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List medically accurate names for body parts, including the genitals
Recall the human reproductive systems, including the external and internal body parts and their functions, and that there are natural variations in human bodies
Describe human reproductive systems, including the external and internal body parts and their functions, and that there are naturally occuring variations in human bodies (e.g., intersex, vulvas, circumcised and intact penises)
Explain the human reproductive and sexual response systems, including differentiating between internal and external body parts and their functions, and that there are naturally occuring variations in human bodies (e.g., intersex)
Describe the human sexual response cycle, including the role of hormones and pleasure
Describe characteristics of a friend
Define bodily autonomy and personal boundaries
Define consent
Identify different kinds of families (e.g., nuclear, single parent, blended, intergenerational, cohabitating, adoptive, foster, same-gender, interracial)
Demonstrate how to communicate personal boundaries and show respect for someone else’s personal boundaries
Explain why it is important to show respect for different kinds of families (e.g., nuclear, single parent, blended, intergenerational, cohabitating, adoptive, foster, same-gender, interracial)
Identify healthy ways for friends to express feelings, both physically and verbally
Identify trusted adults, including parents and caregivers, that students can talk to about relationships
Describe the characteristics of healthy versus unhealthy relationships among friends and with family members
Explain the relationship between consent, personal boundaries, and bodily autonomy
Communicate personal boundaries and demonstrate ways to respect other people’s personal boundaries
Compare and contrast the characteristics of healthy and unhealthy relationships
Describe how power differences, such as age, gender, socio-economic status, immigration status, race,
or unequal position (e.g. student/teacher, supervisor/employee) may impact relationships
Analyze the similarities and differences between friendships, romantics relationships and sexual relationships
Define sexual consent and sexual agency
Demonstrate communication skills that will support healthy relationships
Demonstrate strategies to communicate personal boundaries and how to show respect for the boundaries of others
Analyze how peers, family, media, society, culture, and a person’s intersecting identities can influence attitudes, beliefs, and expectations about relationships
Evaluate the impact of technology (e.g., use of smart phones, GPS tracking) and social media on relationships (e.g., consent, communication)
Identify factors (e.g., body image, self-esteem, alcohol and other substances) that can affect the ability to give or perceive consent to sexual activity
Describe strategies a student might use to end an unhealthy relationship, including involving a trusted adult who can help
Demonstrate strategies to use social media safely, legally, and respectfully
Compare and contrast characteristics of healthy and unhealthy romantic and/or sexual relationships
Describe what constitutes sexual consent, its importance, and legal consequences of sexual behavior without consent
Explain the impact media, including sexually explicit media, can have on one’s perceptions of, and expectations for, a healthy relationship
Evaluate a variety of characteristics of romantic and/or sexual relationships and determine which ones are personally most important
Develop a plan to get out of an unsafe or unhealthy relationship
Describe effective ways to communicate consent, personal boundaries, and desires as they relate to intimacy, pleasure, and sexual behavior
Evaluate strategies to end an unhealthy relationship, including when situations may require adult and/or professional support
Analyze the potentially positive and negative roles of technology and social media on one’s sense of self and within relationships
Analyze factors (e.g., body image, self-esteem, alcohol and other substances) that can affect the ability to give and receive sexual consent
Demonstrate ways to show respect for the boundaries of others as they relate to intimacy and sexual behavior
Describe the characteristics of unhealthy relationships that media, including sexually explicit media, may perpetuate (e.g., inequality between partners, lack of communication and consent, strict gender stereotypes)
Apply a decision-making model to maintaining a healthy relationship and/or ending an unhealthy relationship
Analyze how media portrayals of healthy and unhealthy relationships impact societal norms about romantic and/or sexual relationships and pleasure
Analyze cultural and social factors (e.g., sexism, homophobia, transphobia, racism, ableism, classism) that can influence decisions regarding sexual behaviors
Describe the potential impacts of power and privilege within romantic or sexual relationships (e.g., age, race, ethnicity, sexual orientation, gender, gender identity, socio-economic status, immigration status, ability)
Analyze the personal and societal factors that could keep someone from leaving an unhealthy relationship
