DOE A to Z: A B C D E F G H I J K L M N O P Q R S T U V W X Y Z #

DOE Archives

New Jersey Core Curriculum Content Standards

May 1996

CCCS Home | 1996 CCCS Home | 1996 Curriculum Frameworks

Comprehensive Health And Physical Education
Standards And Progress Indicators

Standard 2.2:
All Students Will Learn Health-Enhancing
Personal, Interpersonal, And Life Skills.

Descriptive Statement: Health-literate and physically educated students communicate effectively. These students set health goals, solve health-related problems, and resolve conflicts. They use health-enhancing personal, interpersonal, and life skills to initiate and maintain healthy relationships that contribute to wellness.

Cumulative Progress Indicators

By the end of Grade 4, students:


Describe and demonstrate a variety of ways to access and convey health information and ideas.


Demonstrate decision-making and refusal skills in situations affecting health and safety.


Define health goals, differentiate between long and short term goals, and set a personal health goal to track progress.


Define conflict and demonstrate appropriate nonviolent strategies to resolve it.


Describe how culture and the media affect the ways individuals communicate, show emotions, and cope with stress.

Building upon knowledge and skills gained in the preceding grades, by the end of Grade 8, students:


Describe and demonstrate ways to access and present health information and ideas, and analyze the information for accuracy and reliability.


Describe and demonstrate effective communication skills, decision-making skills, refusal skills, negotiation skills, and assertiveness in situations that influence adolescent health and safety.


Analyze how health decisions and behaviors are influenced by family, peers, culture, and the media, and develop strategies that support effective decision-making and safe behavior.


Describe how health goals are influenced by changes that occur throughout the life cycle.


Analyze the causes of conflict and violent behavior in youth and adults, and describe nonviolent strategies for individuals and groups to prevent and resolve conflict.


Describe the impact of crisis, stress, rejection, separation, and loss, and develop coping strategies for each.

Building upon knowledge and skills gained in the preceding grades, by the end of Grade 12, students:


Synthesize, interpret, and express information about health issues using valid resources, and adapt the information for different audiences.


Analyze social situations and conditions that affect health and safety, and select and evaluate the appropriate skills for each situation.


Analyze the causes of conflict in groups, families, and within the community, and demonstrate and evaluate nonviolent strategies to prevent, mediate, and resolve conflict.


Analyze the impact of crisis, stress, rejection, separation, and loss on physical and emotional health, and develop coping strategies that consider the influence of family, culture, and personal experiences.


Develop a plan for lifelong wellness using data from health assessments, family history, nutritional information, and current health practices, and evaluate progress towards meeting health goals in the plan.


Predict adult daily needs to maintain a healthy lifestyle, design a plan and budget based on those needs, and justify the plan.



Go Back to Previous Page Back To Main Page Go To Next Page