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Massachusetts Comprehensive Health Curriculum Framework - October 1999

APPENDIX A:
Massachusetts Guiding Principles of Comprehensive Health Education Linked with National Standards in Health Education, Physical Education, and Family and Consumer Sciences Education

Much of the work being done on the local and national level in health education, physical education, and family and consumer sciences education uses national standards to some extent. The following pages show "matches" between the Massachusetts Health Curriculum Framework Guiding Principles (GP) and the National Standards in Health Education, Physical Education, and Family and Consumer Sciences Education. These can help inform schools, other states, and national programs about the work Massachusetts is doing in these areas.

MASSACHUSETTS GUIDING PRINCIPLES OF COMPREHENSIVE HEALTH EDUCATION

GUIDING PRINCIPLE I
Comprehensive health education teaches students fundamental health concepts and skills that foster habits and behaviors for oneself and others through the coordinated teaching of health, physical education and family and consumer sciences education at each grade level, prekindergarten through grade 12.

GUIDING PRINCIPLE II
Comprehensive health education teaches students to use fundamental health concepts to assess risks, to consider potential consequences, and to make health enhancing decisions.

GUIDING PRINCIPLE III
Comprehensive health education teaches skills that assist students to understand and communicate health information clearly for self-management and health promotion.

GUIDING PRINCIPLE IV
Comprehensive health education contributes to the capacity of students to work in a positive manner with families, school staff, peers and community members to enhance personal health and create a safe and supportive environment where individual similarities and differences are acknowledged.

GUIDING PRINCIPLE V
Comprehensive health education is strengthened through collaboration and partnerships among all components of the coordinated school health program and other subjects.

NATIONAL HEALTH EDUCATION STANDARDS

Students will comprehend concepts related to health promotion and disease prevention. (GP-I)

Students will demonstrate the ability to access valid health information and health-promoting products and services. (GP-II, GP-V)

Students will demonstrate the ability to practice health-enhancing behaviors and reduce health risks. (GP-I, GP-II, GP IV)

Students will analyze the influence of culture, media, technology, and other factors on health. (GP-IV)

Students will demonstrate the ability to use interpersonal communication skills to enhance health. (GP-III, GP-IV)

Students will demonstrate the ability to use goal-setting and decision-making skills to enhance health. (GP-II)

Students will demonstrate the ability to advocate for personal, family, and community health. (GP-III, GP-IV)

(GP = Massachusetts Guiding Principle)
Developed by the Joint Committee on National Health Education Standards, Association for the Advancement of Health Education, American School Health Association, and American Public Health Association. Sponsored by the American Cancer Society.

NATIONAL PHYSICAL EDUCATION STANDARDS

Demonstrates competency in many movement forms and proficiency in a few movement forms. (GP-I)

Applies movement concepts and principles to the learning and development of motor skills. (GP-I)

Exhibits a physically active lifestyle. (GP-I, GP-II)

Achieves and maintains a health-enhancing level of physical fitness. (GP-I, GP-II)

Demonstrates responsible personal and social behavior in physical activity settings. (GP-III, GP-IV)

Demonstrates understanding and respect for differences among people in physical activity settings. (GP-IV)

Understands that physical activity provides opportunities for enjoyment, challenge, self-expression, and social interaction. (GP-IV, GP-V)

(GP = Massachusetts Guiding Principle)
Developed by the National Association for Sport and Physical Education.

NATIONAL FAMILY AND CONSUMER SCIENCES EDUCATION STANDARDS

Integrate multiple life roles and responsibilities in family, work, and community settings. (GP I, III, IV)

Evaluate management practices related to the human, economic, and environmental resources. (GP I, III, V)

Integrate knowledge, skills, and practices required for careers in family and consumer sciences. (GP III, V)

Integrate knowledge, skills, and practices required for careers in early childhood education and services. (GP III, V)

Integrate knowledge, skills, and practices required for careers in facilities management and maintenance. (GP III, V)

Evaluate the significance of family and its impact on the well being of individuals and society. (GP IV)

Integrate knowledge, skills, and practices required for careers in family and community services. (GP III, V)

Integrate knowledge, skills, and practices required for careers in food production and services. (GP III, V)

Integrate knowledge, skills, and practices required for careers in food science, dietetics, and nutrition. (GP III, V)

Integrate knowledge, skills, and practices required for careers in hospitality, tourism, and recreation. (GP III, V)

Integrate knowledge, skills, and practices required for careers in housing, interiors, and furnishings. (GP III, V)

Analyze factors that impact human growth and development.(GP I, II)

Demonstrate respectful and caring relationships in the family, workplace, and community. (GP IV)

Demonstrate nutrition and wellness practices that enhance individual and family well being. (GP I, II)

Evaluate the impact of parenting roles and responsibilities on strengthening the well being of individuals and families. (GP IV)

Integrate knowledge, skills, and practices required for careers in textiles and apparel. (GP III, V)

(GP = Massachusetts Guiding Principle)
Developed by the National Association of State Administrators of Family and Consumer Sciences.

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Last Updated: October 1, 1999
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