Evaluate strategies to use social media safely, legally, and respectfully
Discuss the range of ways people express their gender and how gender-role stereotypes may limit behavior
Discuss the range of ways people express their gender and how gender-role stereotypes may limit behavior
Demonstrate ways to treat people of all genders, gender expressions, and gender identities with dignity and respect
Demonstrate ways to promote dignity and respect for people of all genders, gender expressions, and gender identities, including other students, their family members, and members of the school community
Identify trusted adults, including parents and caregivers, whom students can ask questions about gender, gender-role stereotypes, gender identity, and gender expression
Distinguish between sex assigned at birth and gender identity and explain how they may or may not differ
Define and explain differences between cisgender, transgender, gender nonbinary, gender expansive, and gender identity
Explain that gender expression and gender identity exist along a spectrum
Describe gender-role stereotypes and their potential impact on self and others
Develop a plan for the school to promote dignity and respect for people of all genders, gender identities, and gender expressions in the school community
Access medically accurate sources of information about gender, gender identity, and gender expression
Demonstrate ways to communicate respectfully with and about people of all gender identities
Analyze how peers, family, and a person’s intersecting identities can influence attitudes, beliefs, and expectations about gender, gender identity, gender roles, and gender expression
Differentiate between sex assigned at birth, gender identity, and gender expression
Analyze how media, society, culture, and a person’s intersecting identities can influence attitudes, beliefs, and expectations about gender, gender identity, gender roles, and gender expression
Advocate for school and community policies and programs that promote dignity and respect for people of all genders, gender expressions, and gender identities
Explain how support from peers, families, schools, and communities can improve a person’s health and wellbeing as it relates to gender identity and gender expression
Identify situations that may be uncomfortable or dangerous (e.g., bullying, teasing, child sexual abuse)
Identify trusted adults, including parents and caregivers, that you can talk to about situations which may be uncomfortable or dangerous (e.g., bullying, teasing, child sexual abuse)
Define child sexual abuse and identify behaviors that would be considered child sexual abuse
Demonstrate ways to start a conversation when seeking help from a trusted adult about an uncomfortable or dangerous situation (e.g., bullying, teasing, child sexual abuse)
Demonstrate ways to treat all people with dignity and respect (e.g., race, ethnicity, socio-economic status, differing abilities, immigration status, family configuration)
Demonstrate ways to promote dignity and respect for all people (e.g., race, ethnicity, socio-economic status, differing abilities, immigration status, family configuration)
Define child sexual abuse, sexual harassment, and domestic violence and explain why they are harmful and their potential impacts
Identify strategies a person could use to call attention to or leave an uncomfortable or dangerous situation, including sexual harassment
Explain that some survivors are not believed when they disclose sexual abuse or harassment and that it is important to keep telling trusted adults until one of the adults takes action
Describe steps a person can take when they are being or have been sexually abused
Develop a plan for the school to promote dignity and respect for everyone (e.g., race, ethnicity, socio-economic status, differing abilities, immigration status, family configuration)
Identify community resources and/or other sources of support, such as trusted adults, including parents and caregivers, that students can go to if they are or someone they know is being sexually harassed, abused, assaulted, exploited, or trafficked
Define interpersonal and sexual violence (e.g., sexual harassment, sexual assault, incest, rape, domestic violence, coercion, and dating violence) and describe their impacts on sexual health
Explain why a person who has been sexually harassed, abused, or assaulted, or has been a victim of incest, rape, domestic violence, or dating violence is never to blame for the actions of the perpetrator
Define sex trafficking, sexual exploitation, and gender-based violence
Describe strategies that sex traffickers/exploiters employ to recruit youth
Describe strategies a person could use, when it is safe to do so, to intervene when someone is being sexually harassed or someone they know is perpetuating unhealthy or coercive behaviors
Demonstrate how to access credible sources of information and resources for survivors of interpersonal violence, including sexual violence
Identify credible resources related to sex trafficking and sexual violence prevention and intervention
Identify the state and federal laws related to intimate partner and sexual violence (e.g., sexual harassment, sexual abuse, sexual assault, domestic violence)
