Provides Age-Appropriate and Developmentally Appropriate Information, Learning Strategies, Teaching Methods, and Materials

Description: An effective curriculum addresses students’ needs, interests, concerns, age, developmental and emotional maturity levels, experiences, and current knowledge and skill levels. Developmentally appropriate practice does not mean making things easier for students. Rather, it means ensuring that healthy behavior outcomes (HBOs), functional health knowledge, skills, and experiences are suited to students’ learning and development and are challenging enough to promote progress and interest. In addition, concepts and skills should be taught in a logical sequence through reinforcement, but not repetition, at each grade level.1

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Example 1

For this teaching example, the unit being taught is Alcohol and Other Drugs (AOD), and the HBO for the lesson is AOD-7: Quit using alcohol and other drugs if already using (HECAT Appendix 3).

  1. The students have already learned about functional information and skills related to avoiding the use of AOD during their 8th grade health class. The high school health class reinforces the information and skills at the beginning of the AOD prevention unit.
  2. Prior to teaching the AOD prevention unit, the high school health teacher reviews local data related to AOD use among high school students in their district. The health teacher discovers that the AOD use is higher among high school students compared to the state averages. Therefore, the high school health teacher decides to teach a lesson on AOD-quitting techniques and resources in the community to help adolescents quit using AOD
Example 2

For this teaching example, the unit being taught is Sexual Health, and the HBO for the lesson is SH-7: Engage in behaviors that prevent or reduce unintended pregnancy (HECAT Appendix 3).

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  1. During their 8th grade health class, the students have already learned about functional information and skills related to the importance of remaining sexually abstinent.
  2. The high school health teacher reinforces the concept that being sexually abstinent is the only 100% way to prevent HIV, sexually transmitted infections, and pregnancy. However, the high school health teacher understands that some students in high school are sexually active or will be in the future. Therefore, the high school health teachers teach students about the importance of using condoms consistently and correctly every time they engage in sexual activity.
  3. The teachers review and model the steps of putting on a condom correctly (using their own middle and index fingers). The students practice these steps by putting a condom over their middle and index fingers. Students then demonstrate how to put a condom on over their middle and index fingers with a partner. The partner provides verbal feedback during the demonstration.

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