Health Education

Health education focuses on the development of skills that promotes health enhancing lifestyle choices. Instruction emphasizes lifelong positive health-promoting attitudes and behaviors. Students will develop the knowledge and ability to maintain and enhance their own health or the health of others.

FIRST AID AND SAFETY
07999T or U ½ credit Grades 10, 11, 12

Prerequisite: Health I

This elective course is designed to develop the knowledge and skills necessary to certify interested students in the areas of cardiopulmonary resuscitation (CPR) and American Red Cross first aid. Optional topics could include boating and hunter safety. There is a $10 fee associated with this course.

HEALTH I
070574 ½ credit Grades 9, 10, 11, 12

This required course focuses on comprehensive health education and encourages students to develop skills, attitudes, and behaviors that will enable them to make decisions that promote healthful behaviors. Topics included are: Mental and Emotional Health; Substance Abuse Prevention; Family Life and Human Sexuality; Safety and Violence Prevention; Healthy Eating; and Disease Prevention and Control. Skills developed in relation to health enhancing behaviors include analyzing influences, accessing valid and reliable information, interpersonal communication, decision-making, goal setting, self-management, and advocacy.

HEALTH II
070575 ½ credit Grades 11, 12

Prerequisite: Health I

This course is required for students entering the ninth-grade in the 2021-2022 school year. Health II uses the introductory instruction from Health I to expand on the development of skills, attitudes, and behaviors that will enable students to make decisions that promote healthful behaviors. Students will engage in inquiry and problem-solving approaches utilizing a developmentally appropriate progression of content related to health education concepts.

Approved High School Health Education Courses of Study

Approved High School Health Education Courses of Study

Charles County Public Schools offers a 9^th – 12^th grade Comprehensive Skills-Based Health Education Program that aligns with the Maryland State Department of Education Framework. Health education emphasizes the development of skills that promote health enhancing lifestyle choices. The semester-long courses of study prepare students to become 21^st Century learners and responsible members of society. Instruction emphasizes fostering lifelong health-promoting attitudes and behaviors. The content is tailored to instill age-appropriate skills for a healthy lifestyle, including effective communication, critical thinking, and responsible decision-making. Emphasis is placed on cultivating health-enhancing behaviors while also equipping students to access reliable information and evaluate influences. The use of age-appropriate instructional materials ensures that the content is medically accurate, scientifically ground, research-based, and delivered at the highest level. A developmentally appropriate content progression enables students to gain a comprehensive understanding of health education concepts, promoting overall well-being.

maryland State comprehensive Skills-Based Health Education

Students will be able to:

Obtain, interpret, and understand health information and services.
Apply fundamental health information to make informed decisions.
Take charge of their well-being and choose a healthy lifestyle.
Develop the knowledge and ability to maintain and enhance their own health or the health of others.

To be awarded a diploma, a student enrolled in Charles County Public Schools is required to earn a minimum of 23 credits that includes:

Health Education: 1 credit. Recommended Sequence: Health I (9^th Grade), Health II (11^th Grade)

Charles County Public Schools provides high school students with age-appropriate comprehensive health education, covering the following topics:

Health I	Health II
Foundations of Health First Aid & Hands Only CPR Mental & Emotional Health & Well-Being Tobacco, Alcohol & Other Drugs Communication, Healthy Relationships, & Self-Management Family Life & Human Sexuality Healthy Eating & Physical Activity	Health Promotion & Disease Control and Prevention Substance Abuse Prevention Mental & Emotional Health & Well-Being Safety & Violence Prevention Family Life & Human Sexuality Healthy Eating & Physical Activity

Elective Courses Include:

First Aid & Safety

Family Life and Human Sexuality instruction is inclusive and accessible to all students, regardless of ability, sexual orientation, gender identity, or expression. Instruction emphasizes abstinence as the most effective method for avoiding sexually transmitted infections, including HIV, and unintended pregnancy. Additionally, instruction provides medically accurate information about contraception and condoms to further address these risks. This instruction is aligned with the standards outlined in Maryland State Regulation 13A.14.18.01.