Describe the types of abuse (e.g., physical, emotions, psychological, financial, and sexual) and the cycle of violence as it relates to sexual abuse, domestic violence, dating violence, and gender-based violence
Explain why a victim/survivor of interpersonal violence, including sexual violence, is never to blame for the actions of the perpetrator
Explain sex trafficking, including recruitment tactics that sex traffickers/exploiters use to exploit vulnerabilities and recruit youth
Demonstrate ways to support a fellow student who is being sexually harassed or abused, or is perpetuating unhealthy or coercive behaviors
Identify ways to reduce risk in physical and digital settings related to sex trafficking and other potentially harmful situations
Analyze how peers, family, media, society, culture, and a person’s intersecting identities can influence attitudes and beliefs about interpersonal and sexual violence
Identify credible sources of information about puberty and personal hygiene
Identify trusted adults, including parents, caregivers, and health care professionals, whom students can ask questions about puberty and adolescent health
Explain the physical, social, and emotional changes that occur during puberty and adolescence and how the onset and progression of puberty can vary
Describe how puberty prepares human bodies for the potential to reproduce and that some healthy people have conditions that impact the ability to reproduce
Explain common human sexual development and the role of hormones (e.g., romantic and sexual feelings, masturbation, mood swings, timing of pubertal onset)
Describe the role hormones play in the physical, social, cognitive, and emotional changes during adolescence and the potential role of hormone blockers on young people who identify as transgender
Make a plan for maintaining personal hygiene during puberty
Define medical accuracy and analyze medically accurate sources of information about puberty, adolescent development, and sexual health
Describe the cognitive, social, and emotional changes of adolescence and early adulthood
Analyze how peers, media, family, society, culture, and a person’s intersecting identities can influence self-concept, body image, and self-esteem
Define reproduction and explain that all living things may have the capacity to reproduce
Explain the relationship between sexual intercourse and human reproduction
Explain the range of ways pregnancy can occur (e.g., IVF, surrogacy)
Define STDs, including HIV, and clarify common myths about transmission
Identify medically accurate sources of information about STDs, including HIV, such as local STD/HIV prevention, testing, and treatment resources
Define prenatal care and identify medically accurate sources of information about prenatal care
Define vaginal, oral, and anal sex
Explain there are many methods of short- and long-term contraception that are safe and effective and describe how to access them
List at least four methods of contraception that are available without a prescription (e.g., abstinence, condoms, emergency contraception, withdrawal)
Describe pregnancy testing, the signs of pregnancy, and pregnancy options, including parenting, abortion, and adoption
Explain STDs (including HIV) how common STDs are, and how they are and are not transmitted
Describe the signs, symptoms, or lack thereof, and potential impacts of STDs (including HIV)
Compare and contrast behaviors, including abstinence, to determine the potential risk of pregnancy and/or STD (including HIV) transmission
Discuss current biomedical approaches to prevent STDs (e.g., hepatitis B vaccine, HPV vaccine) and HIV (e.g., PrEP, PEP)
Explain medical breakthroughs in HIV prevention and treatment and why HIV can now be considered a chronic condition
Describe the state and federal laws related to minors’ access to sexual healthcare services, including pregnancy and STD/HIV prevention, testing, care, and treatment
Define racism and intersectionality and describe their impacts on sexual health
Explain the impact that media, including sexually explicit media, can have on one’s body image and self-esteem
Identify factors that are important in deciding whether and when to engage in sexual behaviors
Develop a plan to eliminate or reduce risk of unintended pregnancy or STDs (including HIV)
Demonstrate ways to communicate decisions about whether or when to engage in sexual behaviors and how to reduce or eliminate risk for pregnancy and/or STDs (including HIV)
Analyze how alcohol and other substances can influence sexual decision-making
Describe the state and federal laws related to age of consent, minors’ ability to consent to health care, confidentiality in a healthcare setting, child pornography, sexting, safe haven, and sex trafficking
Describe the steps to using barrier methods correctly (e.g., external and internal condoms, dental dams)
Demonstrate the ability to determine whether a resource or service is medically accurate or credible
Identify medically accurate sources of information about and local services that provide contraceptive methods (including emergency contraception and condoms) and pregnancy options (including parenting, abortion, adoption, and prenatal care)
Identify medically accurate sources of information about and local services that provide prevention, testing, care, and treatment of STDs, including HIV, including the steps to obtain PrEP and PEP
