability to access valid information and resources related to reproductive health and STls/STDs.
• LESSON:
  • STI/STD - Research Project
    • Group Activity- Using Chromebooks, each group researches an STI/STD
    • Groups share or present findings
    • Abstinence overview

4. Abstinence and Refusal Skills

• G-7.1.2 Describe the advantages of abstinence.
• G-7.4.1 Demonstrate communication and refusal skills to promote abstinence and to avoid risk behaviors.
• G-7.5.1 Apply a decision-making process to promote abstinence and to avoid risk behaviors.
• LESSON:
  • Coercion - What is it? Interactive Lesson PP
    • Coercion Lesson: 7th Grade - COERCION PowerPoint
    • Discuss Abstinence and apply coercion concepts
    • In same groups use decision model to create refusal skits

5. Dating Violence & Finding resources (assessment)

• G-7.7.1 Discuss strategies for dealing with harmful behaviors in relationships, including dating violence.
• G-7.1.9 Define the terms "dating violence," "sexual harassment," and "sexual abuse."
• G-7.3.2 Locate valid information and resources related to dating violence, sexual harassment, and sexual abuse.
• LESSONS:
  • Sexual Abuse - printed

Growth, Development, and Sexual Health and Responsibility

1. Influence of family (family interview assignment)

• G-8.1.1 Explain how roles, rules, and responsibilities of the members in a family change over time (for example, parental responsibilities regarding a teenager as opposed to an infant).
• G-8.4.1 Discuss effective verbal and nonverbal communication skills for healthy parent, family, and peer relationships.
• G-8.4.3 Compare and contrast ways to communicate with parents, family members, and other trustworthy adults (for example, health care providers, school nurses, guidance counselors) about reproductive health and responsible behaviors.
• LESSON: Family Interview
  • Prior to lesson - Send home Interview Sheet
  • Use Interactive Venn Diagram on Chromebook
  • Discuss findings as a class including trustworthy adults concept

2. Influence of media (8th grade media lesson)

• G-8.2.1 Explain ways that culture and the media influence families and relationships.
• G-8.2.2 Explain ways that the media influences an individual's body image.
• G-8.2.3 Discuss the influence of family, peers, culture, and the media on personal decisions about sexuality and behavior.
• LESSON:
  • Media Influence on Self Concept and Decision Making - Small & Large group discussions based on a series of videos - Erin's Law Curriculum
  • Body Image and the Media Lesson

3. Reproductive System compare and contrast

• G-8.1.2 Compare and contrast the structures and functions of the male and female reproductive systems.
• G-8.1.3 Discuss health issues that are specifically related to the reproductive systems.
• G-8.1.8 Describe the signs and symptoms of pregnancy.
• G-8.1.5 Describe signs and symptoms of STls/STDs, HIV, and AIDS.
• G-8.1.6 Describe effective treatments for STls/STDs, HIV, and AIDS.
• G-8.3.1 Evaluate the availability of valid information and community resources related to reproductive health and STls/STDs.
• LESSON:
  • Review - Structures Labeling Sheet - Define sterility and dysmenorrhea
  • Pregnancy- Early Symptoms PowerPoint & Symptom match worksheet - Internet Source
  • Group Activity - Using Chromebooks, each group researches a subject - either compare/contrast or an STI/STD

4. Contraception & Dating Violence

• G-8.1.4 Discuss the advantages of abstinence.
• G-8.1. 7 Explain effective methods for the prevention of STls/STDs, HIV, and unintended pregnancy.
• G-8.1.9 Discuss South Carolina laws relating to the sexual conduct of minors, including criminal sexual conduct.
• G-8.3.2 Access valid information and resources related to dating violence, sexual harassment, and sexual abuse.
• G-8.7.1 Develop strategies for dealing with harmful behaviors, including dating violence, in his or her relationships.
• G-8.7.2 Discuss the appropriate steps a person should take if he or she becomes the victim of dating violence, sexual harassment, or assault.
• LESSON:
  • Birth Control Basics
  • Bad Romance Background Reading
  • Bad Romance Lesson - Understanding Dating Violence

5. What's your why?

• G-8.4.2 Utilize communication and refusal skills to promote sexual abstinence and to avoid risk behaviors.
• G-8.5.1 Apply a decision-making process to promote abstinence and to avoid risk behaviors, including the use of the Internet.
• G-8.6.1 Set a personal goal to protect him- or herself from STls/STDs, HIV, and AIDS.
• G-8.6.2 Set a personal goal to prevent pregnancy.
• LESSONS:
  • Think-Pair-Share - reasons to protect yourself project
    • Use the Decision making Model to create a list of reasons that you personally would choose to protect yourself from sexual harm
    • Using those reasons, set one or two personal goals related to our reasons
    • With Partner: Discuss your reasons and goals and combine them.
    • With Your Group: Create a Google Slide that PROMOTES your ideas
    • AS A CLASS: Print the slides and create a "Quilt" to display in gym