Parents/legal guardians of PK-12 students have the opportunity to view instructional materials used in the teaching of Family Life and Human Sexuality objectives. They also maintain the right to opt their student(s) out of this instruction without penalty. In such cases, students who are opted out will engage in alternative learning activities in health education, with the potential inclusion of menstruation instruction at the discretion of the parent/legal guardian. Unless the Charles County Public Schools Family Life & Human Sexuality Opt-out Form is signed and returned, all students will receive instruction. The opt-out form will be distributed by the school or teacher providing instruction prior to the scheduled instruction taking place.

Charles County Public Schools delivers age-appropriate Family Life & Human Sexuality instruction for high school students, covering the following topics:

High School Health I
High School Health II

High School Health I

Lesson Title	Outcome(s)
Navigating Relationships	Identify characteristics most valued in a relationship. Summarize the importance of talking with parents and other trusted adults about issues related to relationships and consent. Define and identify affirmative consent, sexual coercion, boundary violations, and situations when an individual can and cannot give consent.
Understanding Gender	Explain what gender and gender identity are, and how they are different from biological sex. Name at least three different sexual orientations. Identify ways to show respect to people of all sexual orientations at school. Define “gender script” while providing several examples of these scripts.
Sexual & Reproductive Anatomy	Correctly label at least four internal and external sexual and reproductive body parts. Explain the functions of at least three internal sexual and reproductive body parts and their role in sexual response.
Decisions and Risks	Name the only 100% effective way of avoiding an STI. Explain why having oral, anal, or vaginal sex with an infected partner puts a person or couple at risk for STIs Analyze influences that may have an impact on deciding whether or when to engage in sexual behaviors. Identify at least three questions whose answers can help determine if they are ready to engage in sexual behavior.
Avoiding or Managing STIs	Summarize the importance of engaging in behaviors that prevent or reduce unintended pregnancy, sexually transmitted infections (STIs), including HIV. Describe common symptoms, or lack thereof, and treatment for STIs, including HIV. Name one health clinic or center in their area that provides STI testing and treatment for teens. Compare and contrast types of contraceptives and disease-prevention methods. Describe the steps to using an internal and external condom correctly.
They Love Me… They Love Me Not…	Describe at least three characteristics of an unhealthy or emotionally abusive relationship. Explain at least one thing a person in an unhealthy relationship or abusive relationship can do to leave that relationship. Identify their own feelings about partners’ roles and responsibilities in a relationship when there is a power difference between the two.
Using Technology Responsibly	Describe the characteristics of unhealthy relationships that the media may perpetuate. Analyze relationships in the media to determine if they are healthy vs. Unhealthy. Define what sexting is. Describe two disadvantages and two reasons why someone may sext. Explain at least two options for people involved in sexting situations. Describe at least two facts relating to sexting laws in Maryland. Identify at least two connections between child pornography and sexting laws. Identify common unhealthy interactions often portrayed in sexually explicit media.
Respect & Consent	Define the terms “consent “coercion and “incapacitated. Differentiate between a situation in which consent is clearly given and one in which it is not. Demonstrate an understanding of how giving and getting clear consent is part of a respectful relationship.
Understanding Sexual Mistreatment	Define key terms related to sexual mistreatment (i.e., grooming, harassment, abuse, assault, and exploitation). Describe situations and behaviors that constitute sexual mistreatment, grooming, harassment, abuse, assault, exploitation, and trafficking. Explain why a person who has been sexually mistreated, groomed, harassed, abused, assaulted, or exploited is not at fault. Define sex trafficking. Explain at least two recruitment tactics sex traffickers/exploiters use. Identify at least two ways to reduce ways to reduce risk related to sex trafficking. Recall at least two credible resources related to sex trafficking and sexual violence prevention and intervention. Review examples of situations and behaviors that constitute sexual mistreatment, grooming, harassment, abuse, assault, exploitation, and trafficking. Define the term “bystander." Identify and apply strategies for being a positive bystander in situations where someone else is being sexually mistreated, grooming, harassment, abuse, assault, exploitation, and trafficking. Examine group norms and shared understandings around sexual mistreatment situations and actions such as “upstanding."
We All Have Rights	Describe at least three laws in their state relating to minors’ rights and sexual and reproductive health. Identify at least one belief they have relating to sexual and reproductive decision-making. Apply their knowledge and self-reflection to accessing reliable, accurate information about sexuality and reproductive health-related laws.
Charles County Public Schools is dedicated to providing a comprehensive health education program that empowers students to make informed decisions about their well-being. Through the exploration of skills and concepts promoting lifelong wellness, we instill a mindset valuing the advantages of a healthy lifestyle. Our curriculum is carefully designed to emphasize the importance of health-enhancing behaviors. With age-appropriate materials and a thoughtfully structured progression, we ensure that students receive the highest standard of health education. We are committed to contributing to shaping a brighter and healthier future for all our students.

