Health knowledge and personal habits
Students start the year learning how the body works and what keeps it well. They look at sleep, food, exercise, and stress, and connect daily habits to how they feel.
What does a student learn in
This is the stretch when health class shifts from learning the rules to running their own choices. Students dig into what shapes their habits, from friends and family to ads and social media, then practice sorting trustworthy sources from junk. They work on talking through hard conversations, setting goals they actually follow, and making decisions under pressure. By spring, they can walk through a real health choice, name what is pulling on them, and explain a plan they would stand behind.
- Healthy decisions
- Goal setting
- Reliable health sources
- Influences on health
- Communication skills
- Advocacy
Year at a glance
How the year usually goes. Every school and district set their own curriculum, so treat this as a guide, not official pacing.
- 1
- 2
Influences on choices
Students examine what shapes their decisions, from friends and family to social media and advertising. They notice pressure and learn to tell the difference between a real source and a sales pitch.
- 3
Communication and relationships
Students practice talking through hard moments with friends, family, and partners. They work on saying no, asking for help, and listening when someone else is struggling.
- 4
Decisions and goals
Students walk through a steady way to make choices about their health, then set goals they can actually reach. They look at risks, weigh options, and track progress over weeks.
- 5
Speaking up for health
Students put it all together by acting on what they have learned. They share accurate information with peers and speak up for changes that make their school or community healthier.
Mastery Learning Standards
The required skills a student should display by the end of Grade 10.
Health Education
Health Education
- High School
Use functional knowledge of health concepts to support health and well-being of…
Students apply what they know about health, such as how sleep, stress, or nutrition affects the body, to make real decisions for themselves and the people around them.
- High School
Analyze influences that affect health and well-being of self and others
Students look at what shapes health choices, including family expectations, social media, and peer pressure, then weigh how those forces affect their own well-being and the people around them.
- High School
Access valid and reliable resources to support health and well-being of self…
Students learn to find trustworthy sources, like a doctor's website or a public health hotline, when they need health information for themselves or someone else. The goal is knowing where to look and how to tell a credible source from a bad one.
- High School
Use interpersonal communication skills to support health and well-being of self…
Students practice the conversations that protect health: asking for help, setting limits with peers, and checking in on someone who seems off. The goal is saying the right thing at the right moment, for yourself and the people around you.
- High School
Use a decision-making process to support health and well-being of self and…
Students work through a step-by-step decision-making process to choose actions that protect their own health and the health of people around them.
- High School
Use a goal-setting process to support health and well-being of self and others
Students pick a personal health goal, map out steps to reach it, and track progress over time. The same process can help a friend or family member work toward their own goal.
- High School
Demonstrate practices and behaviors to support health and well-being of self…
Students practice real habits, like getting enough sleep, managing stress, and looking out for peers, that keep both themselves and the people around them healthier day to day.
- High School
Advocate to promote health and well-being of self and others
Students speak up, write, or take action to support healthier choices for themselves and people around them. This could mean creating a poster, giving a talk, or pushing for a change at school.
| Standard | Definition | Code |
|---|---|---|
| Use functional knowledge of health concepts to support health and well-being of… High School | Students apply what they know about health, such as how sleep, stress, or nutrition affects the body, to make real decisions for themselves and the people around them. | PA-HE.1.9-12 |
| Analyze influences that affect health and well-being of self and others High School | Students look at what shapes health choices, including family expectations, social media, and peer pressure, then weigh how those forces affect their own well-being and the people around them. | PA-HE.2.9-12 |
| Access valid and reliable resources to support health and well-being of self… High School | Students learn to find trustworthy sources, like a doctor's website or a public health hotline, when they need health information for themselves or someone else. The goal is knowing where to look and how to tell a credible source from a bad one. | PA-HE.3.9-12 |
| Use interpersonal communication skills to support health and well-being of self… High School | Students practice the conversations that protect health: asking for help, setting limits with peers, and checking in on someone who seems off. The goal is saying the right thing at the right moment, for yourself and the people around you. | PA-HE.4.9-12 |
| Use a decision-making process to support health and well-being of self and… High School | Students work through a step-by-step decision-making process to choose actions that protect their own health and the health of people around them. | PA-HE.5.9-12 |
| Use a goal-setting process to support health and well-being of self and others High School | Students pick a personal health goal, map out steps to reach it, and track progress over time. The same process can help a friend or family member work toward their own goal. | PA-HE.6.9-12 |
| Demonstrate practices and behaviors to support health and well-being of self… High School | Students practice real habits, like getting enough sleep, managing stress, and looking out for peers, that keep both themselves and the people around them healthier day to day. | PA-HE.7.9-12 |
| Advocate to promote health and well-being of self and others High School | Students speak up, write, or take action to support healthier choices for themselves and people around them. This could mean creating a poster, giving a talk, or pushing for a change at school. | PA-HE.8.9-12 |
Common Questions
What does health class look like at this level?
Students move past memorizing facts and start applying health information to real choices. They look at how friends, family, social media, and stress shape habits around food, sleep, relationships, and substances. The work is about thinking through decisions, not just learning rules.
How can families support this work at home?
Talk through real situations as they come up, like a stressful week, a friendship problem, or a confusing post online. Ask what students think and why, then share your own thinking. Five honest minutes in the car often does more than a long lecture.
What if a student does not want to talk about health topics with parents?
That is normal at this age. Keep the door open by asking small questions and listening without reacting. It also helps to point students toward one trusted adult outside the home, such as a coach, relative, or school counselor.
How should the year be sequenced across the eight standards?
Most teachers anchor each unit in a health topic, such as mental health, nutrition, or relationships, and rotate the skills through it. Start the year with accessing reliable information and analyzing influences, then build toward decision-making, goal-setting, and advocacy as students gain confidence.
Which skills usually need the most reteaching?
Evaluating sources and interpersonal communication tend to lag behind the others. Students can often list refusal strategies but struggle to use them in a realistic back-and-forth. Plan for repeated practice with role-plays, short scripts, and source comparisons across several units.
What does mastery look like by graduation?
Students can take a real health question, find a trustworthy source, weigh influences and trade-offs, and explain a decision in their own words. They can also set a realistic goal, track it, and speak up for themselves or a peer when something is not right.
How is this graded if there are no right or wrong answers?
Most assignments are scored on the thinking and the process, not the personal choice. A rubric usually looks at whether students used reliable information, considered influences, communicated clearly, and explained their reasoning. Personal beliefs and private details are not part of the grade.
How can a parent tell if a student is ready for life after high school?
Ask how they would handle a specific situation, such as a roommate conflict, a missed prescription, or a stressful exam week. Listen for a clear plan, a backup, and where they would go for help. If the answer is vague, that is a good place to practice together.