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Human Growth and Development
This following document includes examples of age-appropriate and research-based materials and resources which schools and school districts may use to update their human growth and development curricula regarding sexual exploitation by means of the Internet, health and wellness literacy, sexually transmitted diseases (including HPV), and human sexuality. These items are not intended to represent an exhaustive list. This list will be reviewed/updated on an annual basis. The list addresses Iowa Code sections 279.50, 256.11, and 256.9 to develop and make available to school districts, resource-based materials and resources. Additional research-based materials and resources are available from many other sources including survey data.
Health Education Requirements (selected edited excerpts)
Iowa Code section 279.50 Human growth and development instruction (summary).
1. Each school board provides instruction in kindergarten which gives attention to experiences relating to life skills and human growth and development. School districts use research to evaluate and upgrade their instructional materials and teaching strategies for human growth and development.
2. Each school board provides age-appropriate and research-based instruction in human growth and development including instruction regarding human sexuality, self-esteem, stress management, interpersonal relationships, domestic abuse, HPV and the availability of a vaccine to prevent HPV, and acquired immune deficiency syndrome, in grades one through twelve.
281--Iowa Administrative Code 12.5(256) Education program (health education requirement excerpts).
12.5(1) Prekindergarten program. The prekindergarten program is designed to learn to use and manage their bodies and to extend their interests and understanding of the world about them. The prekindergarten program shall relate the role of the family to the child’s developing sense of self and perception of others.
12.5(2) Kindergarten program. The kindergarten program includes experiences designed to develop healthy emotional and social habits and protect and increase physical well-being and development of life skills and human growth and development.
12.5(3) Elementary program, grades 1-6. The following areas are taught in grades one through six: health, human growth and development, and traffic safety.
e. Health. Health instruction includes personal health; food and nutrition; environmental health; safety and survival skills; consumer health; family life; substance abuse and nonuse, encompassing the effects of alcohol, tobacco, drugs, and poisons on the human body; human sexuality, self-esteem, stress management, and interpersonal relationships; emotional and social health; health resources; and prevention and control of disease, and the characteristics of communicable diseases, including acquired immune deficiency syndrome.
g. Traffic safety. Traffic safety instruction includes pedestrian safety; bicycle safety; auto passenger safety; school bus passenger safety; seat belt use; substance education; and the application of legal responsibility and risk management to these concepts.
12.5(4) Junior high program, grades 7 and 8. The following are taught in grades 7 and 8: health, human growth and development, family and consumer education, career education, and technology education. Instruction includes the contributions and perspectives of persons with disabilities, both men and women, and persons from diverse racial and ethnic groups, and designed to eliminate career and employment stereotypes using the following general curriculum definitions.
e. Health. Health instruction includes personal health; food and nutrition; environmental health; safety and survival skills; consumer health; family life; substance abuse and nonuse, encompassing the effects of alcohol, tobacco, drugs, and poisons on the human body; human sexuality, self-esteem, stress management, and interpersonal relationships; emotional and social health; health resources; and prevention and control of disease and the characteristics of communicable diseases, including sexually transmitted diseases and acquired immune deficiency syndrome.
i. Family and consumer education. Family and consumer education instruction includes the development of positive self-concept, understanding personal growth and development and relationships with peers and family members in the home, school and community, including men, women, minorities and persons with disabilities. Subject matter emphasizes the home and family, including parenting, child development, textiles and clothing, consumer and resource management, foods and nutrition, housing, and family and individual health.
j. Career education. Career education instruction includes exploration of employment opportunities, experiences in career decision making, and experiences to help students integrate work values and work skills into their lives.
k. Technology education. Technology education instruction includes awareness of technology and its impact on society and the environment; furthering students’ career development by contributing to their scientific principles, technical information and skills to solve problems related to an advanced technological society; and orienting students to technologies which impact occupations in all six of the required service areas. The purpose of this instruction is to help students become technologically literate and become equipped with the necessary skills to cope with, live in, work in, and contribute to a highly technological society.
12.5(5) High school program, grades 9-12. Health, one unit, (a course or equivalent related components or partial units taught throughout the academic year) is offered and taught as the minimum program:
e. Health (one unit). Health instruction includes personal health; food and nutrition; environmental health; safety and survival skills; consumer health; family life; human growth and development; substance abuse and nonuse; emotional and social health; health resources; and prevention and control of disease, including sexually transmitted diseases and acquired immune deficiency syndrome, current crucial health issues, human sexuality, self-esteem, stress management, and interpersonal relationships.
i. Vocational education—school districts (three units each in at least four of the six service areas). A minimum of three sequential units, of which only one may be a core unit, is taught in four of the following six service areas: agricultural education, business and office education, health occupations education, home economics education, industrial education, and marketing education.
(4) “Health occupations education programs” prepare individuals for employment in a variety of occupations concerned with providing care in the areas of wellness, prevention of disease, diagnosis, treatment, and rehabilitation. Instruction offered encompasses varied activities in such areas as dental science, medical science, diagnostic services, treatment therapy, patient care areas, rehabilitation services, record keeping, emergency care, and health education.
(5) “Home economics education programs” 1. “Consumer and family science” programs may be taught to prepare individuals for a multiple role of homemaker and wage earner and may include such content areas as food and nutrition; consumer education; family living and parenthood; child development and guidance; family and individual health; housing and home management; and clothing and textiles.
The NHES are written expectations for what students should know and be able to do by grades 2, 5, 8, and 12 to promote personal, family, and community health. The standards provide a framework for curriculum development and selection, instruction, and student assessment in health education. Online: http://www.cdc.gov/HealthyYouth/SHER/standards/index.htm
Iowa Youth Risk Behavior Survey
The 2013 Iowa YRBS: The Youth Risk Behavior Surveillance System is an epidemiologic system established by the U.S. Centers for Disease Control and Prevention (CDC) to help monitor the prevalence of behaviors that put youth at risk for the most serious health and social problems that can occur during adolescence and adulthood. The Youth Risk Behavior Survey (YRBS) is the measurement instrument of this system. This survey is used by the State of Iowa to monitor these behaviors among its young people. Specifically, this survey focuses on students who were attending regular public high schools (Grades 9-12) in Iowa during 2012-13. The YRBS was developed cooperatively by the Division of Adolescent and School Health (DASH), National Center for Chronic Disease Prevention and Health Promotion (in the CDC), 19 other federal agencies, and 71 state and local departments of education, and was administered in about 40 states in 2012-13.
IMPORTANT NOTE: The Iowa response rate of 47% failed to meet the CDC criterion (60%), so the data were not “weighted.” This means that the results can not be generalized to all high school students in Iowa in 2013. The results reflect the health risk behaviors of only those students who participated in the Iowa YRBS in 2012-13.
- Summary - 2011
- Full Report - 2011
- Alcohol, Tobacco and Other Drug Use - 2011
- Injury & Violence - 2011
- Nutrition and Physical Activity - 2011
- Sexual Behaviors - 2011
1997-2005 Significant Trends Results
Iowa School Health Profiles