High School Health II

Lesson Title	Outcome(s)
Influences on Body Image	Predict how healthy behaviors can affect health status. Analyze how family, culture, and peers support and challenges health beliefs, practices, and behaviors. Analyze influences on body image. Differentiate between a positive and negative body image. Identify strategies to improve personal body image.
Media in Relationships	Summarize the importance of setting personal limits to avoid risky sexual behaviors. Analyze the influence of media and technology on attitudes and choices about sexual behavior, abstinence, and sexual activity.
Preventing Dating Violence	Summarize the qualities of a healthy dating relationship. Describe warning signs of dating violence. Analyze how power and control differences in dating relationships can contribute to violence. Explain why it’s wrong to coerce another person into having sex. Explain why a person who has been sexually assaulted or raped is not at fault.
Setting Limits to Support Abstinence	Analyze situations that could lead to being pressured into having sex. Summarize the importance of setting personal limits to avoid risky sexual behaviors.
Resisting Sexual Pressure	Summarize why individuals have the right to refuse sexual contact. Demonstrate effective communication skills for setting sexual limits and resisting sexual pressure.
My Commitment to Protect Myself	Summarize ways to reduce the risk of pregnancy and the sexual transmission of HIV and other STIs if sexually active. Make a commitment to help protect themselves from pregnancy, HIV and other STIs.
Sexual Orientation & Identity	Define aspects of sexuality including sexual abstinence, sexual activity, sexual orientation, and gender identity. Describe positive effects of healthy sexuality on relationships.
Respecting Sexual Differences	Summarize the benefits of respecting individual differences. Summarize how intolerance of differences can affect others. Summarize ways to demonstrate respect for sexuality-related differences. Advocate for respecting different aspects of sexuality.
Reproductive Anatomy & Physiology	Correctly identify internal and external reproductive body parts. Explain the functions of reproductive body parts and their role in sexual response. Define intersex.
STD Smarts	Name at least three STD symptoms. Name at least three facts about STD testing. Apply knowledge about STD symptoms and testing to hypothetical situations relating to safer sex. Name one online resource and one local STD testing and treatment site.
HIV Facts	Summarize how HIV is transmitted. Describe symptoms of untreated HIV and summarize the long-term physical consequences of untreated HIV. Analyze the HIV risk of a variety of behaviors. Summarize how to prevent or reduce the risk of HIV.
Condom Use	Demonstrate steps for proper condom use. Determine the accessibility of condoms from local resources.
Reproductive Health Care	Explain the importance of vaccines, checkups, and self-exams to maintain sexual and reproductive health. Summarize the importance of talking with parents and other trusted adults about issues related to sexual health. Determine when professional services may be required. Analyze the role of individual responsibility for sexual health.
Pregnancy Options	Summarize legally available pregnancy options and describe at least three inherent rights related to sexual and reproductive decision-making. Explain the importance of prenatal care when a person is pregnant. Apply existing laws relating to reproductive decision-making and rights. Analyze the relationship between access to health care and health status.