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Alaska Department of Education & Early Development
Skills for a Healthy Life

CHAPTER 4: INSTRUCTION

Introduction to the Content of Skills for a Healthy Life

Elements of the Content for Skills for a Healthy Life Framework

Standard A: Critical Knowledge, Key Elements, Sample Performance Indicators and Sample Activities

Standard B: Responsibility for Self, Key Elements, Sample Performance Indicators and Sample Activities

Standard C: Interpersonal Responsibility, Key Elements, Sample Performance Indicators and Sample Activities

Standard D: Responsibility for Community, Key Elements, Sample Performance Indicators and Sample Activities

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This framework primarily focuses on the topics and resources intregal to the classroom instruction components of these standards. The local curriculum committees that use this framework are encouraged to review the referenced materials. The reference materials provide an overview of coordinated school health programs as well as the latest reviews of the effective health education instruction to meet those needs. Armed with a sense of what research is now telling practitioners, districts can begin the process of identifying the most critical needs of local students and developing their local curriculum

Standards describe the knowledge and skills essential to the development of skills for a healthy life. The four standards adopted by the Alaska State Board of Education include the following:

1. CRITICAL KNOWLEDGE: A student should be able to acquire core knowledge related to well being.
2. RESPONSIBILITY FOR SELF: A student should be able to demonstrate responsibility for the student’s well being.
3. INTERPERSONAL RESPONSIBILITY: A student should understand how well being is affected by relationships with others.
4. RESPONSIBILITY FOR COMMUNITY: A student should be able to contribute to the well being of families and communities.

Each of the four standards has a rationale statement that describes the context and reasoning the standards development committee used in developing the standards.

Each of the adopted standards lists themes and topics that expand the concept of the Skills for a Healthy Life Standard.

Performance indicators are specific concepts and skills students should know at ages 5-8, 9-11, 12-14, and 15-18. (Note: The performance indicators in this document are only a small sample of skills that districts may wish to assess). Please refer to the National Health Education Standards: Achieving Health Literacy for additional performance standards.)

The sample activities provided are an attempt to describe some activities that have been successful in helping children meet and exceed the standards referenced. They are intended only as examples and should not be used without the further reflection of how the activities will assist the teacher in moving children from basic knowledge to the skills and beliefs that will assist them in healthy life choices. Teachers and professionals using the activities should check with district policy, community and school norms and readiness of students for the information.

Assessing students’ progress should be of consideration throughout this process. Please refer to the assessment chapters to further understand the materials and gain information about how best to evaluate student progress.