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Alignment to the HECAT Healthy Behavior Outcomes.

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Alignment to the National Health Education Standards 2-8.

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Opportunities for peer-to-peer activities that affirm health-promoting beliefs and behaviors, such as peer discussions, group problem solving, and peer modeling and teaching are provided.

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Activities designed to counter student perceptions that many of their peers engage in unhealthy or risky behaviors are provided.

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Opportunities for students to assess their own skill progress and concept understanding, such as personal checklists, are provided.

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Scoring criteria, such as rubrics or scoring guides, are provided to help assess student work.

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Clear criteria (in the form of rubrics, checklists, or other instruments) are provided to help the teacher assess and provide feedback to students on their performance of health skills.

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Guidance is provided for the teacher to model or demonstrate the health skills to students.

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Instructional strategies use interactive, experiential, and participatory methods that actively engage students in learning and help them personalize the information, such as cooperative learning, group discussions, problem solving, role playing, and skill practice.

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Instructional strategies, materials, and learning experiences are culturally relevant to the students to be served.

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Guidance is provided to help the teacher adapt materials or differentiate instruction based on students’ learning needs.

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Background information is provided to ensure that the teacher has sufficient knowledge about the health topic.

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Learning objectives use language that is  inclusive of all students.

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Learning objectives address important concepts and skills that support healthy behavioral outcomes.

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Learning objectives are standards-based, clearly written, and measurable.

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Materials align to the Characteristics Effective Health Education.

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Necessary support materials, such as student texts, teacher guidance, audiovisuals, and teaching aids, are provided to achieve the learning objectives.

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Digital and print access to materials.

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Reasonably implemented within the available instructional time.

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Reasonably implemented by health education teachers and others assigned to teach health education.

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The curriculum is free from bias or stereotypical perceptions of individuals or groups based on personal characteristics such as race, ethnicity, gender, religion, culture, age, or sexual orientation.

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Materials, including lesson content, skill progression, texts, pictures, and graphics are age appropriate.

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The curriculum uses language relevant and appropriate for the students and the community?

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Are sources from a reputable public health or professional source?

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Are sources of data clear and credible?

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Does the curriculum use accurate and appropriate terminology?