Health Curriculum Study 

2001 - 2004 

Final Report 

Submitted to FCCPS School Board

January 27, 2004 

National Health Education Standards (1995) 

·       Students will comprehend concepts related to health promotion and disease prevention. 

·       Students will demonstrate the ability to access valid health information and health-promoting products and services. 

·       Students will demonstrate the ability to practice health enhancing behaviors and reduce health risks. 

·       Students will analyze the influence of culture, media, technology, and other factors on health. 

·       Students will demonstrate the ability to use interpersonal communication skills to enhance health. 

·       Students will demonstrate the ability to use goal-setting and decision-making skills to enhance health. 

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

Virginia Health Education Goals (2001) 

As a result of health education instruction, the student will be able to do the following: 

• Act with skill and reason to demonstrate an understanding of the concepts and behaviors that reduce health risks and enhance the health of self and others.  (Knowledge and skills) 

• Demonstrate the ability to access, evaluate, and use health information, products, and services that influence health and well-being in a positive manner.   (Information Access and Use) 

• Demonstrate the use of appropriate health practice and behaviors to promote a safe and healthy community when alone, with family, at school, and in other group settings.  (Community Health and Wellness) 

FCCPS Health Education Philosophy (2004) 

            We believe that appropriate health education in the FCCPS is vital to helping students live happy, healthy, and productive lives. Fundamental to all K-10 instruction is the belief that all people, throughout their lives, should be respectful and caring toward themselves and others.  Students can only reach their full potential by attaining and maintaining the highest levels of physical, emotional, social, and intellectual health and well-being.

FCCPSBelief Statement (2004) 

The K-10 Health Education Program seeks to help students to develop the knowledge, attitudes, and skills needed to:

·       accept responsibility for personal health decisions and practices;

·       assess attitudes and behaviors in light of accurate information;

·       understand the impact of day-to-day decisions and life choices on personal well-being and on that of families, peers, community, and environment;

·       become informed consumers of health related products and services; and

·       develop the capacity to help create a safe and supportive community where individual similarities and differences are acknowledged, appreciated, and celebrated.

Health Education Goals (2004) 

Physical Health (Individual, Family, Community): 

To enable students to develop the knowledge, attitudes, and skills needed for the care, maintenance, and protection of their bodies.

Intellectual Health (Individual, Family, Community):

To enable students to develop the specific habits of mind necessary for critical, creative, self-regulated thinking and problem-solving as they relate to decision-making throughout life.

Emotional Health (Individual, Family, Community):

To enable students to develop the knowledge, attitudes, and skills necessary to identify, assess, and understand their feelings and those of others in order to make life-enhancing decisions.

Social Health (Individual, Family, Community): 

To enable students to develop the interpersonal and communication skills necessary to become caring, responsible, and productive members of society.

Health Curriculum Study 

I.   Observations and Conclusions 

      After a careful and thorough review of the current FCCPS Health Education program the following observations and conclusions were made by the Curriculum Study Committee:

1.   Written curriculum documents (K-10) were limited to sequential and aligned-to-standards Family Life Education curriculum.  Teachers and teacher-teams have supplemented these materials with resources and learning activities in order to address selected health topics such as safety and nutrition.

2.   The Drug Abuse Resistance Education (DARE) program was delivered at the elementary level (TJ) to address substance abuse and safety issues, and was part of a broader division-wide prevention initiative.

3.  Instructional materials included, but were not limited to, the following:

      a.   Classroom/teacher created or school selected resources

      b.   Guest speakers

      c.   Reference texts

      d.   Pamphlets and other supplemental materials

      e.  On line resources

      In some instances, the materials varied widely by classroom, grade level, and school.

4.   At the elementary level (K-5) classroom teachers designed and provided the instruction.  In grades 6-10 health education was delivered by licensed HPE instructors.  In both cases teachers coordinated lessons and related activities in team/department meetings.  Leadership was provided by the K-12 Curriculum Instruction Resource Teacher (CIRT) and team leaders (K-5).

5.   Student performance in health was assessed and evaluated by teachers using a variety of appropriate measures to include student projects, current events activities, writing assignments, and achievement on teacher-designed tests.  Achievement grades were issued at the conclusion of a marking period. In middle school, the evaluation grade for health was combined with the PE grade each quarter.  In high school, students were given a quarter grade for health.  No grades were given for health at the elementary level.

6. The following represents a “picture” of the current frequency and focus of health instruction in the FCCPS school division.

Current K-10 Health Scope and Sequence 

II.  Recommendations 

A.  Following a careful evaluation of the current program of studies in health education and with the clear intent of aligning a future program to identified local goals, research-based best practices, and state and national standards, the Curriculum Study Committee presents the following recommendations:

1.     Curriculum

a.  Design a curricular scope and sequence which identifies Essential Knowledge and Skills in each of four learning strands, Physical, Intellectual, Emotional, and Social.

b.  Align the program of studies with the established National Health Standards and Virginia Health Standards, and guided by “Standards of Learning for Health and Family Life Education (FLE) Compared (January, 2004).”

c.   Identify distinct and developmentally appropriate topics or themes for each grade level.

d.   Provide “consistent in form and content” written curriculum documents that clearly articulate a seamless program of studies, K-10.

e.   Modify and/or adapt the curriculum to successfully meet the needs of special populations of students, e.g., LEP, SWD, GT.

f.    Provide and evaluate supplemental cocurricular programs and experiences, e.g. DARE, Risk Watch, grants and partnerships.

g.   Design, provide, and continuously evaluate “opt out” curriculum.

2.     Instruction

a.   Provide relevant, current, and appropriate training for all teachers of Health Education.  Those who teach Health should be endorsed to do so.

b.   Include guest speakers, community resources, assemblies, interactive student activities, and field experiences in the design of instruction.

c.   Where feasible and appropriate, integrate health education into other subject areas, e.g. Science, Social Studies.

d.   Design learning experiences which carefully integrate the application and enhancement of technology and language arts skills (reading, writing, speaking, listening).

e.   Differentiate instruction (content, process, product) to meet the varied needs and strengths of the learners.

f.    Although health instruction must be linked to physical education, PE instructional times should not be lost to deliver this program of study.

g.   Identify textbook adoption criteria and an evaluation instrument to select health textbooks.

h.   Obtain textbooks, tradebooks, supplemental materials as instructional resources and provide classroom teachers with needed materials and supplies.

3.     Assessment

a.   Use a variety of assessment strategies and tools to determine what students know, understand, and are able to do, to include teacher-made tests, projects, performance assessments, and class activities.

b.   Use a variety of strategies and tools to gather performance information in order to regularly evaluate the effectiveness of the program.

B.  The Curriculum Study Committee makes the following recommendations for the consideration of the Family Life Education Advisory Committee and school staff and administration:

1.     Continue to review and evaluate existing Family Life Education curriculum and opt out curriculum, and update where necessary.

2.     Continue to review and provide feedback on FLE instructional materials per Board policy/regulation.

3.     Align any new curriculum with Virginia Standards of Learning.

4.     Provide teachers who deliver Family Life Education ongoing, appropriate training either through staff development or attendance at state in-services.  Provide a Family Life Education mentor for his/her first year.

5.     Invite current Family Life Education teachers to attend FLEAC meetings in order to share their experiences with the delivery of the program as well as their assessment of student performance.