Compare and contrast the advantages and disadvantages of contraceptive and disease prevention methods (e.g., abstinence, condoms, emergency contraception)
Identify factors that impact the risk of unintended pregnancy and potential transmission of STDs, including HIV, from a variety of sexual behaviors, including vaginal, oral, and anal sex
Describe common symptoms, or lack thereof, and treatments for STDs, including HIV
List the major milestones of each trimester of fetal development utilizing medically accurate information
Explain the state and federal laws related to safe haven, parenting, and sterilization, including their impacts on oppressed communities
Define reproductive justice and explain its history and how it relates to sexual health
Apply a decision-making model to choices about contraceptive use, including abstinence and condoms
Develop a plan to eliminate or reduce risk for unintended pregnancy and/or STDs (including HIV) and identify ways to overcome potential barriers to prevention
Describe the steps for how a person living with HIV can remain healthy
Demonstrate the ability to effectively communicate with a partner about abstaining from sexual behavior, using condoms and/or contraception, and preventing, getting testing, and seeking treatment for STDs (including HIV)
Compare and contrast the advantages and disadvantages of contraceptive and disease prevention methods (e.g., abstinence, condoms, emergency contraception)
Analyze state and federal laws and guidelines (e.g., CDC) that address sexual healthcare services for minors (e.g., contraception, emergency contraception, prenatal care, adoption, abortion, STD, including HIV, prevention, testing, and treatment)
Explain the federal and state laws that prohibit the creation, sharing, and viewing of sexually explicit media by minors (e.g., sexting)
Demonstrate the steps to using barrier methods correctly (e.g., external and internal condoms, dental dams)
Access medically accurate and credible information about pregnancy options, including parenting, abortion, and adoption
Define reproductive justice and explain its history and how it relates to sexual health
Explain the importance of lowering the viral load of a person living with HIV to undetectable and maintaining viral suppression
Assess the skills needed to be an effective parent
Develop a plan to access local resources and services related to reducing the risk of pregnancy and/or STDs (including HIV) transmission, including ways to overcome potential barriers to access
Analyze societal factors that might inhibit honest discussion between sexual and/or romantic partners about their sexual histories, including STDs and HIV status, and identify ways to begin such conversations
Analyze personal and societal factors that can influence decisions about pregnancy options, including parenting, abortion, and adoption
Analyze factors that can influence condom use and other safer sex decisions (e.g., availability, affordability, perception of risk, pleasure)
Analyze the impact of stigma and conscious and unconscious biases on pregnancy and STD, including HIV, prevention, testing, and treatment
Analyze the state and federal laws related to minors’ ability to give and receive sexual consent and their association with sexually explicit media
Analyze factors that can influence condom use and other safer sex decisions (e.g., availability, affordability, perception of risk, pleasure)
Assess individuals’ responsibility to test for and inform partners about STDs (including HIV) status
Demonstrate ways to promote dignity and respect for people of all sexual orientations, including other students, their family members, and members of the school community
Identify trusted adults, including parents and caregivers, whom students can ask questions about sexual orientation
Define Sexual Orientation
Differentiate between sexual orientation and gender identity
Develop a plan for the school to promote dignity and respect for people of all sexual orientations in the school community
Access credible sources of information about sexual orientation
Recall the definition of sexual orientation and explain that most people have a sexual orientation
Define sexual identity and explain a range of identities related to sexual orientation (e.g., heterosexual, bisexual, lesbian, gay, queer, two-spirit, asexual, pansexual)
Demonstrate ways to communicate respectfully with and about people of all sexual orientations
Analyze how peers, media, family, society, culture, and a person’s intersecting identities can influence attitudes, beliefs, and expectations about sexual orientation
Access credible sources of information about sexual orientation
Differentiate between sexual orientation, sexual behavior, and social identity
Analyze how peers, media, family, society, culture, and a person’s intersecting identities can influence attitudes, beliefs, and expectations about sexual orientation and sexual identity
Advocate for school and community policies and programs that promote dignity and respect for people of all sexual orientations
Explain how support from peers, families, schools, and communities can improve a person’s health and wellbeing as it relates to sexual orientation and sexual identity