What grade levels do these standards cover?

Grade 1, Grade 2, Grade 3, and Grade 4

Grades 1, 2, 3, 4
Other Connecticut Sexual Health Education Curriculum Framework sets
Grades Pre-K, K
Grades 5, 6, 7, 8
Grades 9, 10, 11, 12

1.
Describe and demonstrate appropriate ways to express affection with different people in various situations.E1.1
a.
Identify characteristics of positive self-esteem and self-respect.E.1.2.a
b.
Explain the likely impact of good health habits on self-esteem and how a person feels about his/her body.E.1.2.b
c.
Use proper names for body parts including gender specific anatomy.E.1.2.c
d.
Explain that puberty, human growth and development can vary considerably.E.1.2.d
e.
Describe the physical and emotional changes that occur during puberty.E.1.2.e
a.
Describe healthy families and a healthy family environment.E.1.3.a
b.
Describe how families may change over time and the impact those changes may have.E.1.3.b
4.
Discuss qualities of a healthy relationship.E.1.4
5.
Examine how physical, social, cultural and emotional environments influence personal health.E.1.5
6.
Explain the importance of setting and respecting personal boundaries.E.1.6
c.
Explain that everyone, including children, have a right to tell others not to touch their body when they do not want to be touched.E.1.6.c
f.
Describe different ways in which people express their gender (e.g., dress, play, choice of jobs).E.1.6.f
7.
Identify and discuss personal behaviors that protect from disease.E.1.7
10.
Define the terms communicable (infectious) and non-communicable (non-infectious) diseases and identify ways to help prevent disease (e.g. HIV/AIDS).E.1.10

1.
Identify a trusted adult who can provide accurate information about puberty and personal hygiene.E.2.1
2.
Demonstrate the ability to locate resources at home, school and in the community that provide valid health information.E.2.2
3.
Discuss existing laws that are intended to protect young people from being exploited, harassed or bullied.E.2.3

1.
Discuss strategies for expressing feelings appropriately.E.3.1
2.
Discuss personal behaviors that are health-enhancing.E.3.2
7.
Identify ways in which an individual could respond in a situation when they or someone else is being bullied or harassed.E.3.7

1.
Describe what influences behaviors, attitudes and decisions.E.4.1
a.
Describe how culture, media, technology and people may influence the attitudes, behaviors and decisions of young people (e.g. attractiveness, body image, relationships, self-esteem).E.4.2.a
b.
Compare positive and negative ways peers influence behaviors.E.4.2.b
4.
Identify the ways in which technology can impact physical and emotional safety (e.g. internet, texting).E.4.4

1.
Identify various communication styles and the appropriate use of each (e.g. passive, assertive, aggressive, other).E.5.1
2.
Demonstrate healthy ways to express emotions and feelings (e.g. affection, love, friendship, concern, empathy).E.5.2
3.
Describe and demonstrate effective negotiation and refusal skills.E.5.3
a.
Demonstrate healthy ways to express needs, wants and feelings.E.5.4.a
b.
Demonstrate ways to take action if someone is talking to you or touching you in a way that makes you feel uncomfortable.E.5.4.b
c.
Demonstrate healthy ways to express empathy for others.E.5.4.c
d.
Demonstrate ways to show respect for different types of families.E.5.4.d
5.
Identify various forms of communication that constitutes sexual harassment; discuss existing laws that are intended to protect young people from being exploited; and identify a trusted adult with whom you can confide.E.5.5

1.
Demonstrate the ability to apply a decision-making process to enhance health.E.6.1
2.
Explain how personal decisions have an impact on self and others.E.6.2
3.
Identify factors that would influence one's ability to make responsible healthy decisions (e.g. peer pressure, substance abuse).E.6.3

1.
Identify personal goals and demonstrate the ability to apply a goal setting process to enhance health.E.7.1

1.
Demonstrate positive ways to show care, consideration and concern for others.E.8.1
2.
Define the impact stereotypes may have on people and how one might counter a stereotype.E.8.2
3.
Describe ways to promote positive, healthy interpersonal relationships with respect and appreciation for each other.E.8.3
4.
Persuade others to take action when someone else is being bullied or harassed.E.8.4

What grade levels do these standards cover?: Grade 1, Grade 2, Grade 3, and Grade 4
When were these standards adopted?: 2013
Where can I read the official document?: Connecticut Sexual Health Education Curriculum Framework

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Sibling grade bands, other subjects in this jurisdiction, and the same subject across other states.

Sexual Health Education Curriculum Framework

Connecticut